Preservice multicultural teacher education: Predictors of student readiness

Christine Bennett, Timothy Niggle, Frances Stage

Research output: Contribution to journalArticlepeer-review


This article describes the third in a series of studies on the impact of a preservice multicultural teacher education course at Indiana University. Based upon the responses of all students enrolled in the course during the fall semester of 1987, the research examined possible relationships between students' cognitive development, feelings of social distance, and multicultural knowledge at the beginning and end of the course. A small randomly selected sample of the respondents were interviewed a year later to help assess longitudinal results.

Original languageEnglish (US)
Pages (from-to)243-254
Number of pages12
JournalTeaching and Teacher Education
Issue number3
StatePublished - 1990

ASJC Scopus subject areas

  • Education


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