Evaluating the perceptions of pre-service teachers' personal and professional readiness to teach culturally and linguistically diverse students

Abstract

This study examines preservice teachers from Historically Black Colleges and Universities and non-Historically Black Colleges and Universities and their perceptions of being personal and professional ready to teach culturally and linguistically diverse students with and without disabilities. Their exposure to the three characteristics of "teacher preparation for diversity" (Akiba, 2011) is also examined. Ninety-two preservice teachers from HBCUs and non-HBCUs across the United States completed a questionnaire about their experiences and perceptions of professional and personal readiness to teach culturally and linguistically diverse students. Quantitative results showed that diverse field experiences, instructor modeling culturally responsive practices and town size were significant predictors of professional and personal readiness to teach culturally diverse students. Implications for teacher preparation programs and future research are discussed.