Let the Dialogue Begin: Diversity and the White Preservice Teacher

Abstract

The purpose of this qualitative study has been to explore the various experiences that may have an influence on the perceived readiness of White preservice teachers (students at Deep South College) to successfully teach and communicate with cultural minority students. Ten White preservice teachers who attend a private, 4-year, liberal arts college, were given the opportunity to describe in their own words, in-depth insight into the various everyday cultural life experiences of White preservice teachers.

This study revealed that these women had their own unique traits and cultural life stories. Their friendships, educational, personal, and religious experiences all played a vital role in shaping how they viewed their cultural selves as well as how they acted in a multicultural world. These factors have also had a profound effect on the professional development of each woman. Further the interviewees revealed that prior to this research; none of them had ever really had to think about who they were racially. The issue was a non-issue. For most of their lives family, friends, and the media had helped to shape their normative view of Whiteness and what it actually means to be White.

Another important aspect that surfaced over the course of this research was the perceived importance of opportunities for White preservice teachers to have field experiences in which they can go into communities which are much like the ones in which they will ultimately be teaching. For almost every single woman in this study that meant going into a situation where they are the cultural minority.