Diversity, Urban Education, and Teacher Education

Abstract

The number of students of color in urban and suburban areas continues to increase (Howard, 1999, Irvine 2003,). In 2001 forty percent of students enrolled in public schools were students of color (Irvine, 2003). In some of the nation’s largest cities and metropolitan areas at least half of the students are students of color (Irvine, 2003). Yet the field of education is still dominated by white middle-class females (Howard, 1999, Landsman and Lewis, 2006, Wood, 2009). A large number of these women are completing Pre-service teachers education programs that are not adequately prepared to teach diverse groups of students that can be found in one classroom (Dixon, 2006, Landsman and Lewis, 2006, ). For most teachers, the first three years are the most challenging. A large number of teachers who leave the profession do so within the first three years. These challenges can be reduced if multicultural perspectives and Critical Race Theory is infused in teacher education programs. Not only will the challenges of the first few years be reduced, but it will also aid in the preparation of teachers who can teach all students. Cultural awareness within pre-service teacher preparation is beneficial to all teachers regardless of their racial or ethnic background. Race-consciousness as well as cultural awareness can help White teachers to better understand students of color. It can also help teachers of color utilize their cultural strengths when working with students of color. Educators should be aware of critical race theories and the use of race as a social construct. For centuries race has been used to support White supremacy, while oppressing people of color (Watkins, Lewis, and Chou, 2001). Once teachers have developed racial awareness, they can help their students to develop a positive cultural identity. A positive racial identity for students of color is essential to academic success.