Teachers' Racial Identity and the Single Course in Multicultural Education

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Abstract
Many teacher education programs offer a single course experience in multicultural education; however, to a great extent students complete such a course ill-prepared to address the more complex dimensions of multicultural education. Various factors affect teachers' abilities to perceive the complexity of multicultural education and thereby implement it in substantive manners in classrooms and schools. Among these are the attitudes and beliefs teachers bring to the study of multicultural education. This article explores the concept of racial identity development and its implications for the single course experience in multicultural education.