Schools in New York City are continually pressed to meet the demands of an ever-increasing multicultural population, compounded by the pressures exerted by the No Child Left Behind legislation and the National Council for Accreditation of Teacher Education. Indicated is a need for multicultural understandings within teacher education programs, emphasizing teacher attitudes. The Teacher Multicultural Attitude Survey, a 20-item inventory, was administered to 61 intern/teaching fellows in a 39-credit initial teacher education program infused with multicultural content and urban field experiences. Using a single-group, pre-post design, significant differences at p < .004 were found for White and culturally diverse intern/teaching fellows. For White intern/teaching fellows only ( n = 41), significant differences were noted at p < .0001. For culturally diverse intern/teaching fellows only (n = 20), no significant differences were noted. Empirical data informed the differential value of the multicultural content infused within Fordham University's Intern/Teaching Fellows Teacher Education Program.
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