Support for Diverse Students Through Teacher Education Still Needs Presidential Leadership

Abstract

In this article, Sleeter reflects on her previous article, “An Invitation to Support Diverse Students through Teacher Education.” She argues that her earlier recommendations are still valid, but changing conditions have lent them greater urgency. Research has made clear the positive impact of culturally relevant curriculum and pedagogy on students of color. Although White teachers still dominate the profession, White students are no longer in the majority. But schools are still highly racially segregated, with unequal access to resources, and school closures coupled with increased online education have only widened racial gaps. Because of these conditions, she argues that public education needs federal leadership.