This cross-sectional study examines associations between preservice teachers’ experiences in teacher education (n = 2,129), their beliefs about culturally diverse students, and their endorsed instructional practices within social reconstructionist and achievement goal theory frameworks. Structural equation modeling confirmed significant associations between experiences in teacher education and discomfort with student diversity, endorsement of mastery- and performance-oriented practices, and reluctance to adjust instruction to culturally diverse student needs. The number of multicultural education courses completed negatively predicted preservice teachers’ stereotype beliefs and positively predicted mastery orientation. Reluctance to accommodate to culturally diverse students’ educational needs mediated relations between stereotype beliefs and discomfort with student diversity with mastery- and performance-oriented practices. This demonstrates that general stereotype beliefs can inform proximal cultural intentions and instructional practices.
AjzenI.FishbeinM. (2001). Attitudes and the attitude-behavior relation: Reasoned and automatic processes. European Review of Social Psychology, 11(1), 1–33. doi:10.1080/14792779943000116
2.
AkibaM. (2011). Identifying program characteristics for preparing teachers for diversity. Teachers College Record, 113(3), 658–697.
3.
AmesC. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.
4.
AmosY. T. (2010). “They don’t want to get it!”: Interaction between minority and White preservice teachers in a multicultural education class. Multicultural Education, 17(4), 31–37.
5.
BanksJ. A. (1997). Educating citizens in a multicultural society. New York, NY: Teachers College Press.
6.
BanksJ. A. (Ed.). (2012). Encyclopedia of diversity in education. (Vols. 1–4). Thousand Oaks, CA: SAGE Publications, Inc.
7.
BarronK. E.HarackiewiczJ. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706–722.
8.
BrewerM. B. (1991). The social self: On being the same and different at the same time. Personality and Social Psychology Bulletin, 17(5), 475–482.
9.
BrodishA. B.DevineP. G. (2009). The role of performance-avoidance goals and worry in mediating the relationship between stereotype threat and performance. Journal of Experimental Social Psychology, 45(1), 180–185.
10.
BrownE. L. (2004). What precipitates change in cultural diversity awareness during a multicultural course: The message or the method?Journal of Teacher Education, 55(4), 325–340. doi:10.1177/0022487104268057
11.
ByrnesD. A.KigerG. (1994). Language attitudes of teacher scale. Educational and Psychological Measurement, 54(1), 227–231.
12.
Capella-SantanaN. (2003). Voices of teacher candidates: Positive changes in multicultural attitudes and knowledge. The Journal of Educational Research, 96(3), 182–190. doi:10.1080/00220670309598806
13.
Cochran-SmithM. (2003a). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28.
14.
Cochran-SmithM. (2003b). Standing at the crossroads: Multicultural education at the beginning of the 21st century. Multicultural Perspectives, 5(3), 3–11. doi: 10.1207/S15327892MCP0503_02
Darling-HammondL. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.
17.
DeeJ. R.HenkinA. B. (2002). Assessing dispositions toward cultural diversity among preservice teachers. Urban Education, 37(1), 22–40.
18.
DevineP. G.SharpL. B. (2009). Automaticity and control in stereotyping and prejudice. In. NelsonT. D. (Ed.), Handbook of prejudice, stereotyping, and discrimination (pp. 61–82). New York, NY: Psychology Press.
19.
DixsonD. A.DingusJ. E. (2007) Tyranny of the majority: re-enfranchisement of African-American teacher educators teaching for democracy. International Journal of Qualitative Studies in Education, 20(6), 639–654. doi:10.1080/09518390701630775
20.
DweckC. S.LeggettE. L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
21.
ElliotA. J.McGregorH. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519.
22.
ElliotA. J.MurayamaK. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. doi:10.1037/0022-0663.100.3.613
23.
FordD. Y. (2014). Why education must be multicultural: Addressing a few misperceptions with counterarguments. Gifted Child Today, 37(1), 59–62. doi:10.1177/1076217513512304
24.
FreemanK. E.GutmanL. M.MidgleyC. (2002). Can achievement goal theory enhance our understanding of the motivation and performance of African American young adolescents? In MidgleyC. (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 175–204). Mahwah, NJ: Erlbaum.
25.
FreireP. (1993). Pedagogy of the oppressed. New York,NY: Continuum.
26.
GayG. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers’ College Press
27.
GayG. (2005). Politics of multicultural teacher education. Journal of Teacher Education, 56(3), 221–228.
28.
GayG. (2010). Culturally responsive teaching: theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
29.
GayG.KirklandK. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42(3), 181–187.
30.
GibsonS.DemboM. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. doi:10.1037/0022-0663.76.4.569
31.
GradyM. L. (1971). An assessment of teachers’ attitudes toward disadvantaged children. Journal of Negro Education, 40(2), 146–152.
32.
GrantC. A.SleeterC. E. (1996). After the school bell rings. Washington, DC: Falmer Press.
33.
Haan deM.WissinkI. B. (2013). Teachers’ and parental attribution for school performance of ethnic majority and minority children. International Journal of Higher Education, 2(4), 65–76.
34.
HallJ. C.TheriotT. M. (2016). Developing multicultural awareness, knowledge, and skills: Diversity training makes a difference?Multicultural Perspectives, 18(1), 35–41.
35.
HeathB. S. (2004). Language and strategic thinking through the arts. Reading Research Quarterly, 39(3), 338–342.
36.
HelfrichS. R.BeanR. M. (2011). What matters: Preparing teachers of reading. Reading Horizons, 50(4), 241–262.
37.
HoggM. A.ReidS. A. (2006). Social identity, self-categorization, and the communication of group norms. Communication Theory, 16(1), 7–30. doi:10.1111/j.1468-2885.2006.00003.x
38.
HollinsE. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum Associates.
39.
HollinsE. R.Torres-GuzmanM. A. (2005). Research on preparing teachers for diverse populations. In Cochran-SmithM.ZeichnerK. M. (Eds.), Studying teacher education: A report of the AERA panel on research and teacher education (pp. 477–548). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
40.
IrvineJ. J. (2010). Culturally relevant pedagogy. The Education Digest, 75(8), 57–61.
JussimL.HarberK. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131–155.
43.
KaplanA.MidgleyC. (1999). The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11(2), 187–212.
44.
KarabenickS. A.NewmanR. S. (Eds.). (2006). Help seeking in academic settings: Goals, groups, and contexts. Mahwah, NJ: Lawrence Erlbaum Associates.
45.
KarabenickS. A.UrdanT. C. (2014). Motivational interventions. Bingley, UK: Emerald Group Publishing Limited.
46.
KolanoQ. L.KingE. T. (2015). Preservice teachers perceived beliefs toward English language learners. Can a single course change attitudes? Issues in Teacher Education, 24(2), 3–21.
47.
KumarR. (2003). Multicultural education and achievement goal theory. In MaehrM. L.PintrichP. R. (Eds.), Advances in motivation and achievement: Vol. 13. Motivating students, improving schools. Greenwich, CT: JAI Press.
48.
KumarR. (2006). Students’ experiences of home-school dissonance: The role of school academic culture and perceptions of classroom goal structures. Contemporary Educational Psychology, 31, 253–279.
49.
KumarR.HamerL. (2013). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential design. Journal of Teacher Education, 64(2), 162–177.
50.
KumarR.KarabenickS. (2009). Creating productive learning environments in culturally pluralistic classrooms. In SahaL. J.DworkinA. G. (Eds.), The new international handbook of teachers and teaching (pp. 653–657). New York, NY: Springer Publishing Co.
51.
KumarR.KarabenickS. A.BurgoonJ. (2015). Teachers’ implicit and explicit attitudes toward culturally diverse students and classroom instructional practices. Journal of Educational Psychology, 107(2), 533–545.
52.
KumarR.KarabenickS.BurgoonJ.SeayN. (2011, Aprl). Mastery and performance focused instructional practices: Teachers’ cultural frames of reference and cultural responsibility. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
53.
KumarR.MaehrM. L. (2007). Cultural interpretations of achievement motivation: A situated perspective. In SaliliF.HoosainR. (Eds.), Culture, motivation, and learning: A multicultural perspective (pp. 43–66). Greenwich, CT: Information Age Publishing.
54.
Ladson-BillingsG. (1993). Culturally relevant teaching: The key to make multicultural education work. In GrantC. A. (Ed.), Research and multicultural education: From the margins to the mainstream (pp. 106–121). Bristol, PA: The Falmer Press.
55.
Ladson-BillingsG. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465
56.
Ladson-BillingsG. J. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211–247. doi:10.2307/1167271
57.
Ladson-BillingsG. J. (2011). Is meeting the diverse needs of all students possible?Kappa Delta Pi, 48(1), 13–15. doi:10.1080/00228958.2011 .10516716
Ladson-BillingsG. (2016). And then there is this thing called the curriculum: Organization, imagination, and mind. Educational Researcher, 45(2), 100–104. doi:10.3102/0013189x16639042
60.
LaRocqueM. (2013) Addressing cultural and linguistic dissonance between parents and schools. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 111–117, doi:10.1080/1045988X.2012.677961
61.
LauermannF.KarabenickS. A. (2013). The meaning and measure of teachers’ sense of responsibility for educational outcomes. Teaching and Teacher Education, 30, 13–26.
62.
LipmanP. (1995). Bringing the best out of them: The contribution of culturally relevant teachers to educational reform. Theory Into Practice, 34(3), 202–208.
MaioG. R.BellD. W.EssesV. M. (1996). Ambivalence and persuasion: The processing of messages about immigrant groups. Journal of Experimental Social Psychology, 32(5), 513–536.
66.
MarshH. W.DowsonM.PietschJ.WalkerR. (2004). Why multicollinearity matters: A reexamination of relations between self-efficacy, self-concept, and achievement. Journal of Educational Psychology, 96(3), 518–522. doi:10.1037/0022-0663.96.3.518
67.
MarshH. W.HauK.-T.WenZ. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11(3), 320–341. doi:10.1207/s15328007sem1103_2
68.
MartinR. J.Dagostino-KalnizV. (2015). Living outside their heads: Assessing the efficacy of a multicultural course on the attitudes of graduate students in teacher education. Journal of Cultural Diversity, 22(2), 43–49.
69.
MatiasC. E. (2013). Who you callin’ White?! A critical counterstory on colouring White identity. Race Ethnicity and Education, 16(3), 291–315. doi:10.1080/13613324.2012.674027
70.
MatskoK. K.HammernessK. (2014). Unpacking the “urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65(2), 128–144.
71.
McAllisterG.IrvineJ. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433–443.
72.
MeeceJ. L.AndermanE. M.AndermanL. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487–503.
73.
MeeceJ. L.BlumenfeldP. C.HoyleR. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514–523. doi:10.1037/0022-0663.80.4.514
74.
MiddletonM.MidgleyC. (1997). Avoiding the demonstration of the lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89(4), 710–718.
75.
MidgleyC.AndermanE.HicksL. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. The Journal of Early Adolescence, 15(1), 90–113. doi:10.1177/0272431695015001006
76.
MidgleyC.MaehrM. L.HicksL.RoeserR.UrdanT.AndermanE. M.… MiddletonM. (2000). Patterns of Adaptive Learning Survey (PALS). Ann Arbor, MI: University of Michigan.
77.
MilnerH. R. (2011). Culturally relevant pedagogy in a diverse urban classroom. The Urban Review, 43(1), 66–89. doi:10.1007/s11256-009-0143-0
78.
MilnerH. R.LaughterJ. C. (2015). But good intentions are not enough: Preparing teachers to center race and poverty. The Urban Review, 47(2), 341–363. doi:10.1007/s11256-014-0295-4
79.
National Center for Education Statistics. (2012). Total number of school teachers and percentage distribution of school teachers, by race/ethnicity, school type, and selected school characteristics: 2011–12 (Schools and Staffing Survey, Teacher Data Files). Retrieved from https://nces.ed.gov/surveys/sass/tables/sass1112_2013314_t12n_001.asp
80.
NichollsJ. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346.
81.
NietoS. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187.
82.
ParisD. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
83.
ParisD.AlimH. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100, 134, 136–137.
84.
PintrichR. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555.
85.
PintrichP. R.de GrootE. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. doi:10.1037/0022-0663.82.1.33
86.
PohanC. A.AguilarT. E. (2001). Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38(1), 159–182.
87.
PoortvlietP. M.JanssenO.Van YperenN. W.Van de VliertE. (2009). Low ranks make the difference: How achievement goals and ranking information affect cooperation intentions. Journal of Experimental Social Psychology, 45(5), 1144–1147.
88.
PreacherK. J.CurranP. J.BauerD. J. (2006). Computational tools for probing interactions in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31(4), 437–448. doi:10.3102/10769986031004437
89.
PuchnerL. (2014). Disruptions of the self-narrative: Musings on teaching social justice topics in a research methods course. Multicultural Education, 22(1), 51–55.
90.
PulfreyC.BuchsC.ButeraF. (2011). Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology, 103(3), 683–700. doi:10.1037/a0023911
91.
RileyT.UngerleiderC. (2012). Self-fulfilling prophecy: How teachers’ attributions, expectations, and stereotypes influence the learning opportunities afforded aboriginal students. Canadian Journal of Education, 35(2), 303–333.
92.
RoeserR.MidgleyC.UrdanT. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 402–422.
RyanA. M.PintrichA. M. (1997). “Should I ask for help?”: The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329–341.
95.
SchaferJ. L.GrahamJ. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7(2), 147–177. doi:10.1037//1082-989X.7.2.147
96.
SchmeichelM. (2012). Good teaching? An examination of culturally relevant pedagogy as an equity practice. Journal of Curriculum Studies, 44(2), 211–231.
97.
SenkoC.HullemanC. S.HarackiewiczJ. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47.
98.
SkaalvikE. M.1997. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71–81.
99.
SleeterC. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94–123.
100.
SleeterC. E. (2011). An agenda to strengthen culturally responsive pedagogy. English Teaching: Practice and Critique, 10, 7–23.
101.
SpencerM. B.NollE.StoltzfusJ.HarpalaniV. (2001). Identity and school adjustment: Revisiting the “acting White” hypothesis. Educational Psychologist, 36, 21–30. doi:10.1207/S15326985EP3601_3
102.
SteeleC. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.
103.
StoddartT.BravoM.MosquedaE.SolisJ. (2013). Restructuring preservice teacher education to respond to increasing student diversity. Research in Higher Education Journal, 19, 1–19.
104.
TempelaarD. T.RientiesB.GiesbersB.GijselaersW. H. (2015). The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations. Social Psychology of Education: An International Journal, 18(1), 101–120.
105.
TennenbaumH. R.RuckM. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273.
106.
TurnerJ. C.MidgleyC.MeyerD. K.GheenM.AndermanE. M.KangY.PatrickH. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106. doi:10.1037/0022-0663.94.1.88
107.
UrdanT. (2004). Using multiple methods to assess students’ perceptions of classroom goal structures. European Psychologist, 9(4), 222–231. doi:10.1027/1016-9040.9.4.222
108.
ValliL. (1995). The dilemma of race: Learning to be color blind and color conscious. Journal of Teacher Education, 46(2), 120–129.
109.
VerkuytenM. (2014). Identity and cultural diversity: What social psychology can teach us. New York, NY: Routledge.
110.
VillegasA. M.LucasT. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. doi:10.1177/0022487102053001003
111.
WeinsteinR. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.
112.
WoltersC. A.YuS. L.PintrichP. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211–238. doi:10.12691/education-4-14-3
113.
WoodD.GrahamS. (2010). Why race matters: Social context and achievement motivation in African American youth. In UrdanT.KarabenickS. (Eds.), The decade ahead: Applications and contexts of motivation and achievement (Vol. 16B, pp. 179–214). Bingley, UK: Emerald Group.
114.
WoodW. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539–570.
115.
ZeichnerK. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers College Record, 105, 490–519.
116.
ZeichnerK. (2006). Reflections of a university-based teacher educator on the future of college- and university-based teacher education. Journal of Teacher Education, 57(3), 326–340.
117.
ZeichnerK. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40(5), 551–568. doi:10.1080/02607476.2014.956544
118.
ZushoA.ClaytonK. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46(4), 239–260. doi.org/10.1080/00461520.2011.614526
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
