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This article presents the multicultural stories of 75 preservice teachers, all of whom were student teaching in New York City. These stories reveal the kinds of concerns and questions preservice teachers have when faced with multicultural issues or dilemmas and provide the teacher education profession with some direction in terms of curriculum for multicultural teacher education. This direction or guidance comes from the students themselves and is based on the very real experiences they face in the field The article ends with recommendations to professional education programs—what programs should include in order to prepare teachers to serve the needs of today's children and youth.
A. Lin Goodwin (Sat,) studied this question.