Uphill all the way: An investigation of attitudinal predispositions of preservice teachers toward diversity in urban classrooms

This study examined the attitudes and beliefs of preservice teacher education students regarding cultural diversity and teaching in an urban environment. The sample, 300 students enrolled in the mandatory overview course for education majors, responded to a questionnaire that collected data on respondent demographics and attitudes and beliefs about (a) teaching in urban environments, (b) attitudes and behaviors of urban students, (c) the effect of cultural background on learning, (d) learning abilities of urban children, (e) qualities of successful urban teachers, and (f) the teacher's role in effecting social change. Results revealed a predisposition toward urban teaching in many students who could detail diversity issues; however, incongruencies existed in attitudes and beliefs essential to the task. The data established a new direction for teacher preparation in urban education that allows students to assess beliefs and attitudes in relation to minority students using continuing dialogue, first‐hand experience, and reflective practice.