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AbstractPreservice science teachers hold a number of existing beliefs and expectations when teaching in the science classroom. Many teacher education programs provide diversity or multicultural education courses to better prepare preservice teachers for the increasingly diverse classroom. The Cultural Awareness Diversity Inventory (CDAI) was used to examine the preservice science teacher’s cultural awareness and sensitivity based on their course and field experiences. Findings suggest that preservice science teachers did acknowledge the importance of racial and ethnic sensitivity and accommodating diversity in their classroom. However, they are neutral relative to the impact their own lack of cultural knowledge has on science teaching and learning.