Abstract
As part of a college-wide commitment to infusing diversity into educator preparation, focus groups were conducted to determine (a) faculty efforts to infuse diversity, (b) instructional approaches used, (c) factors that facilitate or hinder infusion, and (d) supports needed to enhance efforts. Results are presented highlighting personal professional development needs, contextual factors, and student-centered challenges that affect the extent to which diversity is addressed, along with future steps to improve efforts and implications for other institutions of higher education.
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