Abstract
We believe that one powerful model for preparing culturally responsive teachers who are well equipped to increase family involvement is through established partnerships between universities and high-need schools. Participants in this program are involved in a variety of cross-cultural experiences in a school that serves culturally, linguistically, and economically diverse students. The active and frequent participation of preservice teachers in carefully crafted school-based experiences with diverse students, faculty, staff, and community members can help these young people identify, analyze, and reconstruct beliefs and misconceptions that can potentially lead to inequitable practices.
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