Abstract
The purpose of this study was to examine teacher dispositions within an undergraduate and graduate education course aimed at helping students gain a better appreciation for lifelong multicultural education. Education majors (N=202) from a Midwestern metropolitan university were asked to rate the viability of 13 dispositions as a training and instructional tool. Curriculum based on the underlying principles of the dispositions served as the treatment plan. Significant pretest (M=7.92, SD=0.77) to post-test (M=8.45, SD=0.56) change in mean scores was shown for the combined data set (t(204)=-10.32, p<.0005) with a large effect size (d=.80). Dispositional growth was evident despite a limited impact of selected demographic variables. Results of this institutional review board approved study demonstrate that multicultural dispositions applied within an intentionally inviting learning environment can be used to assess changes in student perceptions over the span of a semester or across a program of professional preparation. This will help college students better assess whether or not teaching and counseling career paths are correct ones for them to pursue.
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