FORGING A RESEARCH PROGRAM ON MULTICULTURAL PRESERVICE TEACHER EDUCATION IN SPECIAL EDUCATION: A PROPOSED ANALYTIC SCHEME
Alfredo J. Artiles University of California, Los Angeles
Stanley C. Trent Michigan State University
The increasing cultural diversification of the student population in the United States has recently received more attention in the general and special education fields ( Banks & Banks, 1995; Figueroa, Fradd, & Correa, 1989; Obiakor, Patton, & Ford, 1992). As a result, initiatives to develop multicultural education components in teacher education programs have been launched ( Gollnick, 1995; Grant & Secada, 1990). Most of these efforts are based on the assumption that teachers will be prepared to work with a diverse student population if they are exposed to information and experiences related to multiculturalism. That is, content and experiences which promote the transformation of schools so that "male and female students, exceptional students, as well as students from diverse cultural, social-class, racial, and ethnic groups will experience an equal opportunity to learn in school" ( Banks & Banks, 1989, pp. 19-20).
Teacher educators in general education typically address multiculturalism in foundation courses that provide an overview of issues related to the distinct markers of diversity (e.g., race, gender, language, social class). These sociocultural variables are typically studied in isolation from each other, and the main focus of analysis is on main effects issues (e.g., Does student race affect learning processes?). Thus, it is not surprising that research on the impact of multicultural education on preservice teachers