Academic identity development

, 80

Adequate Yearly Progress (AYP)

, 17–18

Advocacy

, 67–68

America College Testing Program, 2016

, 15

A Nation at Risk (ANAR)

, 15–16

Attitudes and beliefs

, 167–168

Autonomy

, 43

Beliefs in a Just World (BJW)

, 60, 61

Biography Driven Culturally Responsive Instruction

, 113–114

Biography Driven Culturally Responsive Teaching

, 176

Black and Brown students

, 20–21

Black and Hispanic students

, 86

Black children

, 11

Black neighborhoods

, 11

Black or Hispanic people, color-blind attitudes

, 59–60

Black schools

, 13

Blatant Racial Issues (BRI)

, 59

Boards of Cooperative Educational Services (BOCES)

, 165

Book club analyses

, 137–138

Book club reflections

, 180–181

Brown vs Board of Education

, 9–10

Bush, George W.

, 17

Capitalism

, 30

Center of Applied Linguistics (CAL)

, 89

Charter schools

, 23

Civil Rights Act

, 11–12

Classroom relationships

, 175

Classroom Relationships, Family Collaboration, Assessment Practices (CRIOP)

, 175–176

Clinton, Bill

, 16–17

Co-curricular classrooms

, 164

Cognitive psychologists

, 44

Collaborative learning

, 171

Color blindness

, 157–158

Color-blind Racial Attitudes Scale (CoBRAS)

, 58–60

Common Core State Standards (CCSS)

, 19

Community solidarity

, 78

Confirmatory factor analysis (CFA)

, 46

Contact

, 42

Content integration

, 26

Convergent and discriminant validity

, 46

Critical pedagogy

, 30–32

Critical race theory

, 129–130

Critical teacher identity

, 100

Critical theory (CT)

, 36–37

Critical Whiteness

, 44–46, 174

Theory

, 129–130, 132–133

CRT. See Culturally relevant teaching (CRT)

CRTSE. See Culturally responsive teaching self-efficacy (CRTSE)

Cultural and racial affirmation

, 34–35

Cultural autoethnographies

, 129–130, 133, 180–181

Cultural capital

, 30–31, 92

Cultural identity

, 133

Culturally and linguistically diverse (CLD) students

, 41, 92

Culturally relevant pedagogy (CRP)

, 47

Culturally relevant teaching (CRT)

, 27–28, 36–37

goals

, 28

Culturally responsive and disciplinary literacy teaching methods

, 104

Culturally Responsive Classroom Management Self-Efficacy scale

, 70

Culturally Responsive Instruction Observation Protocol (CRIOP)

, 69–70, 175

Culturally responsive pedagogy (CRP)

, 28–29, 36–37

Culturally responsive teachers

, 87

Culturally responsive teaching

, 47–49

Culturally Responsive Teaching and Disciplinary Literacy method

, 101–102, 111–112

Culturally responsive teaching self-efficacy (CRTSE)

, 63–64, 71

Cultural relevancy

, 80

Cultural synchronicity

, 79–80

Cultural synchronization

, 41–42, 78

Culture of error

, 99–100

Culture of Poverty

, 13–14

DCRPS. See Dispositions for Culturally Responsive Pedagogy Scale (DCRPS)

Democracy disposition

, 116

Disillusionment

, 121–123

Disintegration

, 43

Disposition

, 35–36

for community

, 51–52, 84–85, 119–121, 130–131

democracy

, 36

development

, 124–125

dialog

, 36

differences

, 35–36

disillusionment

, 36

for multicultural teaching

, 34–35

for Praxis

, 51, 62, 85–86, 121–123, 129–130

for social justice

, 52, 84, 116–118, 131–133

teacher development component

, 34

Dispositional reflection

, 120

Disposition notebook

, 124–125

Dispositions

for Good Teaching

, 114

Dispositions for Culturally Responsive Pedagogy Scale (DCRPS)

, 37, 39–40, 127, 180

contextual analysis

, 153

course assignments

, 129–133

course description

, 128

critical whiteness

, 44–46

cross validation

, 53–54

data analysis

, 151–158

disposition for community

, 130–131

disposition for praxis

, 129–130

disposition for social justice

, 131–133

distinctiveness

, 58–71

multicultural teaching goals

, 139–141

overall analysis

, 155

for professional development

, 147, 158–160, 165–173

racial identity development

, 41–44

as reflective exercise

course assignments

, 112–115

course description

, 111–112

multicultural teaching dispositions

, 115–123

requested analysis

, 152

rural multi-district cooperative

, 165–173, 177

scale development

, 46–53

scale limitations

, 54–56

scores

, 82

self-reflection

, 133–139

subscales

, 131–132

theoretical frameworks

, 40–46

in urban district

, 149–158

urban school district

, 127

in urban teacher preparation program. See Urban teacher preparation program

urban teacher professional development

, 160–161

Diversity in US Public schools across time

committing to diversity (1955 − 1964)

, 9–13

fixing diversity (1965 − 1993)

, 13–16

ignoring diversity (1994 − 2016)

, 16–20

recommitting to diversity

, 22–24

rejecting diversity (2017 − present)

, 20–22

Dropout rate

, 15

Educational opportunity

, 13

Educational psychology

, 104, 112

course

, 95

Education-oriented community organization

, 95–96

Elementary and Secondary Education Act (ESEA)

, 14

Emotional and cognitive dispositions

, 56

Empathy

, 67

English language learners (ELLs)

, 32

teachers

, 91

Equality of Educational Opportunity

, 12–13

Equity pedagogy

, 27

Every Student Succeeds Act (ESSA)

, 19

Exploratory factor analysis (EFA)

, 46

Factor interpretation

, 46

Family background

, 13

Family collaboration

, 175

Federal education legislation

, 14, 20

Focus groups

, 165–166

Fourteenth Amendment’s Equal Protection Clause

, 10

Frankfurt School on Critical Theory (CT)

, 30

General Beliefs scale

, 60–61

Gentrification

, 23

Grow-your-own (GYO) programs

, 78

DCRPS findings

, 82–90

and dispositions for multicultural education

, 78–80

implications for

, 90

Teach Now (TN)

, 80–82

See also Master of Arts in Teaching (MAT)

Head Start

, 14

Hidden curriculum

, 30–31

Hispanic-White gap

, 15

Immersion/emersion

, 43

Inclusion

, 67

Inclusivity

, 34

Income and racial achievement gaps

, 19

Income quartile

, 15

Institutional discrimination (ID)

, 59

subscale

, 61–62

Instructional adaptations

, 79

Intergroup dialog

, 128

Interstate Teacher Assessment and Support Consortium’s (InTASC) model

, 33–34, 47, 112–113

Intrapersonal thinking

, 173

Justice-oriented beliefs

, 61

K-12 classroom culture

, 103

Knowledge

construction

, 27

teachers’ perceptions

, 28

K-12 principal

, 49

Language- and race-conscious pedagogies

, 80

Latinx students

, 160–161

Learning, communal act

, 32–33

Lewis, Oscar

, 14

LGBTQIA

, 157–158

Love of learning

, 101

Low-income

children

, 14, 15

students

, 14, 22

urban families

, 21, 23

Master of Arts in Teaching (MAT)

, 92–93, 111–112

curriculum

, 95–96

evaluation

, 94–95

graduates from

, 93

program

, 39–40

Teacher and Teaching Identities

, 128, 139–140

Meekness

, 67–68

Meritocracy

, 9

2011 Model Core Teaching Standards

, 47

Mountain Range BOCES

, 168–169, 171–173

Multicultural curriculum

, 132–133

Multicultural dispositions index (MDI)

, 53

Multicultural education

, 26–27

course

, 92, 104

Multicultural education scales

, 58–69

beliefs about diversity

, 58–62

diversity-related dispositions

, 58

multiculturalism, dispositions for

, 66–69

self-efficacy for multicultural teaching

, 62–65

teacher-specific scales

, 58

Multicultural self-efficacy

, 62–63

scale

, 65

Multicultural teacher dispositions scale (MTDS)

, 67–68, 69

Multicultural teaching

, 79, 139, 151, 155, 161

attributes of

, 175

capacity for

, 175–176

and critical praxis

, 176

dispositions

for community

, 119–121

for Praxis

, 121–123

for social justice

, 116–118

foundations of

, 174

goals

, 139–141

Multicultural thinking

, 34–35

National Assessment of Education Progress (NAEP)

, 15

National Association for the Advancement of Colored People (NAACP)

, 9–10

National Council for Accreditation of Teacher Education (NCATE)

, 33

National Lunch Program

, 14

National Urban Alliance (NUA)

, 160

New Sociology of Education

, 30

No Child Left Behind (NCLB) Act of 2001

, 17–18

Non-White children

, 11

Obama, Barack

, 18, 19

Paid summer teaching fellowships

, 80–81

Pay for Performance

, 17–18

Pedagogical decision-making

, 183

Pedagogical knowledge

, 86–87

People of Color (POC)

, 25, 43

Personal beliefs

and attitudes

, 42

scale

, 60–61

PK-12 public school teachers

, 41

PK-12 teachers

, 49–51

PK-20 teachers

, 46

Positive racial identity

, 41–42

Praxis

, 51, 62, 85–86, 121–123, 129–131

Predetermination

, 61–62

Prejudice reduction

, 27

Professional development

, 148

workshops

, 180–181

Professional dispositions

, 34

Professional learning communities (PLCs)

, 34, 130–131

Pseudo-independence

, 43

stages

, 43

Quality and equality

, 19–20

Quality of schools

, 12–13

Race

, 133–135

Race-based gaps

, 15

Race to the Top (RTTT) grant program

, 18–19

Racial and gender intolerance

, 59–60

Racial equality

, 11

Racial identity

, 41–42

development

, 43

Racial ideology

, 58–59

Racial inequality

, 169–170

Racial integration

, 11–12

Racially integrated schools

, 11–12

Racially self-aware teachers

, 166

Racial minorities

, 59–60, 149

Racial Minority Students

, 70

Racial Privilege (RP)

, 59

Racial segregation

, 11

Racism

, 174

against Black people

, 59–60

forms

, 42

Reflection Wheel assignment

, 180–181

Reflective exercise, DCRPS as

course assignments

, 112–115

course description

, 111–112

multicultural teaching dispositions

, 115–123

Reflective thinking

, 129

Reintegration

, 43

Responsibility and agency for change and equity

, 34–35

Risk taking

, 99–100

Rural and southern schools

, 13

Rural multi-district cooperative, DCRPS

, 165–173

data analysis

, 167–173

professional development series

, 173–177

rural teacher professional development

, 177

School-based integration

, 11

School Breakfast Program

, 14

School climate scores

, 153

School culture, empowerment

, 27

Schooling aspects

, 26–27

Schooling Multicultural Teachers

, 181–182

Self-analysis

, 128

Self-assessment

, 129

Self-efficacy

, 62–63

scales

, 65

as total score

, 64

Self-evaluation

, 123, 127

Self-reflection

, 133–139

exercise

, 113–114

practices

, 100–101

Sheltered Instruction Observation Protocol (SIOP)

, 89

Social and civic gathering

, 164

Social awareness

, 67

Social bonds

, 164

Social hierarchy

, 30

Social identity theory

, 129–130

Social inequities

, 52

Social justice

, 52, 84, 116–118, 130–133

subscale

, 157

Social policies

, 59

Societal customs and attitudes

, 42

Sociocultural consciousness

, 34–35

Socioeconomic status (SES)

, 133–135

Special Education Administrative Units

, 165

“Specialized Internship” capstone

, 95–96

Specialized internship placement

, 104–105

Special Summer Food Service Program for Children

, 14

State-controlled schooling

, 11

State-sanctioned school segregation

, 10

Stay-at-home parent

, 21

Summer teaching fellowship

, 80

Surface-level conversations

, 136

Systemic inequalities

, 64

Systemic oppression

, 68

Systems-based reforms

, 24

Teacher

candidates

, 117–119

certification programs

, 88

of color

, 41–42, 79, 84

dispositions

, 32–35

educators

, 179

Teacher Advancement Program (TAP)

, 18

Teacher and teaching identities

, 104–105, 128

capstone

, 95–96

course

, 102

Teacher Attitudes Toward Inclusion Scale (TATIS)

, 53

Teacher multicultural attitudes survey (TMAS)

, 66–67, 68

Teachers’ pedagogical decision-making

, 57

Teachers’ perceptions

, 28

Teachers’ prioritization of equity

, 171

Teachers’ self-reflection

, 68

Teachers’ sense of multicultural efficacy scale (TSMES)

, 62–63

Teaching standards

, 47

Teach Now (TN)

, 80–82

evaluation

, 81–82

interviews

, 83–87

recommendations

, 88–90

strengths

, 87–88

See also Master of Arts in Teaching (MAT)

Test scores

, 13, 18, 20

Toward a Theory of Culturally Relevant Pedagogy (1995)

, 27

Traditional teaching domains

, 64

Transformationalist identity

, 35–36

Transformative multicultural teaching

, 37

Trump, Donald

, 20, 22

Urban charter schools

, 20–21

Urban context scores

, 154

Urban educators

, 92–105

Urban renewal

, 23

Urban school district

, 81

Urban teacher preparation program

curricular revisions

, 103–105

evaluation data

, 96–97

experiences

, 101–102

implications for

, 105

MAT curriculum

, 95–96

MAT evaluation

, 94–95

pre- and postscores

, 97

strengths

, 102–103

student identity

, 98

teacher identity

, 100

urban educators

, 92–105

Urban teachers

, 148, 181

professional development

, 160–161

White people, color-blind attitudes

, 59–60

White Racial Identity Development (WRID)

, 41–43, 129–130

White Racial Identity Model (WRIM)

, 43

White supremacy

, 35–36, 42, 174

White teacher candidates

, 80

Zero tolerance policies

, 135–136