Abstract

Cultural acceptance can be complicated for elementary school-aged students in a school where the majority of students are nonwhite and teachers are predominately white. Teachers may be given the option to obtain diversity training, but some may feel that they do not need it or may refuse it. How effective is diversity training in schools with a majority of ethnic minority students and a high population of white teachers? This study measured the impact of diversity training for teachers on elementary students’ perceptions of cultural acceptance in a diverse ethnic school with a high percentage of white teachers. Although the intervention was proven ineffective in significantly increasing students’ perceptions of cultural acceptance, the study sheds light on the effectiveness of diversity training for current teachers. The study suggests that more research is necessary to explore the self-efficacy of white teachers in their application of culturally responsive practices and possible resistances to change.