Abstract

This study examined graduate education faculty effectiveness in preparing K-12 educators for diverse communities of learners through a three phase process. In phase I mixed-methods analyzing faculty and student surveys and focus group interviews revealed areas of concern with university faculty in terms of knowledge, skills, and dispositions regarding diversity. Phase II addressed implementation of a diversity plan of action. Phase III utilized a mixed methods approach to evaluate phase II. This case study will assist teacher education programs as they assess their own diversity competence and provide diversity training for faculty who prepare teachers for urban schools. The purpose of this case study was to: (a) assess the university climate and degree of effectiveness of education faculty in preparing K-12 teachers to support diverse students in urban schools; (b) document the implementation of a professional development action plan for faculty on diversity; and (c) evaluate the effectiveness of the plan in terms of faculty’s growth of knowledge, skills, and dispositions regarding diversity, equity, and social justice.