Abstract

The purpose of this research was to inquire preservice teachers about the meaning of diversity, the sources of information they use to construct the concept of diversity, and the way they address diversity in the classroom. This qualitative case study research used semi-structured interviews to collect information. Fourteen preservice teachers were asked about their understanding and experiences regarding the concept of diversity. Interviews were transcribed and analyzed through an open-ended thematic analysis to examine preservice teachers’ perception of the concept of diversity and its dimensions. The results of the study showed that preservice teachers’ ideas about diversity stem from various sources: university courses in education, lived experiences, family values, peer influence, and the media. They associated diversity with individual differences and characteristics that set one individual apart from another. However, there was also a tendency to associate diversity with students’ cognitive and functional differences, as well as differences in the students’ capacities to learn. Thus, preservice teachers expressed a need to strengthen their knowledge and skills in special education. Preservice teachers’ responses also showed that they lack a deep understanding of diversity, multiculturalism content, and teaching strategies necessary to address diversity in the classroom. They understand that there is a need to integrate diversity content and field experiences into teacher preparation programs to help them understand the complexity of the meaning of diversity.