Abstract

One hundred preservice teachers enrolled in a Human Growth and Development course completed a pre- and post Knowledge of Diversity Survey to determine their perceived knowledge of diversity before and following taking the course which featured substantial diversity curriculum integration and diversity fieldwork. In addition, each of the 100 students responded to 20 multiple questions designed to measure their knowledge of diversity at the end of the course. The professor of the course was also the author of the diversity text that was used as a basis for the diversity education present in the course which included an extensive partnership with a public elementary school that enrolled 43% minority students. Study results found that while students’ perceived knowledge of diversity increased overall following completion of a course in which they experienced extensive diversity curriculum integration and field work with diverse students, their measured knowledge of diversity exhibited a limited knowledge of oppression theory and curriculum integration. Study participants did, however, demonstrate a high level of knowledge of diversity concepts and minority group member discriminatory treatment in the U.S.