Abstract

In this article, we provide evidence of the ongoing problems associated with diversity and diversity education in the United States. We also describe some of the historical background and context of the problems surrounding diversity education within American society. To illustrate the complexity and persistence of these problems, we examine the handling of diversity education during the accreditation process by two schools of teacher education. This is followed by a brief discussion highlighting the significance of diversity issues for teacher education. In concluding, we suggest specific ways in which teacher educators might employ a set of developmental principles to design more effective diversity education programs.