Antonio J. Castro

Themes in the Research on Preservice Teachers’ Views of Cultural Diversity Implications for Researching Millennial Preservice Teachers

This article traces themes found in the research on preservice teachers’ views of cultural diversity published in peer-reviewed journals from 1985 to 2007. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today’s millennial college students. Findings suggest that although recent studies report a shift toward more positive attitudes about teaching culturally diverse students, persistent issues plague preservice teachers’ understanding of cultural diversity. Implications for future research are discussed.

Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards

Abstract In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indigenous content in U.S. history standards for K–12? (c) How do the standards depict Indigenous Peoples in U.S. history? U.S. history curriculum standards from all 50 states and the District of Columbia were analyzed using within-case analysis and quantified to represent each state’s depiction of Indigenous content. Findings reveal that standards overwhelmingly present Indigenous Peoples in a pre-1900 context and relegate the importance and presence of Indigenous Peoples to the distant past.

What Makes a Citizen? Critical and Multicultural Citizenship and Preservice Teachers' Understanding of Citizenship Skills.

Abstract Utilizing a framework of critical and multicultural citizenship, this qualitative study investigates how preservice teachers at a Midwestern university defined ideal citizenship, how these definitions influenced which civic skill they valued most, and how they envisioned teaching for this skill in the classroom. Findings indicated that participants adopted either a conservative-values-based or awareness-based definition of citizenship. Conservative-values-based approaches related ideal citizenship to possessing various character traits and good morals. Awareness-based approaches centered on the citizen being aware of issues in the community so as to be able to change the community. The data revealed that participants held different civic worldviews, which served as the primary motivation underlying their beliefs about civic education. Findings suggest that teacher educators must work to increase civic competence among preservice teachers to foster more critical and multicultural citizenship.

Disrupting the Official Curriculum: Cultural Biography and the Curriculum Decision Making of Latino Preservice Teachers

This multiple case study traces the influence of cultural biographies on the curriculum decision making of two Latino preservice teachers who student taught in standards-based schools. These participants drew on their personal and cultural experiences to disrupt the “official” curriculum, which they believed failed to address fundamental issues of race and inequity. Findings suggest that personal encounters with discrimination and economic injustice informed the curricular decisions of participants. In addition, participants held a constructivist view of the social studies, allowing them to teach using multiple perspectives that challenged dominant narratives in the social studies.

Challenges in Teaching for Critical Multicultural Citizenship: Student Teaching in an Accountability-Driven Context.

Abstract As public schools become increasingly diverse, novice teachers are being called on to prepare their students for a multicultural democracy. This article presents a case study of three preservice teachers who attempted to teach for critical multicultural citizenship during their student-teaching semester in an accountability-driven school context. Although all three participants felt constrained by the culture of accountability, two were able to negotiate these constraints and implement critical multicultural citizenship education in their classrooms. Findings suggest that although participants employed successful strategies—such as de-emphasizing the test, sneaking in multicultural and critical content, and teaching multiple perspectives—feeling a sense of ownership in the classroom served as an essential prerequisite to enacting citizenship education that goes against the grain.

“I Want a Multicultural Classroom”: Preparing Social Studies Teachers for Culturally Diverse Classrooms

This qualitative study investigates the perspectives of two cohorts of elementary preservice teachers on citizenship education in todays culturally and globally diverse classrooms. Both cohorts were enrolled in the same university; however, one group participated in an urban-based teacher education program designed around the needs of urban school children. While participants reported varying views of citizenship and offered diverse strategies for incorporating citizenship in the classroom, findings suggested that those participating in the urban-based cohort viewed citizenship more in terms of culture and valued promoting cultural learning and sharing in the classroom. Implications for teachers wanting to teach for cultural citizenship are discussed.

Visionaries, Reformers, Saviors, and Opportunists Visions and Metaphors for Teaching in the Urban Schools

This qualitative study investigated the visions and metaphors for teaching held by teacher candidates enrolled in an urban-based alternative certification program. While late-entry teacher recruits are considered to have high motivations for urban school teaching, few studies explore the nature of these motivations. Findings from this study uncovered four orientations concerning teaching in urban schools: visionaries, reformers, saviors, and opportunists. While visionaries and reformers appear to be a stronger fit for urban contexts, saviors and opportunists expressed deficit views of students or cared little about building relationships with urban youth. Implications for supporting new urban teachers are discussed.

Learning from Preservice Teachers' Thoughts about Teaching in Urban Schools: Implications for Teacher Educators.

Preparing new teachers to work in urban schools has become a priority for many teacher education programs. This study explored 20 preservice teachers’ responses to a scenario about working in an urban school as a beginning teacher. Specific attention was placed on what participants believed were key challenges and concerns. Findings indicated that participants who exhibited interest in urban school teaching and those who did not shared similar concerns about urban teaching. These views suggest specific curricular approaches for teacher educators.

Social Studies Education

The field of social studies education encompasses a variety of perspectives about the nature of social studies subject matter and its goals. This article traces twin aspects of social studies education: social studies as social science and social studies as social education. Scholars who see social studies as social science education view the field as incorporating the disciplinary concepts, knowledge-based, and strategies of a variety of unique disciplines (history, geography, economics, etc.). Those who advocate for social studies as social education place civic and democratic teaching as central to the goals and outcomes of social studies. Both approaches, however, serve to prepare youth to engage in an increasingly complex and diverse global world.

Why People Choose to Teach in Urban Schools: The Case for a Push–Pull Factor Analysis

Abstract This qualitative research study traces the motivations for teaching of 13 teacher candidates enrolled in an urban-based alternative certification program. After using a push–pull factor analysis, the data suggest that most participants left their previous careers due to financial shortcomings or work instability. As a result, these participants were also less attracted to teaching based on altruistic reasons when compared to those whose major motivation to teach occurred as part of a quest for personal fulfillment.