1. Swedish Council of the International Reading Association 18th European Conference on Reading New Challenges New Literacies Wendy C. Kasten, Ph.D., Sue Ann Sharma, Ph.D., & Diana Sisson, Ed.D. Jnkping, Sweden August 6-9, 2013 Diversity in United States Teacher Education Programs in Literacy and Reading: A Nationwide Investigative Study International Reading Association, Learning Diversity Committee

2. Introduction 3. Racial/Ethnic Diversity in U.S. Schools 4. English Language Learners in U.S. Schools 5. Racial/Ethnic Diversity of U.S. Teachers 82.9 6.9 7.2 1.3 0.2 0.5 0.9 Percentage of U.S. Teachers by Racial/Ethnic Diversity in 2007-2008 White Black Hispanic Asian Native Hawaiian/ Pacific Islander American Indian/ Alaska Native 6. IRA Standard 4: Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. 7. Studying Teacher Education: AERA Report Teacher candidates are a homogenous population with limited experience interacting with people from different backgrounds to their own. Enter teacher prep programs with negative or deficit attitudes about those who are different from themselves. Limited evidence of whether activities aimed at reducing prejudice have long-term results on the instruction that teacher candidates provide. Cochran-Smith, M. & Zeichner, K. (2005). Studying teachers education: The report of the American Education Research Association (AERA) panel on research in teacher education. Lawrence Erlbaum, 7(3). 20-27. 8. Studying Teacher Education: AERA Report Candidates placed in urban settings with diverse students for field work gain more complex understandings of cultural and experiential differences than candidates in suburban settings. Teacher preparation programs are at different points in preparing teacher candidates to address diversity. Cochran-Smith, M. & Zeichner, K. (2005). Studying teachers education: The report of the American Education Research Association ( AERA) panel on research in teacher education. Lawrence Erlbaum, 7(3). 20-27. 9. Teacher Education for Equity and Democracy Equitable Access Democratic Participation & Advocacy for Equity Recruit & admit More diverse teacher candidates Candidates committed to multicultural democracy and equity Early fieldwork In multiple classrooms, Inquiry-based to disrupt deficit theorizing, In communities to learn culture of students Inquiry into school and community patterns of inequity Professional coursework Self-analysis, Socio-cultural framework for teaching & learning, Teaching strategies linking what students bring to academics Strategies for building multicultural democracy in classroom, Nature of institutional discrimination in society and schools Student teaching In culturally diverse and/or low-income schools, with plenty of time and support In classrooms that support democratic decision-making, With teachers that model advocacy stance On-going professional development Practice-based inquiry with support Activist teacher networks Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106. 10. Defining Diversity The dimensions of diversity range from generic facets involving race, culture, religion, language, and gender identity, including differences related to learning interests, capabilities, and disabilities. 11. Multicultural Education Teaching Teacher Educator Dispositions Theoretical Framework 12. Investigation Objective How are literacy teacher educators faring with IRAs Standard 4: Diversity? 13. Research Questions Question 1: What are the beliefs and values teacher educators hold about diversity as it relates to teacher preparation programs?(survey) Question 2: How do teacher educators describe the experience they provide around diversity? (narrative description) Question 3: What influences shape literacy teacher educators teaching practices and developing beliefs about literacy and learning? (focus groups) 14. Methodology Mixed-Methods Quantitative Logistic Regression Modified Sign Tests Bonferroni Corrections Qualitative Constant Comparative Method Inter-Rater Reliability Cronbachs Alpha .83 15. Survey Distribution 16. Participant Demographics Institution Student Profile Institution Location Profile 17. Data Sources Accreditation Status NCATE Institution Profile Student Population Location Faculty Profile Part 1: Institutional Information Life Experiences Childhood Adulthood Work Life Part 2: Faculty Background Promotes Diversity Knowledge Assessment Understandings Field experiences Part 3: Program Level Undergraduate & Graduate Provides Choice in Addressing Diversity Issues Part 4: Course Level Undergraduate & Graduate Describe Innovative Assignments Experiences Narrative Description 18. Research Question 1: Quantitative Results What are the beliefs and values teacher educators hold about diversity as it relates to teacher preparation programs? 19. Value of Diversity in General Value With Regard to Specific Areas of Diversity Agreement Disagreement 88.2 11.8 Agreement Disagreement Development of Diversity Awareness Religion & Sexual Orientation Sign Test Analysis 20. Reality is Relative to Experiences Strong Logistic Regression Suburban D=.95 Urban Logistic Regression Analysis 21. IRA Standard 4: Diversity Valued by Teacher Educators Teacher Educators Most Strongly Agreed Institution of Employment Values Diversity IRA Standard 4: Diversity P> .000000000000000000001 with Bonferroni Corrections Modified Sign Tests 22. Instructional Practices Taught to Support Learning Among Diverse Students Under Graduate Relevant Curriculum Differentiated Instruction Adapt Approaches for ELL Graduate (P