Findings from a recent study by CRHEO's Laura Davis and Steinhardt faculty member Sebastian Cherng demonstrate links between preservice teachers' cultural beliefs and their demonstrated pedagogical practices. Cherng and Davis analyzed survey data from nearly 2,500 preservice teachers, alongside evidence from clinical performance assessments of their student teaching to examine whether levels of multicultural awareness vary by characteristics such as race and ethnicity, education, and prior experience working with diverse youth, as well as whether multicultural awareness shapes teaching competency. The researchers found that multicultural beliefs are tied to student teachers’ ability to create positive classroom environments.

For more on their findings, check out Education Week's post or download the article from Sage's Journal of Teacher Education.