| This study is informed by an understanding of cultural incongruities in the classroom, and a critical postmodern science framework that recognizes the need for an interpretive and incisive approach for teaching about diversity issues in teacher education. Driven by the ubiquitous presence of scientific innovation and global intersections of culture, a central concern in contemporary society is preparing a diverse and highly-skilled workforce. However, increasingly diverse student populations must contend with a demographically homogenous teaching force that is largely unprepared to teach them. While it is beyond the purview of science to address personal beliefs underlying such cultural disconnections, there remains an ability to identify likely causal relationships that offer important context for understanding student diversity; yet, little is known about its possible role in initiating meaningful discussions in this regard. This study explores the utility of science as a transdisciplinary, critical method for teaching diversity to preservice teachers (PSTs) and its potential for raising greater awareness about issues of race and ethnicity. To address this line of inquiry, a qualitative case study supported by multiple sources of evidence, including observations, questionnaires, interviews and a researcher-led class discussion was conducted with three PST courses at an urban research university. The goal of this qualitative research was to generate in-depth knowledge of 'how' and 'why' science might be valuable for teaching diversity, and thus to provide insight on an under-researched topic. Findings suggests that using science to discuss diversity can, indeed, influence positive and inclusive PST practices that strengthen future student-teacher relations, and ultimately promote high academic performance in diverse settings. |
