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The Status of Research on Multicultural Education in Teacher Education and Special Education Problems, Pitfalls, and Promises

Assistant professor in the Department of Educational Curriculum and Instruction and Special Education, and the director of the Office of Culturally Diverse Student Services and Research, at Texas A&M University. Her research interests include multicultural education, teacher development, and the recruitment and retention of culturally diverse educators.

Alfredo J. Artiles

Alfredo J. Artiles, Mation Studies. His current research focuses on the disproportionate representation of ethnic minority students in special education, how teachers learn to teach ethnic minority students in general and special education programs, and equity issues in special education reforms around the world.

Stanley C. Trent

Stanley C. Trent, Assistant professor in the Curriculum, Instruction, and Special Education Department of the Curry School of Education at the University of Virginia. His current research interests include the study of the implementation of inclusive education models, multicultural teacher education, the overrepresentation of minority students in special education, and the education of culturally and linguistically diverse learners with disabilities.

Carolyn W. Jackson

Carolyn W. Jackson, Doctoral student at the University of Washington. Her research interests include multicultural education and feminist theory construction.u

Andrea Velox

Andrea Velox, graduate assistant in the Office of Culturally Diverse Student Services and Research at Texas A&M University. She is also a doctoral candidate in school psychology. Her research interests include cultural implications of psychological assessment and multicultural education. Address: Gwendolyn Webb-Johnson, Harrington 107H, Texas A&M University, College Station, TX 77843--4222.

Significant numbers of culturally diverse children and youth now experience school failure in schools across the United States. To counter this unfortunate and inequitable circumstance, many teacher educators and policymakers now advocate for multicultural curricula in teacher education and special education programs. Although the research on multicultural education has been examined thoroughly, there has been no systematic analysis of the multicultural teacher education empirical literature in special education. Hence, the purpose of this manuscript is to present findings from a comprehensive analysis of this literature. We first summarize the existing research in teacher education. Next, we examine extensively the existing literature on multiculturalism in special education teacher preparation programs. We end our review with identification of strengths and weaknesses of existing research and provide recommendations for future inquiries.

Remedial and Special Education, Vol. 19, No. 1, 7-15 (1998)
DOI: 10.1177/074193259801900102


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