Addressing the Discontinuity of Students' and Teachers' Diversity: A Preliminary Study of Preservice Teachers' Beliefs and Perceived Skills.

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Surveyed preservice teachers regarding their beliefs about student diversity (types of diversity they considered important, benefits of classroom diversity, and concerns about their ability to teach in diverse classrooms). Results found that respondents were predominantly white, female, middle-to-upper class English speakers with limited exposure to and knowledge of diverse peoples who believed they could confront childhood prejudices.