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However, many preservice teachers encounter diversity only superficially, often limited to a single course or to personal, childhood-based comparisons. This article outlines an approach within a single-gender, liberal arts, Historically Black College context, aiming to equip candidates with cultural competence through rich experiences for teaching across different communities nationwide.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enacting-diversity-at-a-single-gender-liberal-arts-hbcu-educator-preparation-program/590520/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enacting-diversity-at-a-single-gender-liberal-arts-hbcu-educator-preparation-program/590520.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article emphasize dynamic experiences with diverse student populations for preservice teachers?","Question",{"text":112,"@type":113},"It argues that preservice teachers must have well-designed experiences to appropriately address diverse students’ needs once they enter their own classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the article identify with many preservice teachers’ experiences with diversity?",{"text":117,"@type":113},"It notes that diversity experiences are often superficial, confined to one course or shaped by childhood encounters with only a limited peer group.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the article’s stated purpose regarding Spelman College and teacher candidates?",{"text":121,"@type":113},"It aims to give voice to African American preservice teachers’ experiences at Spelman College and explain how to implement diversity practices in teacher preparation given the institution’s single-gender HBCU composition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590520,1792191412,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Enacting Diversity at a Single-Gender Liberal Arts HBCU Educator Preparation Program  \nAndrea Lewis, Ph .D .  \nSpelman College  \nNicole Taylor, Ph .D .  \nSpelman College  \nAbstract  \nIt is widely recognized by state and national teacher accrediting agencies that there is the need for preservice teachers to have dynamic experiences in working with diverse student populations (i.e., English Language Learners, varying socioeconomic statuses, exceptionalities, different family structures) in order to appropriately address the needs of diverse students when they have their own classrooms. However, it is not uncommon for preservice teachers to have superficial experiences with diversity, where the experiences may reside in one course (i.e., Multicultural Education) or may be reminiscent of their childhood experiences (i.e., White preservice teachers working with White students and Black preservice teachers working with Black students) . This article provides an overview of an approach to diversity taken by our Educator Preparation Program as we recognize that preservice teachers need to have well-designed experiences in order to be well equipped and prepared for the diversity of the unexpected upon entering the teaching profession. We address this notion from the lens of a single gender, liberal arts, Historically Black College, as we strive to engage preservice teachers in rich experiences to challenge existing cultural perspectives and ignite new knowledge, as they are prepared to be culturally competent teachers who have the ability to effectively teach students across the country.  \nKeywords: diversity, educator preparation program, Historically Black College, liberal arts  \nAILACTE Journal 35  \nLewis and Taylor  \nAccording to recent research, the K–12 student population has become increasingly diverse, but the teacher workforce is not representative of the student body it serves (Banks, 2015; National Center for Education Statistics, 2013) . Similarly, there is literature that addresses the importance of preparing preservice teachers to experience success in diverse classrooms; however, much of this literature has been done with mostly Caucasian preservice teachers and focuses on the need for cultural awareness, responsiveness, and skills when working with students of a dissimilar culture (Banks, 2015; Ladson-Billings, 1995, 2014; Vaughan, 2005). Furthermore, as very few studies have examined the experiences of African American preservice teachers, one study found that these students may benefit from more knowledge and in-depth experiences especially in urban schools (Mawhinney, Mulero, & Perez, 2012) . Therefore there is a need for research that examines the experiences of African American preservice teachers, especially those at Historically Black Colleges and Universities (HBCUs) and how we can address the complexities of providing experiences in diversity for teacher candidates. Specifically, these specialized institutions may encounter difficulties in (1) providing a strong diversity curriculum and experiences, and (2) recruiting and retaining diverse faculty and candidates. As Educator Preparation Programs (EPPs) move towards Council for the Accreditation of Educator Preparation (CAEP) standards, diversity components are embedded throughout all standards, instead of as stand-alone core standards as in previous accreditation documents.  \nWe consider these factors in light of the United States Secretary of Education Arne Duncan (2014) citing HBCUs as becoming more essential in meeting our nation’s educational and economic goals. HBCUs remain necessary because of the disproportionate impact of HBCUs in science, technology, engineering, and mathematic (STEM) fields and teaching. Although HBCUs comprise only three percent of America’s colleges and universities, they produce half of the nation’s African-American teachers. Creating a more diverse teaching force, especially one that includes many more teachers of color, is a nece","cbCaicI0Mv6Nu3Fs","https://ap.wps.com/l/cbCaicI0Mv6Nu3Fs","pdf",300690,17,"English","# Abstract\n# Current Demographics in Education\n## Need for a paradigm shift in educator preparation","[{\"question\":\"Why does the article emphasize dynamic experiences with diverse student populations for preservice teachers?\",\"answer\":\"It argues that preservice teachers must have well-designed experiences to appropriately address diverse students’ needs once they enter their own classrooms.\"},{\"question\":\"What problem does the article identify with many preservice teachers’ experiences with diversity?\",\"answer\":\"It notes that diversity experiences are often superficial, confined to one course or shaped by childhood encounters with only a limited peer group.\"},{\"question\":\"What is the article’s stated purpose regarding Spelman College and teacher candidates?\",\"answer\":\"It aims to give voice to African American preservice teachers’ experiences at Spelman College and explain how to implement diversity practices in teacher preparation given the institution’s single-gender HBCU composition.\"}]","Enacting Diversity at a Single-Gender Liberal Arts HBCU Educator Preparation Program | PDF",1792069818,43]