ABSTRACT
The increasing cultural diversification of the student population in the United States has recently received more attention in the general and special education fields (Banks & Banks, 1995; Figueroa, Fradd, & Correa, 1989; Obiakor, Patton, & Ford, 1992). As a result, initiatives to develop multicultural education components in teacher education programs have been launched (Goll nick, 1995; Grant & Secada, 1990). Most of these efforts are based on the assumption that teachers will be prepared to work with a diverse student population if they are exposed to information and experiences related to multiculturalism. That is, content and experiences which promote the transformation of schools so that "male and female students, exceptional stu dents, as well as students from diverse cultural, social-class, racial, and ethnic groups will experience an equal opportunity to learn in school" (Banks & Banks, 1989, pp. 19-20).
