ABSTRACT
Multicultural courses required in most teacher preparation programs since the 1970s yield negligible improvement in student learning outcomes. ’is coursework, o¯en socio-political in nature and generally disconnected from sociocultural learning theory, appears to encourage social change, promote advocacy, and sermonize hope. ’e curricular content rarely helps aspirantes/candidates make meaning of what is needed to develop cultural competency. Sheets (2003, p. 117) reminds us that while we may
inspire, we have not demonstrated the capacity to educate a professoriate who can prepare preservice candidates to succeed in diverse settings, nor have we developed teacher preparation programs that understand how to select programmatic content, experiences and strategies needed to help [them] … apply cultural and language dimensions to curriculum and practice.
