ABSTRACT
Social identity theory (SIT) tells the reader that in contrast to the saying “good teaching is good teaching,” teachers’ dispositions, and thus their teaching, will vary when interacting with people from social groups other than their own. Color blindness, power blindness, stereotyping, and cultural voyeurism undergird the myth of meritocracy in US schools. Multicultural attitudes are at the core of teachers’ ability to use a sympathetic touch when working with students whose social, emotional, and academic needs may not be met by traditional schooling practices. Research demonstrates that preservice teachers often possess negative beliefs about minoritized students, have low expectations for students of color, and don’t believe in the value of culturally responsive teaching. Integrating a careful examination of teachers’ multicultural dispositions will help the people determine if and to what extent, teachers believe their students are worth investing in.
