ABSTRACT
The increasing changes in demographic patterns within the school-aged population and converse changes in the cultural experiences of teacher education students require that careful consideration is given to recognizing and valuing difference in preservice teacher preparation programs. The inclusion of diverse ethnic and racial groups in course content and practicum experiences is essential. However, the value is limited if the educational context in which learning occurs is hierarchical and noncollaborative, thus duplicating the dominant-
subordinate social structures and reinforcing the polarization of prejudice.
