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Revision with unchanged content. This study assessed the efficacy of diversity training in teacher education programs at two Indiana universities from the viewpoints of teacher educators and teacher education majors. Three research questions guided the study: (a) To what extent did teacher educators exhibit classroom attitudes and behaviors consistent with practicing diversity education? (b) To what extent did teacher education majors perceive that teacher educators exhibited attitudes and behaviors consistent with practicing diversity education? (c) Did teacher education students and teacher educators agree about the extent to which their institutions supported diversity initiatives? The research questions were examined across the domains most frequently explored by diversity education researchers: race/ethnicity, gender, sexual orientation, and social class. The study included both qualitative and quantitative data analysis.

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taught high school English for more than 35 years and was honored as Teacher of the Year in 2000. She was named Assistant Professor of Teacher Education at the Univ. of Southern Indiana in 2006. Goebel holds a Ph.D. in education leadership from the Univ. of Louisville.

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