Gaps or bridges in multicultural teacher education: A Q study of attitudes toward student diversity

This paper highlights Q methodology as an appropriate research technique for capturing attitudes and demonstrates the use of Q method to study the attitudes of preservice teachers and teacher educators toward student diversity. A total of 43 participants from a comprehensive American university sorted 47 Q-statements. Two array groups emerged that indicate both consensual and divided attitudes toward student diversity. The study results indicate opportunities for both preservice teachers and teacher educators to find and create bridges to understand gaps in attitudes toward student diversity, which may help improve the effectiveness of multicultural teacher education.

Graphical abstractFigure optionsDownload full-size imageDownload as PowerPoint slideHighlights► We examined attitudes toward student diversity using Q methodology. ► Q methodology is an appropriate research technique in measuring attitudes. ► We find gaps in attitudes toward student diversity between the two array groups. ► We suggest bridges to understand the gaps in multicultural teacher education. ► We encourage more Q studies with different populations and cultural contexts.