Teacher educators face a daunting task. As school populations diversify (Hill, 1989; Protheroe and Barsdate, 1991), the demographic trend among preservice teachers is toward more homogeneity (Cuellar and Huling-Austin, 1991; Jordan, 1995; Zimpher and Ashbum, 1989). In addition, these predominantly White, middle-class college students enter teacher education with limited experiences with persons from another ethnicity or social class (Banks, 1991; Finney and Orr, 1995; Garcia, 1993; Grant, 1991; Irvine, 1990 and 1992; Jordan, 1995; Ladson-Billings, 1991; Zimpher and Ashburn, 1989). These largely monocultural prospective teachers need structured opportunities to confront and reflect upon critical issues related to diversity. Electronic mail response journals can provide teacher educators an effective tool for such reflection, particularly in an effort to facilitate greater cultural sensitivity in young teachers.
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Causey, V. E. (2001). E-Mail Response Journals as a Tool for Facilitating Critical Reflection of Diversity Issues. Perspectives In Learning, 2 (1). Retrieved from http://csuepress.columbusstate.edu/pil/vol2/iss1/6