The document discusses the need for physical education teacher education (PETE) programs to infuse diversity training throughout their curricula. It argues that novice teachers currently enter multicultural classrooms unprepared to work with students of diverse backgrounds. The paper advocates for recruitment of minority faculty and students to PETE programs, and calls for analysis of how occupational socialization and culturally relevant pedagogy impact intercultural sensitivity. It concludes that awareness of multicultural issues must go beyond being color-blind to embrace cultural differences.

1. Burden Jr., J.W.; Hodge, S.R.; O'Bryant,
C.P.; Harrison, Jr., L.. (2004). From
colorblindness to intercultural
sensitivity: infusing diversity
training in PETE programs. Quest, 52,
173-189
Kathleen Wack and David Robertson

2. Type of, purpose of study/paper,
theoretical framework/background
• View-Point or Advocate Paper
• Critical Theory and Culturally Relevant Theory
• A call for PETE programs to infuse diversity
training for novice teachers throughout their
programs as well as recruitment of persons of
color for PETE faculty positions and novice
teachers of color for PETE programs

3. Background: opening quote
• “When I first entered the multicultural, multi-
ethnic classroom setting I was unprepared. I did
not know how to cope effectively with such
‘difference.’ Despite progressive politics, and my
deep engagement with the feminist movement, I
had never been compelled to work within a truly
diverse setting and I lacked the necessary skills.
This is the case with most educators.’’ (Hooks,
1994, p. 41)

5. Background of authors
• Burden Jr.: Diversity in PETE
• Hodge: ethnocentrism & ethnorelativism of
intercultural sensitivity
• O’Bryant: occupational socialization
• Harrison: Race in physical education, specializing
in African-American experiences

6. Background: Definitions
• Diversity:
• Evolving and expansive meaning of differences
associated with diversities of:
• gender,
• ethnicity,
• national origin,
• social status,
• religion,
• age,
• ability/disability
status,
• personality,
• sexual orientation
• Etc.

7. Background: Definitions
Ethnocentricism:
• Cultural diversity is excluded, minimized, and/or
ignored
• “Individuals may be color-blind or unaware of
their fears, sterotypical beliefs, or ignorance in
accepting others with cultural differences”

8. Background: Definitions
Ethnorelativism:
• Acceptance of, adaptation to, and integration of
difference

9. Background : Status of Schools relative
to intercultural sensitivity in 2004
• The ever increasing cultural and ethnic diversity of the
United States
• Widening gap between cultural/ethnic diversity of
students and their teachers, especially in physical
education
• Educational system fails to provide sufficient resources
for urban schools
• Decline of African-American teachers and new teachers
wanting to teach in an urban environment
• African-American Physical Education teachers are an
“Endangered Species”

10. Methods/Analysis
-States and supports that “ethnocentric teacher
education does not prepare physical educators for
culturally diverse schools”
-Makes a case for diversity training in PETE
Programs
-Critical of accountability for NCATE Initiatives

11. Findings/Main arguments
• Novice teachers are unaware of their fears,
stereotypical beliefs, or ignorance of accepting
others with cultural differences
• Novice teachers learn how to best work with
diverse learners from multiple opportunities to
teach in diverse settings
• There is a decline of teachers of color in the
profession

12. Implications for practice and/or
future research
• How are the disproportionate levels of poor
health status and physical inactivity levels among
students of color and low socio-economic status
affected by culturally relevant pedagogy?
• Culturally relevant pedagogy includes sport and
physical activity preferences and instruction
• Analyze organizational socialization into physical
education with regard to intercultural sensitivity
(Stroot and Whipple, 2003).

13. Implications for practice and/or
future research
• NCATE provisions to be addressed concerning
multicultural education, diverse student body
for licensure and diverse make-up of faculty
• Ratio of diverse teachers as well as coaches is
a huge disparity
• Why are fewer numbers of students of color
applying to be admitted to PETE programs?
• Why is there a limited pool of persons of color
applying for PETE faculty positions?

14. What did we learn?
• Being aware of and implementing
multicultural and diversified experiences is not
as easy as it would appear
• Sometimes the novice teacher has to create
their own experiences understanding
multicultural issues and get over reality shock;
embrace reality shock

15. What did we learn?
• Ethnocentricim and enthnorelativism defined and
that being color-blind is not necessarily a good thing
• That occupational socialization plays into
intercultural sensitivity
• Related to my training in Ruby Payne (Teaching
Students of Poverty) and Peggy McIntosh (The
Invisible Knapsack of White Privilege)