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The purpose of this study was to evaluate the longitudinal effect of a planned in-school practicum experience addressing cultural diversity on the self perception of student teachers regarding their interpersonal competency in such situations. Subjects of the study were eighteen student teachers of agricultural education and six student teachers of family and consumer science enrolled in the Colleges of Agricultural Sciences and Natural Resources, and Human Resources and Family Sciences respectively. Evaluation was accomplished through the administration of a multi-cultural attitudinal inventory to all subjects prior to, immediately after, and at least one year after the experience. Subscale evaluation included the areas of teaching skills, knowledge of cultural diversity, teacher-student relationships, and cultural awareness. Findings of the s t u d y indicated perceptual change of interpersonal competency occurred within subjects in all subscale areas measured. The area of greatest gain was teacher-student relationships. The area of least gain, and regression over time was cultural awareness.