Hollins Guzman 2005 Summary

Hollins and Guzman (2005) noted that among the most critical challenges facing the nation is providing high-quality schooling for all students, especially those presently underserved by the educational system, including students of color, low-income students, English-language learners, and students in rural and urban settings. Hollins and Guzman (2005) discussed the recent report from the National Center for Educational Statistics (NCES, 2003a), the report indicated that the 100 largest public school districts in the nation enroll 23% of all public school students. Sixty-nine percent of those were minority students, and 54%were eligibles for free and reduced-price lunches. This is especially relevant in consideration of the expectations of

providing a high-quality education to the increasingly diverse student population and is connected to the problem under consideration in this study. Further, an essential element discerned from this study intimates the need for ongoing training and education relevant to the ethnic minority groups issues in the urban school classrooms.

Alismail (2016) discuss theory and practice in multicultural education as it pertains to the preparation of pre-service teachers. Alismail (2016) reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. This is in direct alignment to the research of Tran (2015) where teachers' perceptions of multicultural education and various approaches to multicultural pedagogy and curriculum that impacted ESL students based on teachers negative experience with urban schools. Of interest, the finding indicates that thorough and balanced courses preparing pre-service teachers to teach culturally diverse students are essential to supporting teachers' awareness, knowledge, and skill in providing equal education for all students.