ines and ethnic groups, the more they will begin to appreciate how the cultures of other disciplines influence their colleagues' thinking. In turn, they may become more aware of the cultural roots of their own intellectual world views and thus become more willing to incorporate content from diverse racial and ethnic experiences into their research and teaching.
In a recent report from the National Center for Research on Teacher Learning, it was suggested that instead of giving teachers knowledge of a variety of other cultures, it would make more sense to help teachers understand the limitations of their own biographies (Haipt 289). Accordingly, questionnaires were distributed to teacher education students in one school to learn about their cultural, ethnic, and racial diversity of their schooling and to compare their experiences with they had encountered as field work students in local public schools.
Despite the fact that the questionnaire was directed at cultural, racial, and ethnic differences among the school population, the field work students focused on a wide range of factors. Their attention was drawn to other types of diversity such as academic ability, differences in behavioral standards, and differences in rate of achievement. Students were perceived not so much in relation to their cultural
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