| Summary: | <p> This mixed-method study identified undergraduate students enrolled in a teacher education program that embedded an urban field placement into their teacher education program as a way to educate teacher candidates about children of color’s cultural identity and improve application of culturally responsive pedagogy. The focus of the study was to determine how the urban field experience made teacher candidates more aware of their intentions to teach in urban areas and if the experience made teacher candidates become more conscious of their multicultural attitudes towards teaching children of color. In addition, it was important for the study to consider if teacher candidates were more aware of their perceptions of teaching in low socioeconomic and diverse urban settings.</p><p> The participants in this study (n=19) were students enrolled in an Education course, taught by faculty members of the institution. The teacher candidates’ course work, which included journal response, field notes, evolving conceptual framework and CRP lesson plans along with a Multicultural Teacher Candidate survey were examined to determine if there was an increase in the teacher candidates’ awareness of their intentions, attitudes or perceptions about teaching children of color. Teacher candidates’ comments highlighted that they were aware of their increasing levels of commitment and cultural understanding necessary in educating children of color from urban communities. Examining the data points illuminated that teacher candidates increased their awareness about the academic and social needs of children of color. In addition, teacher candidates reflected on their craft and infused a higher level of cultural diversity.</p><p>
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