Ajayi, L. (2010). Preservice teachers’ knowledge, attitudes, and perception of their preparation to teach multiliteracies/multimodality. The Teacher Educator, 46(1), 6–31.Google Scholar

Ambe, E. B. (2006). Fostering multicultural appreciation in pre-service teachers through multicultural curricular transformation. Teaching and Teacher Education: An International Journal of Research and Studies, 22(6), 690–699.Google Scholar

Baeder, A. (2010). Stepping into students’ worlds. Educational Leadership, 67(5), 56–60.Google Scholar

Benson, L. F., Farnsworth, B. J., Bahr, D. L., Lewis, V., & Shara, S. H. (2004). The impact of training in technology assisted instruction on skills and attitudes of pre-service teachers. Education, 124(4), 649–663.Google Scholar

Brisk, M. E. (2008). Program and faculty transformation: Enhancing teacher preparation. In M. E. Brisk (Ed.), Language, culture, and community in teacher education (pp. 249–266). New York: Erlbaum.Google Scholar

Brown, K. D. (2010). Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement. Teaching and Teacher Education, 26, 1077–1087.Google Scholar

Byrd, D. R. (2012). Conducting successful home visits in multicultural communities. Journal of Curriculum and Instruction, 6(1), 43–54.Google Scholar

Campbell-Whatley, G. (2003). Recruiting and retaining of culturally and linguistically diverse groups in special education: Defining the problem. Teacher Education and Special Education, 26(4), 255–263.Google Scholar

Cho, G., & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Pre-service teachers’ attitudes toward multicultural education. The High School Journal, 89(2), 24–28.Google Scholar

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Upper Saddle River, NJ: Pearson.Google Scholar

Flores, B. B., Clark, E. R., Claeys, L., & Villarreal, A. (2007). Academy for teacher excellence: Recruiting, preparing and retaining Latino teachers through learning communities. Teacher Education Quarterly, 34(4), 53–69.Google Scholar

Futrell, M. H. (1999). Recruiting minority teachers. Educational Leadership, 56(8), 30–33.Google Scholar

Hatch, J. A. (2002). Doing qualitative research in educational settings. New York, NY: State University of New York.Google Scholar

Ingersoll, R. M., & May, H. (2011). The minority teacher shortage: Fact or fable? Phi Delta Kappan, 93(1), 62–65.Web of ScienceGoogle Scholar

Kyle, D. W., McIntyre, E., Miller, K. B., & Moore, G. H. (2005). Family connections: A basis for teacher reflection and instructional improvement. The School Community Journal, 15(1), 29–49.Google Scholar

Lin, M., & Bates, A. B. (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early Childhood Education Journal, 38(3), 179–185.Google Scholar

Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187–200.Google Scholar

McIntyre, E., Kyle, D., Moore, G., Sweazy, R. A., & Greer, S. (2001). Linking home and school through family visits. Language Arts, 78(3), 264–272.Google Scholar

Meyer, J. A., & Mann, M. B. (2006). Teachers’ perceptions of the benefits of home visits for early elementary children. Early Childhood Education Journal, 34(1), 93–97.Google Scholar

Meyer, J. A., Mann, M. B., & Becker, J. (2011). A five-year follow-up: Teachers’ perceptions of the benefits of home visits for early elementary children. Early Childhood Education Journal, 39, 191–196.Google Scholar

Peralta-Nash, C. (2003). The impact of home visit in students’ perception of teaching. Teacher Education Quarterly, 30(4), 111–125.Google Scholar

Prater, M. A., & Devereaux, T. H. (2009). Culturally responsive training for teacher educators. Action in Teacher Education, 31(3), 19–27.Google Scholar

Prater, M. A., Wilder, L. K., & Dyches, T. T. (2008). Shaping one traditional special educator preparation program toward more cultural competence. Teaching Education, 19(2), 121–135. doi: .CrossrefGoogle Scholar

Smolen, L. A., Colville-Hall, S., Liang, X., & MacDonald, S. (2006). An empirical study of college education faculty’s perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities. Urban Review: Issues and Ideas in Public Education, 38(1), 45–61.Google Scholar

Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home visits: Teacher reflections about relationships, student behavior and achievement. Issues in Teacher Education, 21(1), 21–37.Google Scholar

Tyler, N. C., Yzquierdo, Z., Lopez-Reyna, N., & Flippin, S. S. (2004). Cultural and linguistic diversity and the special education workforce: A critical overview. Journal of Special Education, 38(1), 22–38.Google Scholar

Vázquez-Montilla, E., Wilder, L. K., & Triscari, R. (2012). Ethnically diverse faculty in higher education: Belonging, respect, and role as cultural broker. Multicultural Learning and Teaching, 7(1), 1–15. doi: .CrossrefGoogle Scholar

Weisman, E. M., Flores, S. Y., & Valenciana, C. (2007). Building bilingual-bicultural learning communities: Experiences of Latino teacher candidates. Journal of Hispanic Higher Education, 6(3), 191–208.Google Scholar