National demographic changes and current educational policies are in conflict. The consequences of this conflict, if not resolved, will be long-lasting and detrimental. Our nation is rapidly becoming more diverse-ethnically, racially, and linguistically. Recent educational trends, however, signal a move away from responsible actions that would honor and address the increasingly diverse populations in our public schools. As teacher educators, we seek to understand the public dialogue pertinent to this conflict, to facilitate the education of "culturally relevant" teachers (Ladson-Billings, 1992), and to investigate whether there is merit in a specific "social perspective taking" activity we conducted in our university courses.Newly released Census 2000 data documents "explosive" growth in Hispanic, non-Hispanic Black, Asian, and American Indian populations in the U.S. (Armas, 2001). According to the USA Today "Diversity Index," ethnic minority populations are up 23% as compared to 1990 Census data. Some argue that these numbers are probably underestimated (El Nasser & Overberg, 2001). These population trends have been mentioned by University of Michigan demographer William Frey as a "celebration of our diversity that's always been at the core of our society" (Armas, 2001, p. 2).Alternatively, recent educational trends and policies seem to ignore or dismiss the increased ethnic and racial diversity present in our nation's classrooms. A recent study of multicultural education conducted in a large Midwestern school district finds that "the multicultural education reform movement is in peril" (Bohn & Sleeter, 2000, p. 156). Why, with the earlier noted "explosive" growth in diverse racial and ethnic populations in this country, would multicultural education and attempts to honor and meet the needs of these diverse populations be in "peril?" Consider the analysis provided by Bohn and Sleeter:

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