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This paper examines the impact of diverse clinical field experiences on rural teacher candidates’ perceptions of their ability to effectively teach urban, diverse students. The literature framework supporting the study builds on Nieto’s description of socially-just pedagogy and responsive approach to diversity while meeting national education program standards despite declining resources. Researchers gauged candidates’ perceptions of the impact of working with students from race, language and class backgrounds different from their own.  Findings revealed four significant impacts: increasing capacity to use culturally-relevant practice, boosting ability to differentiate for urban learners’ diverse needs, understanding the importance of strong relationships, and raising candidate self-efficacy and desire to teach in diverse schools.

The study examines data from surveys and interviews with educators in rural school settings in the Midwest and their use of texts that are deemed controversial with middle and high school students. Qualitative research was conducted with research participants to document how they defined controversial literature, how they used the literature in their school settings, and how they navigated opportunities and challenges for themselves and their students. Extensive quotations from the research participants are used to demonstrate how they define controversial texts, how they use strong pedagogical processes to assist students in learning about specific topics, and important themes about why they continue to teach using controversial literature. In the process of conducting the research, the investigators learned about how voice and choice are used with students for book selection and research topics to assist the teachers in examining topics that can be viewed by those in rural settings as controversial. While acknowledging that some texts could not be used for direct instruction in their setting, each of the research participants believed it was their responsibility to continue using most of the titles of texts cited, assisting students as they researched thought-provoking topics, and discussing the content in order for students to learn the most possible about race, cultures, ethnicities, and other sometimes controversial topics. The educators’ thinking about the research topic and its importance for “growing good humans” is a critical construct stemming from the study.

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