The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-Englishspeaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (1) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.

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The student population in the United States is rapidly changing; in 2004-2005, approximately 5.1million or 10.5 percent of the U.S. student population were English-language learners (Pearson, 2006).The National Center for Educational Statistics (NCES, 2003) revealed that 47 states provide Englishlanguage services to English language learners (ELLs) enrolled in public schools. California aloneeducates 1.6 million ELLs, one-third of all the nation’s ELLs, while in Texas more than half a millionstudents received ELL services, one in seven students (NCES). The problem is that a great number ofthese students are being served by teachers new to the field or that lack training in teachinglinguistically diverse students. According to Zeichner (2003), "only about one fourth of teachers whowork with English language learners nationally have received any substantive preparation with regardto ESL teaching strategies and language acquisition theory" (p. 494). Indeed, the National Center forEducation Statistics (NCES, 2002) declared that the professional development area in which teacherswere least expected to participate was that of addressing the needs of linguistically minority students;of the 41% of teachers nationwide with language minority students in their classrooms, only 12.5%participated in eight or more hours of professional development related to ELLs in the past 3 years. Infact, the National Education Association (NEA, 2002) has expressed concern that districts across theUnited States are facing difficulties stemming from the small percentages of bilingual/ESL teachersrelative to the growing number of culturally linguistically diverse students. Yet certification ofbilingual/ESL teacher candidates continues to be a challenge for teacher preparation programs.

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