The challenge of culturally responsive teaching in rural community colleges

2021 ◽  
Vol 2021 (195) ◽  
pp. 107-118
Author(s):  
Stacey D. Garrett ◽  
Vachel Miller ◽  
Chris Gilbert
Keyword(s):  
Community Colleges ◽  
Rural Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Rural Community Colleges

scholarly journals Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Erin Sanders O’Leary ◽  
Casey Shapiro ◽  
Shannon Toma ◽  
Hannah Whang Sayson ◽  
Marc Levis-Fitzgerald ◽  
...  
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Inclusive Classrooms ◽  
Responsive Teaching ◽  
Stem Faculty

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity

2011 ◽  
Vol 113 (3) ◽  
pp. 658-697 ◽  
Author(s):  
Motoko Akiba
Keyword(s):  
Teacher Preparation ◽  
Learning Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Field Experience ◽  
Teacher Education Program ◽  
Diverse Students ◽  
Responsive Teaching ◽  
Background Characteristics ◽  
Professional Contexts

Background/Context Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service teachers’ competency to teach diverse students. However, only a few empirical studies have examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills. Research Questions The study answered two research questions: 1) How do the initial level and change in pre-service teachers’ beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics? Participants The participants were 243 pre-service teachers enrolled in eight sections in a diversity course and accompanied field experience component in a teacher education program in a Midwest Research I university. Research Design Pre- and post-surveys were conducted to examine: 1) pre-service teachers’ background characteristics (gender, socioeconomic status, class standing, hometown location, and prior exposure to diversity), 2) beliefs about diversity in personal and professional contexts, and 3) four characteristics of teacher preparation for diversity: classroom as a learning community; instructor modeling constructivist and culturally-responsive teaching; field experience for understanding diverse students; and opportunity for reflection. Findings The study found that three characteristics of teacher preparation for diversity reported by pre-service teachers: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts. Conclusions/Recommendations Creating a sense of community in classrooms, and modeling constructivist and culturally responsive teaching are likely to promote positive beliefs about diversity among pre-service teachers. In addition, field experiences should promote pre-service teachers’ interactions with people from diverse backgrounds, assign a mentor to support their learning experience and promote self reflection, and provide opportunities to understand the connection with diversity coursework.

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