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Cultural Competence: Educating Public School Teacher Candidates in Matters of Diversity

Booker, Nichole M.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1258413531

Abstract Details

2009, Doctor of Philosophy, University of Akron, Public Administration.
The cultural make-up of the United States is ever-changing as the country becomes increasingly diverse. Every racial/ethnic category, except White, has significantly increased over the past several decades. This is a clear indication of how the U.S. has changed in ethnic and cultural composition over a short period of time. Cultural competence is a concept that has evolved over time from various perspectives and has been integrated into policy in many fields based on the needs of policymakers. This research has accepted the current evidence presented in the literature regarding the need for culturally competent teachers in the public school system based on the fact that the population of students within public schools continues to become more diverse. Also, in order for all children to be provided an effective, quality education, teachers must be able to relate to, understand, and be equipped with the tools necessary to meet state standards and address federal guidelines related to providing a quality education for all students. The federal government continues to urge states to set higher standards for schools and has funded several initiatives designed to implement cultural competence standards within education. The federal government has also set a national agenda to address diversity in education and encourages culturally and linguistically appropriate collaborations aimed at producing equitable outcomes for students. States are setting higher standards for their school systems and are emphasizing the importance of diversity in the hiring and retaining of qualified teachers. School systems are desperately calling for culturally competent teachers to help them meet standards set by the states. Higher education plays a vital role in producing qualified teachers to effectively teach in diverse classrooms with the knowledge, skills, and abilities necessary to facilitate an appropriate teaching and learning environment for children. This research study was designed to explore the change in teacher candidate perceptions of disposition and adaptability related to cultural competence. Specifically, this research focuses on examining the learning outcomes of students at The University of Akron who are enrolled in a targeted course aimed at increasing cultural competence amongst teacher candidates by examining changes in students’ perceptions of their own disposition and adaptability (the two key attributes of cultural competence). Overall, the cultural competence course had no significant effect on any of the five attributes of disposition, or the four attributes of adaptability, as they relate to cultural competence. Therefore, we can conclude that the cultural competence course had no significant effect on teacher candidates’ disposition or adaptability. While this study is centered on a single undergraduate teacher candidate population at a single public university, the study has important potential implications regarding the educational well being of the nation. This research may begin to bridge that gap regarding what we know and do not know about cultural competence education amongst teacher candidates by providing further information linking the course aimed at increasing cultural competence and actual outcomes.
RaJade M. Berry-James (Advisor)
163 p.
Education
cultural competence; adaptability; disposition; teacher candidate

Recommended Citations

Citations

  • Booker, N. M. (2009). Cultural Competence: Educating Public School Teacher Candidates in Matters of Diversity [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258413531

    APA Style (7th edition)

  • Booker, Nichole. Cultural Competence: Educating Public School Teacher Candidates in Matters of Diversity. 2009. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1258413531.

    MLA Style (8th edition)

  • Booker, Nichole. "Cultural Competence: Educating Public School Teacher Candidates in Matters of Diversity." Doctoral dissertation, University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258413531

    Chicago Manual of Style (17th edition)

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© 2009, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.