Using the Cultural Competence Continuum to Evaluate Preservice Teachers’ Responses to Urban Math Classroom Vignettes

• In Event: Roundtable Session 85
  In Roundtable Session: Antiracism, Diversity, and Critical Race Theory: Perceptions From the Field

Abstract

In this research, a faculty/teacher dyad used the Cultural Competence Continuum (CCC) as an ordinal scale to analyze and rate preservice teachers’ responses to urban math classroom vignettes. This type of analysis and rating is a crucial step in evaluating cultural competence (Lindsey, Roberts, & CampbellJones, 2005; Ball, 2009; and Wong & Blissett, 2007). The faculty/teacher dyad achieved substantial inter-rater reliability (weighted kappa = 0.62). Results indicate that evaluating writing samples using the continuum as an ordinal scale for dyadic ratings may be a promising alternative to begin triangulating the data received from preservice teachers’ retrospective self-reports about cultural competence.

Authors

• Sherick A. Hughes, University of North Carolina - Chapel Hill

• Tamyka Morant, University of Maryland