The Impact of Embedded Course Components on Teacher Preparation and Leadership in Culturally Responsive Practice

• In Event: Roundtable Session 13
  In Roundtable Session: Leadership for Social Justice Roundtable on Culturally Responsive Practice

Abstract

The mixed methods study evaluated the impact of embedded diversity course components on graduate students’ knowledge, attitudes, and practices related to bias and discrimination in educational settings, and explored the role of leaders in mitigating disproportionality. Multiple learning outcomes were evaluated, including the impacts of disproportionate practices on child outcomes, and articulation and integration of strategies for equitable pedagogy. Significant positive changes were found in teacher preparation and leadership in multiple domains. The model’s components included foundational relational competence, relevant theoretical alignment, peer leadership expertise, extension of knowledge, skills and dispositions through identification of disproportionality and bias in teaching, exploration of practical steps to ameliorate issues, and implications for leadership and policy.

Authors

• Marie L. Masterson, Dominican University

• Steve P. Myran, Old Dominion University