Developing Sociological Mindfulness and Multicultural Self-Efficacy of Undergraduates Through Sustained Urban-Based School Partnerships

• In Event: Culture, Race, and Language for Teaching and Curriculum in the Field Experience

Abstract

Using a mixed methods design, the researchers explored pre-service teachers attitudes towards immigrant students throughout their experience in one undergraduate multicultural course that required a field experience with English Language Learners (ELLs). Data were collected from 86 undergraduates over two academic years through reflective journals, diversity questionnaires, case study projects, and archival data. Analysis of data from participants’ reactions to the clinicals suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students’ stories and lived experiences on shaping teacher beliefs. The researchers describe the process undertaken to create “authentic experiences” with immigrant students and its role in shaping preservice teacher beliefs.

Authors

• Lan Quach Kolano, University of North Carolina - Charlotte

• Cherese Diane Childers-McKee, University of North Carolina - Greensboro

• Lydia Fergison, charlotte mecklenburg schools