Cultured Pearls: An Investigation of Culturally Responsive Pedagogy Acquired by White Teachers at a Historically Black College/University

• In Event: Multiculturalism in All Levels of Higher Education

Abstract

There is more racial and ethnic diversity among K-12 school students than among school teachers and administrators (National Center for Education Statistics, 2009). This fact has led many researchers and scholars to persuasively argue the need for culturally relevant educational practices in teacher preparation programs. As such, the purpose of this phenomenological study is to discover the educational practices and techniques garnered by four culturally responsive White teachers through a teacher preparation program at a HBCU in the mid-south. The results of this study will inform educational praxis for developing culturally responsive non-African American teachers who can improve academic outcomes for urban children, and enable educational administrators and practitioners to replicate these practices within the curriculum of teacher preparation programs.

Authors

• Jasmine Williams, Prairie View A&M University

• Michara Nicole DeLaney, Texas Southern University

• Richard Price, Prairie View A&M University

• Danielle Hairston, Prairie View A&M University

• Pamela Renee Finley, LeadershipHBCU

• Terence LaMar Finley, Prairie View A&M University

• Lucian Yates, Prairie View A&M University