Sankofa: Examining the Impact of a Preservice Teacher Culturally Responsive Curriculum at a Historically Black College/University

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-2 - The Intersectionality of Teacher Education

Abstract

For several decades, educational stakeholders have recognized that cultural competency and diversity are essential skills for not only teacher efficacy, but also for student achievement. However, how or where teacher candidates (PSTs) gain this competency or comfort with culturally diverse students is subject to debate. Contemporary PSTs have grown up in a more culturally and linguistically diverse world. And while proximity to diverse students may be helpful to understanding multiculturalism or culturally diverse students, is proximity enough to make strong, deep, and lasting gains in student achievement for culturally, ethnically, racially, linguistically marginalized students? The purpose of this study was to examine the perceptions of a diverse group of PSTs engaged in a year-long CRP workshop series at an HBCU.

Authors

• Janeula M. Burt, Bowie State University

• Julius Davis, Bowie State University

• Kimetta Reynolds Hairston, Bowie State University

• Lynne G. Long, Bowie State University