Border Crossings: The Transformational Journeys of Preservice STEM Teachers Toward Culturally Responsive Pedagogical Knowledge

• In Event: Dismantling Deficit Perspectives in Teacher Education

Abstract

As former minorities become the majority in America’s classroom, there is a dire need to prepare teachers to respond to the shifting demography. Sadly, the exponential increase in minority enrollment has not been equally matched by teachers who share similar racial, ethnic, cultural, and linguistic backgrounds with learners; most have very little exposure to students of other races during their own educational experience. This study used mixed method approach to examine the participation impact of pre-service STEM teachers who experienced an urban-focused curriculum used to prepare them to teach in urban high-need schools. Findings from the mixed data indicated that the teachers improved significantly from initial deficit mindsets to high self-efficacy to teach in urban school settings after the course.

Author

• Justina Ogodo, Baylor University