Engaging With Diverse Families and Communities: Building Self-Efficacy Through Hands-On Training in the Teaching Seminar

• In Event: Disrupting Uncritical Coursework Practices: Learning for Teacher Agency, Efficacy, and Justice

Abstract

Traditionally, teacher preparation programs have not included training in how to engage respectfully and productively with diverse families and communities. We studied teacher candidates (TCs) who participated a module during their student teaching consisting of anti-bias/cultural humility training, assets-framing, and home and community resource visits. Participation in the module was associated with growth on a measure of culturally responsive teaching self-efficacy. Entering the program wanting to teach in schools with mostly White children was associated with more growth on the measure than wanting to teach in schools with mostly children of color. The study provides evidence supporting explicit teaching and experiences with cultural humility and suggests the importance of research exploring how best to differentiate the TC curriculum.

Authors

• Judy Paulick, University of Virginia

• Alexa Miller Quinn, James Madison University