Restory Millennial Teachers: Renewed Perspectives on Preservice Teachers' Beliefs on and Engagement With Cultural and Linguistic Diversity

• In Event: Teachers' Beliefs and Ideologies About Supporting Marginalized Learners

Abstract

This research study explored millennial teachers’ beliefs of and engagement with cultural and linguistic diversity through examining their reflective narratives in semi-structured interviews, reflection logs, and advocacy plans. MTs were found to hold an asset-based view of CLD students and see them as language brokers and leaders with grit living through traumatic experiences. The results also showed MTs’ new engagement in diversity issues as advocators through expanded communication, understanding, connection, and collaboration with CLD students, families, ESOL teachers, mentors, and community members. Recommendations for addressing diversity issues in teacher education programs and future research directions are provided in the conclusion.

Authors

• Huili Hong, Towson University

• Gregory Knollman, Towson University

• Patricia Rice Doran, Towson University