Cultural Competence of Preservice Teachers of Color in Early Childhood Education

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Variables Impacting Social Emotional Development in Early Childhood Years (Table 8)

Abstract

This study explores early childhood (EC) practicum students of color’s development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an EC fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data, including students’ reflection papers on culture and diversity, interview transcripts, lesson plans on culture/diversity, and post-teaching reflection. The findings showed: (1) EC practicum students’ awareness of culture was highly influenced by their lived experiences, including biculturalism, language, and school experiences; (2) the students’ attitude toward diversity was implicated by their parents’ lived experiences and knowledge; and (3) they viewed culture as a pedagogical and methodological tool to guide their teaching practices emphasizing strength/asset-based approach.

Authors

• Su-Jeong Wee, California State University - Los Angeles
  Presenting Author

• Minhye Son, California State University - Dominguez Hills
  Presenting Author

• Kheng Ly-Hoang, California State Polytechnic University - Pomona
  Presenting Author

• Luis Zambrano, California State University - Los Angeles
  Presenting Author