Leveraging Teacher Candidate Perceptions of Cultural Competency to Develop Culturally Responsive Teachers

• In Event: Discussing the Implications of Culturally Competent and Responsive Teaching

Abstract

This quantitative study analyzed 47 survey responses to gauge teacher candidate perceptions of cultural competency. Participants responded to the Central Vancouver Island Multicultural Society’s Cultural Competence Self-Assessment Checklist (Alpha = 0.7) to explore their awareness, knowledge, and skills in cultural competency. Moreover, through the application of Culturally Responsive Teaching (CRT) as a theoretical framework, this study highlighted how these perceptions related to CRT, providing several implications for their future preparation. The analysis identified participant unfamiliarity with privilege, as well as the multidimensional nature of culture. Additionally, analysis highlighted a lack of understanding around how to authentically engage with others in an inclusive and comprehensive orientation. These findings indicated several potential considerations for their preparation to better develop their cultural competencies.

Authors

• Nathan D. Koerber, University of Nevada - Las Vegas

• Kenneth J. Varner, University of Nevada - Las Vegas