| Title: |
Preparing Culturally Responsive Teachers: A Systematic Review |
| Language: |
English |
| Authors: |
Rhonda D. Miller (ORCID 0000-0002-6357-0700); Lydia Gerzel-Short; Jerae H. Kelly; Nicole Uphold; Yun-Ju Hsiao; Katrina A. Hovey; Yan Wei |
| Source: |
Multicultural Learning and Teaching. 2024 19(2):249-268. |
| Availability: |
De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Information Analyses |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Teacher Competencies; Culturally Relevant Education; Student Diversity; Equal Education; Preservice Teacher Education; Student Attitudes; Public Schools; Students with Disabilities; Minority Group Students; Teacher Education Programs; Teaching Methods; Student Experience; Learning Activities; Special Education |
| DOI: |
10.1515/mlt-2023-0004 |
| ISSN: |
2194-654X; 2161-2412 |
| Abstract: |
As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs' learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1438821 |
| Database: |
ERIC |