How Cultural Orientation Influences Culturally Responsive Teaching Attitudes and Practices Among Early Childhood Teachers in the United States

Conference: The Paris Conference on Education (PCE2022)
Title: How Cultural Orientation Influences Culturally Responsive Teaching Attitudes and Practices Among Early Childhood Teachers in the United States
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Authors:
Cara Djonko-Moore, Rhodes College, United States
Jenna Roulan, Rhodes College, United States
Andrea Shoman, Albuquerque Public Schools, United States
Shan Jiang, Baylor University, United States

Abstract:

With the United States’ population becoming more diverse, many teacher preparation programs are working to better prepare pre-service teachers to serve children and families who identify and participate with a wide range of cultural backgrounds. Culturally Responsive Teaching (CRT), as defined by Gay (2002) as “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively”, is one of the methods some teacher preparation programs are choosing to incorporate in their curricula to achieve this goal (p. 106). This project stems from the desire to understand the personal characteristics of early childhood teachers in the United States that influence them to teach in culturally responsive ways. The researchers collected and analyzed data from 139 early childhood teachers across the United States that measures culturally responsive teaching attitudes, early childhood classroom practices, and cultural orientation. Preliminary results suggest that 1) early childhood teachers of color were positively associated with horizontal individualism and negatively associated with horizonal collectivism; 2) the horizontal individualism and horizontal collectivism orientations were both positively associated with stronger culturally responsive teaching outcomes expectancy; and 3) horizontal collectivism was the only cultural orientation positively associated with culturally responsive teaching practices. Additional planned data analysis includes multiple regressions and a profile analysis on teachers who fit strongly into a cultural orientation profile.



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress


Share this Presentation