A mixed-methods approach to understanding pre-service teachers’ perceived cultural competency development

Abstract

Culturally competent teaching practices are necessary for student and teacher success in the modern classroom. This mixed-methods study examined preservice teacher’s growth toward becoming a culturally competent pedagogue and the barriers they faced in developing this identity. The participants in this study included 57 undergraduate students who were in two sections of the same multicultural education course. Thirty-eight of these participants were identified as pre-service teacher majors while the others were non-education majors and took the class as a diversity elective. Data were collected through a diversity attitude survey (DAS) and student response artifacts. Results suggest that the multicultural education course did improve preservice teacher’s cultural competence and that by promoting certain practices in the classroom students are more likely to implement this identity in their teaching career. Findings highlight how other programs may formulate their diversity coursework to increase students’ efficacy as culturally competent practitioners.