Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

Abstract

The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions, weekly reflective writings, evaluation of a children's books, and notes from the researcher's observation were analyzed qualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-bias curriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-service teachers not only developed a better understanding of anti-bias curriculum, but they also gained essential self-awareness in diversity contexts.