Creating Culturally Competent Teachers in Higher Education: As a Consequence of Cultural Immersion

100 Pages·2022·1.995 MB·English

by  Pavan John Antony, Fayth Vaughn-Shavuo

SpringerBriefs in Education
Pavan John Antony · Fayth Vaughn-Shavuo
Creating Culturally
Competent Teachers in
Higher Education
As a Consequence
of Cultural Immersion
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Pavan John Antony Fayth Vaughn-Shavuo
Creating Culturally
Competent Teachers
in Higher Education
As a Consequence of Cultural Immersion
Pavan John Antony Fayth Vaughn-Shavuo
Adelphi University Ruth S. Ammon College of Education
Garden City, NY, USA and Health Sciences
Adelphi University
Garden City, NY, USA
ISSN 2211-1921 ISSN 2211-193X (electronic)
SpringerBriefs in Education
ISBN 978-3-031-20607-8 ISBN 978-3-031-20608-5 (eBook)
https://doi.org/10.1007/978-3-031-20608-5
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Contents
1 Culturally Diverse Communities .................................. 1
1.1 Culture & Humans .......................................... 1
1.2 Community Needs in the United States ......................... 3
1.3 Parent Involvement and Academic Success ...................... 4
References ...................................................... 7
2 Truth, Racial Healing, and Transformation (TRHT) on College
Campuses ...................................................... 9
2.1 Ongoing Workshops on Topics Related to Cultural Diversity
Equity and Inclusion for All Members .......................... 13
2.2 Mandatory Orientation for All Faculty, Staff and Incoming
Students on Diversity, Racism, Equity and Inclusions ............. 14
2.3 Raise Awareness for Critical, Company-Specific Diversity,
Equity and Inclusion Goals ................................... 14
2.4 Improve Workplace Inclusion ................................. 15
2.5 Increase Cultural Sensitivity and Intelligence Among All Parties
Through Ongoing Dialogues in Community Forums .............. 15
2.6 Promote Changes in Course Curricula to Allow Space
for Exploration of Diversity, Equity, and Inclusion ............... 16
2.7 Dedicate Focused Efforts Towards Growth and Development
Through Established Diversity, Equity, and Inclusion Councils ..... 16
2.8 Promote Equity Best Practices ................................. 17
References ...................................................... 17
3 Tri-Fold Multicultural Model: A Cultural Immersion Approach ..... 19
3.1 Why the TFM Model? ....................................... 21
3.2 Engineering of the High Needs Multicultural Community ......... 22
3.3 Understanding the Different Models ............................ 23
3.3.1 Understanding the Different Teaching Models ............. 26
References ...................................................... 28
v
vi Contents
4 Attitudinal Changes Among Teacher Candidates: The Power
of the TFM Model ............................................... 29
4.1 Introduction ................................................ 30
4.1.1 Culturally Diverse Communities ........................ 31
4.1.2 Teacher Education Programs ............................ 32
4.2 Purpose and Overview ....................................... 35
4.2.1 Methodology ......................................... 35
4.2.2 Participants .......................................... 36
4.3 School of Education: Undergraduate Enrollment Fall 2018 ........ 36
4.3.1 Methodology ......................................... 37
4.3.2 Findings 1—Shifts in Beliefs and Assumptions ............ 37
4.3.3 Finding #2—Rejection of Learned Stereotypes ............ 40
4.3.4 Finding #3—Teacher Candidates Developed Deeper
Cultural Responsiveness that Will Have a Positive
Impact on Their Effectiveness as a Teacher. ............... 41
4.3.5 Finding #4—Two-Way Transformational Learning
and Growth .......................................... 43
4.4 Recommendations for Practice ................................ 44
4.5 Limitations ................................................. 44
4.6 Future Study ................................................ 45
4.7 Conclusion ................................................. 45
References ...................................................... 46
5 Higher Education and Community Based Partnerships During
COVID-19: A Case Study of the VIRTUAL P.E.A.C.E.
Afterschool Program ............................................ 49
5.1 Defining Variables for the VIRTUAL P.E.A.C.E. Experience ....... 50
5.1.1 The P.E.A.C.E. Afterschool Program, Inc. ................ 51
5.1.2 The VIRTUAL P.E.A.C.E. Afterschool Program
Partnership ........................................... 53
5.2 Methodology ............................................... 54
5.2.1 Findings ............................................. 55
5.3 Future Teacher Voices: Lessons Learned ........................ 56
5.4 Future Teacher Voices-Alignment with the CEC Standards ........ 70
5.4.1 Future Teacher Voices-Teacher Background ............... 71
5.4.2 Future Teacher Voices-Instructional Planning
and Preparation ....................................... 72
5.4.3 Future Teacher Voices-CEC Standards ................... 72
5.4.4 Future Teacher Voices-Reflection ........................ 73
5.5 Future Teacher Voices-Conclusion ............................. 74
5.6 Discussion ................................................. 77
5.7 Future Directions ............................................ 77
Appendix ....................................................... 78
References ...................................................... 80
Contents vii
6 Student and Teacher Candidate Experiences During
the COVID-19 Pandemic ......................................... 83
6.1 Pandemics and Community Needs ............................. 83
Reference ....................................................... 86
7 Stories of Transformation ........................................ 87
7.1 Voices of Student Observers and Future Teacher Candidates
During COVID-19 ........................................... 87
7.2 Voices of Current Teachers During COVID-19 ................... 91
About the Authors
Dr. Pavan John Antony is an Associate Professor of Special Education at the College
of Education and Health Sciences, Adelphi University, New York.
Dr. Fayth Vaughn-Shavuo is a Senior Adjunct Professor of Childhood and TESOL
Education and University Supervisor in teacher preparation at the College of
Education and Health Sciences, Adelphi University, New York.
ix
List of Tables
Table 6.1 Challenges among students in local elementary and middle
schools and their parents/guardians and suggestions ........... 85
Table 6.2 Challenges among future teacher candidates and suggestions .... 86
xi