“Culture is where I come from”: An analysis of cultural competence of student teachers of color in early childhood education

ABSTRACT

This study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.

KEYWORDS:

• early childhood education
• student teachers of color
• cultural competence
• cultural awareness
• teacher education
• teachers of color

Acknowledgments

We acknowledge that no financial or nonfinancial competing interests or benefits have arisen from the direct application of this research.

Disclosure statement

No potential conflict of interest was reported by the author(s).