African American Student Teachers' Perceptions About Preparedness to Teach Students From Culturally and Linguistically Diverse Backgrounds

Abstract

Many educators argue that teachers' limited knowledge about culturally and linguistically diverse (CLD) students with and without disabilities may affect patterns of interaction and the use of effective practices with these students. Such situations may be true across and within racial-ethnic groups. To explore these hypotheses further, 43 African American student teachers completed 3 surveys focusing on their perceived preparedness to teach CLD learners with and without disabilities effectively. Results indicated that 80% or more of the student teachers felt highly competent to teach CLD students. However, more participants believed they understood to the greatest extent the culture of students who were members of their racial group, had more interactions with this group, felt most prepared to teach this group, and knew more about the contributions of this group. No student teachers believed that they were "very much prepared" (highest possible rating) by their teacher education program (TEP) to teach any group including CLD students with disabilities. They acknowledged a need for more content in the areas of human growth and development from a cross-cultural perspective, historical knowledge about various cultures, and accessing family and community resources. Recommendations for enhancing cross-cultural TEPs along with implications for future research and practice are provided.