Developing Cultural Competency in Early Childhood Preservice Educators Through a Cultural Self-Analysis Project

Abstract

Today more than ever, preparation for diversity is essential for all teachers. Hence, teacher preparation programs are charged with preparing culturally competent teachers who have the knowledge, skills, and disposition to work with children and families from cultures different from their own. This article investigates an innovative approach, the Cultural Self-Analysis (CSA) Project, to accomplish this task with 26 prospective early childhood teachers. CSA Project steps are presented. Data collected on multiple levels were analyzed using constant comparative methodologies. Findings from this initial investigation suggest the CSA Project holds promise as an approach to prepare culturally responsive teachers in three major ways. Participants reported increased confidence and comfort, preparedness to facilitate home connections with culturally diverse persons, and enlightenment of teacher roles/responsibilities beyond academic instruction.

We respectfully thank Dr. Laura C. Dominguez and David Grant who kindly volunteered their time, expertise, and feedback in the preparation of this article.

Notes

We respectfully thank Dr. Laura C. Dominguez and David Grant who kindly volunteered their time, expertise, and feedback in the preparation of this article.