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Article
Publication date: 30 August 2019

Tricia Denise Delk

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

Abstract

Purpose

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

Design/methodology/approach

The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.

Findings

The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.

Research limitations/implications

As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.

Originality/value

The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

Article
Publication date: 4 May 2010

Adela J. McMurray, Azharul Karim and Greg Fisher

The aims of this paper are: to investigate the perceptions held by police (insiders) and community member (outsiders) of the recruitment and retention of culturally and…

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Abstract

Purpose

The aims of this paper are: to investigate the perceptions held by police (insiders) and community member (outsiders) of the recruitment and retention of culturally and linguistically diverse employees of Victoria Police; and, to develop a model that can assist in future recruitment and retention policy development.

Design/methodology/approach

Structured focus group interviews were conducted based on an instrument deduced from existing literature. Police and community members were interviewed separate cohorts. The discussions were thematically coded to themes and sub‐themes.

Findings

Specific differences were identified in perceptions of the importance of recruiting culturally and linguistically diverse groups, barriers to recruitment, recruitment methods, and retention methods.

Research limitations/implications

Based on these perceptions, a proposed a model addresses the importance of cultural diversity in policing and barriers to recruitment and retention of culturally and linguistically diverse employees. Further research is necessary to assess the broader applicability of this model.

Practical implications

The proposed model may be used as the basis for future recruitment and retention activities, and human resource management policy development.

Originality/value

This is the first study in the Australian context of recruitment and retention of culturally and linguistically diverse police that addresses both community and police perspectives. Aligning the demographic profile of the police service with that of the community is beneficial to effective policing.

Details

Cross Cultural Management: An International Journal, vol. 17 no. 2
Type: Research Article
ISSN: 1352-7606

Keywords

Article
Publication date: 1 December 2007

Shervin Shahnavaz and Solvig Ekblad

While the literature contains plenty of theoretical models for cultural competence training of health care staff, the personnel and clinicians have seldom been asked for their…

Abstract

While the literature contains plenty of theoretical models for cultural competence training of health care staff, the personnel and clinicians have seldom been asked for their views on transcultural competence. Focus group interviews that we carried out in this study showed that the main concern of the participants (interprofessional teams in Swedish psychiatry) is to understand the culturally diverse in psychiatry, rather than being culturally competent. Three major themes of the process of understanding emerged in our analyses: (1) diversity reflection (sub‐themes: reflecting on co‐existent cultural differences and similarities, moving from a one‐dimensional to a multi‐dimensional approach to cultural diversity and self‐reflection), (2) cultural knowledge and skill acquisition (generic and specific) and (3) communication (sources, discrimination). Listening to staff's learning needs may motivate greater sensitivity to the needs of their culturally diverse patients.

Details

International Journal of Migration, Health and Social Care, vol. 3 no. 4
Type: Research Article
ISSN: 1747-9894

Book part
Publication date: 9 November 2020

Tremaine R. Young and Crystal R. Chambers

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority…

Abstract

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.

Article
Publication date: 6 February 2017

Sabrina Bresciani and Alice Comi

The use of visual templates has proven instrumental in supporting group meetings. The purpose of this paper is to explore whether visual templates enable culturally diverse groups…

Abstract

Purpose

The use of visual templates has proven instrumental in supporting group meetings. The purpose of this paper is to explore whether visual templates enable culturally diverse groups to achieve greater task precision in face-to-face meetings.

Design/methodology/approach

Building on Adaptive Structuration Theory, it is argued that visual templates provide structuration for face-to-face meetings, even more so when they are embedded in computer-supported collaborative systems. In particular, it is hypothesized that the higher the degree of structuration imposed by visual templates, the higher the degree of task precision will be. It is also hypothesized that this relationship is positively moderated by group cultural diversity: higher cultural diversity will further sustain the positive effects of visual templates that provide higher structuration.

Findings

Results of an experiment with 229 managers from 49 countries confirm that facilitating groups with visual templates embedded in a computer-supported collaborative system significantly increases task precision at high levels of cultural diversity.

Research limitations/implications

This study contributes to Positive Organizational Scholarship (POS) by investigating the use of visual templates as a contingency factor that increases performance – specifically task precision – of co-located, culturally diverse groups.

Practical implications

Results indicate that visual templates embedded in a computer-supported collaborative system are an effective method for increasing task precision in face-to-face meetings of culturally diverse groups.

Originality/value

Theories from information systems and visualization are integrated into cross-cultural management with a view to sustaining the effectiveness of culturally diverse groups. The study sample is characterized by highly culturally diverse groups interacting in face-to-face meetings.

Details

Cross Cultural & Strategic Management, vol. 24 no. 1
Type: Research Article
ISSN: 2059-5794

Keywords

Open Access
Article
Publication date: 7 June 2019

Nakeshia N. Williams, Brian K. Williams, Stephanie Jones-Fosu and Tyrette Carter

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and…

Abstract

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates' educator preparation and stimulate candidates' personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a minority serving institution's integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts' need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Article
Publication date: 9 November 2015

Nadia Caidi and Keren Dali

– This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals.

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Abstract

Purpose

This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals.

Design/methodology/approach

Between September and December 2014, current students and alumni from 57 North American LIS programs were surveyed regarding their learning experiences and perceptions of the state of diversity in LIS.

Findings

The findings point to deep, emotive reflections on diversity in LIS. Noting the general societal turn toward values-based, integral diversity, this paper proposes looking beyond the quantitative measures and paying attention to the volume of negative emotion surrounding the diversity debate in our field. Making both philosophical and practical arguments, a three-tiered approach is advocated, which can contribute to nurturing the climate of diversity: outreach and promotion; recruitment and retention; and interpersonal and intercultural dialog that will not only sustain diversity but also transform diverse environments into healthy and vibrant places with transparent communication channels.

Originality/value

This paper departs from the focus on increasing diversity and emphasizes sustaining diversity in both academia and workplaces. The improvement of interpersonal relationships, human understanding and interpersonal communication is seen as a way to systemic change.

Book part
Publication date: 6 May 2004

Eduardo Salas, C.Shawn Burke, Jennifer E Fowlkes and Katherine A Wilson

Fostered by technological developments and globalization, culturally diverse teams are becoming a mainstay of organizational strategy. As the use of multi-cultural teams continues…

Abstract

Fostered by technological developments and globalization, culturally diverse teams are becoming a mainstay of organizational strategy. As the use of multi-cultural teams continues to increase, it becomes paramount to understand the mechanism(s) by which leaders can promote effectiveness within these teams. Despite this need, there are numerous challenges facing those who seek to understand these phenomena and move science and practice forward. The purpose of this chapter is to present a few of these challenges and approaches which can assist in mitigating these challenges. Finally, we identify what we see as key research needs within this area.

Details

Cultural Ergonomics
Type: Book
ISBN: 978-0-76231-049-4

Article
Publication date: 14 November 2016

Deneca Winfrey Avant

The purpose of this study was to explore the use of response to intervention/multi-tiered systems of supports (RtI/MTSS) in promoting social justice in schools.

Abstract

Purpose

The purpose of this study was to explore the use of response to intervention/multi-tiered systems of supports (RtI/MTSS) in promoting social justice in schools.

Design/methodology/approach

This study used survey research, using a 32-item questionnaire, and presented results of approximately 200 school social workers (SSWs).

Findings

Findings suggest that RtI/MTSS encourages a sense of fairness for students by providing a greater understanding of culturally diverse approaches although some room for improvement does exist.

Practical implications

Implications for addressing educational interventions with explicit cultural responsiveness are discussed.

Originality/value

As more diverse students are entering the school system, different backgrounds and learning styles must be taken into consideration. Unfortunately, many schools today continue a legacy of deficit thinking and marginalization (Shields et al., 2005). An expansion of school programs and services are needed to better serve changing student demographics. SSWs lead the way in this paradigm shift by intervening in the educational process at multiple levels. In fact, social workers’ commitment to change is evident from how they promote social and economic equality among people who are marginalized and excluded from social and economic processes.

Details

Journal for Multicultural Education, vol. 10 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 4 January 2013

Patricia Paugh and Mary Brady

Purpose – To provide educators with an overview of issues and strategies important for preparing preservice teachers to plan instruction, engage students, and assess learning in…

Abstract

Purpose – To provide educators with an overview of issues and strategies important for preparing preservice teachers to plan instruction, engage students, and assess learning in culturally and linguistically diverse classrooms.

Design/methodology/approach – The chapter reviews sociocultural, sociolinguistic, and cognitive literature that informs differentiated instruction for linguistic diversity. It then offers a case study example of a preservice student teaching seminar where this knowledge was put into practice.

Findings – Content provides detailed information about the design of a preservice seminar that included the role of a nationally piloted performance assessment. It demonstrates how preparing the assessment portfolio provided a vehicle for a structured and useful focus on diversity within the seminar.

Research limitations/implications – The chapter highlights literature that is specifically useful for preservice teachers and their instructors who are seeking to address the specific needs of English Language Learners and the culturally diverse population of students found in U.S. classrooms. This is important to those who seek to expand this attention to diversity within general teacher education practices.

Practical implications – This chapter serves as a resource for all clinical instructors, providing ideas for incorporation into their clinics and classrooms.

Originality/value of paper – Culturally responsive teaching and a specific focus on teaching English Language Arts for linguistically diverse students are infused in clinical teacher education practices rather than as “add-on” practices.

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