This qualitative exploratory case study addresses constructs of educational inequity on a global scale through an iterative analysis of the cultural experiences of 61educators from South Africa and the United States. The project provided an online and in-person network for educators to discuss cross-cultural challenges, educational system assets, and inclusive strategies for supporting culturally and linguistically diverse learners. A shared professional development process, designed from an adapted Changemaking process, increased the knowledge, understanding, and application of innovative, culturally responsive inclusive practices of new teachers while also serving as an opportunity for veteran teachers to receive additional teacher training. Educators exchanged ideas on increasing positive classroom management, motivating learners using empathy, collaborating effectively, linking learning and postsecondary transition experiences, and improving partnership with families. This global and cultural exchange exposed them to unique and diverse educational perspectives, a critical aspect in supporting all learners within the K-12 educational system. Results of this project indicate that using the adapted Changemaking process increased educators' awareness of culturally responsive inclusive practices, allowed participants to make comparisons between global contexts, developed empathy, and inspired collaborative engagement and leadership within their individual educational settings.
Educators can improve the academic and socioemotional wellbeing of their students
if they are equipped with strategies and skills to support learners and families from
diverse backgrounds and experiences—such as culturally and linguistically diverse
students, students with differing abilities, and those who may experience trauma and/or
socioeconomic challenges. To learn more about this topic, a Catholic university and
local diocese partnered to examine the literature on the impact of Catholic teachers in
under-resourced schools; practices for training Catholic educators with skills to meet
the needs of all learners; and the structures needed to ensure that diocesan and
university supervisors are able to effectively support the development of new teachers.
The literature review was organized using the three pillars of the University Consortium
of Catholic Education: service through teaching, community connections, and spiritual
development. The review resulted in the following recommendations: train teachers in
culturally responsive practices, incentivize educator collaboration, train supervisors
in inclusive practices with purposeful faith-based integration, and mentor principals in
effective methods of coaching and support for teachers
Greene, P. G. & Brush, C. G. (2018). A research agenda for women and entrepreneurship: Identity through aspirations, behaviors, and confidence. Cheltenham, UK: Edward Elgar Publishing. $35.79 (Paperback), ISBN 978- 1785365362.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.