Building Culturally-Competent School Practices in Rural and Small Cities

Abstract

This chapter provides in-depth discussion of concepts and principles related to the development of cultural competence in school districts located in rural areas and smaller cities that have and are becoming racially, linguistically, and culturally diverse. The authors offer practical steps that help support the development of cultural competence among pre-service teachers, educators, and administrators. This framework can be implemented to create district-level professional development courses that can be used to renew teacher licenses. Additionally, suggestions of how to best address the discipline among culturally diverse students, and how to build authentic relationships with students, parents and the community are also discussed.

“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City

“…North Dakota, a midwestern and sparsely populated state, is not typically recognized for its diversity. But, like many predominantly white and less densely populated states across the nation, it is becoming more racially, ethnically, and linguistically diverse (Crary & Gilblom, 2021;Gilblom et al, 2020). Over the last decade, North Dakota has become home to over 4,000 refugees, the highest per capita in the nation (Kaleem, 2020).…”