Who Cares About Diversity? A Preliminary Investigation of Diversity Exposure in Teacher Preparation Programs

King, Elena Tosky; Butler, Bettie Ray

doi:10.1080/15210960.2015.994436

Cited by 42 publications

(26 citation statements)

References 12 publications

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“…Virtually every program now includes coursework related to racial, cultural, and/or language diversity. But in most programs, that coursework takes the form of one or two separate courses, with the rest of the program giving only minimal attention to race, ethnicity, and culture (King & Butler, 2015). Milner et al (2013) note Dixson’s observation that “the curriculum of teacher education mirrors, in many ways, the P-12 curriculum in that it is Eurocentric and White dominated” (p. 346).…”

Section: Critical Race Theory (Crt) and Teacher Educationmentioning

confidence: 99%

Critical Race Theory and the Whiteness of Teacher Education

2016

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This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.

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Section: Critical Race Theory (Crt) and Teacher Educationmentioning

confidence: 99%

Critical Race Theory and the Whiteness of Teacher Education

2016

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“…Unfortunately, there is a paucity of opportunities for PSTs to engage in, and reflect upon, culturally responsive teaching practices like translanguaging (Gay & Kirkland, 2003). A study by King and Butler (2015) showed that out of 14 universities examined, only 4 incorporated a multicultural component into 20% of their courses; these findings show that the extent to which multiculturalism is incorporated across teacher education programs varies greatly, and may not be enough to enhance cultural competence in the classroom. Research also shows that typical student teaching field experiences fail to interrupt stereotypes or underlying beliefs that the PSTs may hold (Selland, 2017).…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

Pathways to Becoming a Culturally Responsive Teacher: Narrative Inquiries into a Translanguaging Read Aloud

Moody

Matthews

2020

JCSR

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The increasing mismatch between the cultural backgrounds of teachers and students has caused teacher education programs (TEPs) to scramble to identify effective pedagogy that will prepare preservice teachers (PSTs) to work with diverse populations. One unexamined technique is the use of translanguaging books, which intertwine two languages for a myriad of social, emotional, and cognitive benefits. The present narrative inquiry follows two PSTs, Kathleen and Laura, who engaged in shared readings of translanguaging books within an after-school literacy program for struggling second grade English language learners (ELLs). Data include journal reflections and individual interviews. Results show that the translanguaging books shattered their perceptions of the linguistic boundaries between English and Spanish, and illustrated how language can be used to alienate students. However, Kathleen and Laura had contrasting views about the purpose of the translanguaging read alouds which illustrate implications for TEPs: a) authentic experience is essential to enable PSTs to challenge current monolingual ideologies; b) PSTs must be given the opportunity to engage in tasks that challenge their underlying assumptions; and c) TEPs should focus on the importance of cultural responsiveness, so that PSTs develop a prominent belief system that can be quickly recalled and enacted in the classroom.

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“…With no explanation at hand, to explain this phenomenon, researchers have, therefore, felt the need to revisit the influence of race in the administration of school discipline; with the aim being to clearly articulate if, indeed, race-as it pertains to bias and discrimination, could be partly responsible for the disproportional patterns seen in discipline practices (Skiba, et al, 2002;Roch, Pitts, & Navarro, 2010;Welch & Payne, 2010). Notwithstanding the overwhelming interest in racial disproportionality in school discipline, just recently studies have begun to assess the magnitude of disproportionality through a gendered lens looking specifically at discipline practices meted out to Black students (King & Butler, 2015). Yet, and still, this vein of inquiry is deserving of much needed synthesis and meta-analysis due to the severe implications that function as a result of the relationship between exclusionary discipline practices and student achievement, as well as, the scarcity of viable alternatives to school suspension.…”

Section: Problem Statementmentioning

confidence: 99%

A Student Saved is NOT a Dollar Earned: A Meta-Analysis of School Disparities in Discipline Practice Toward Black Children

Young

Butler

2018

taboo

Self Cite

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Exclusionary school discipline practices continue to play a key explanatory role in racially disproportionate outcomes in the justice system. Three decades of research substantiate the disproportionality of discipline practices and the negative effects on Black students. However, a meta-analysis of this phenomenon and its moderators remains absent but is warranted based on its practical and empirical import. Thus, this meta-analysis synthesized the research on school discipline disproportionality between Black and White students by aggregating odds ratios across studies. An exhaustive search of the literature and rigorous screening process produced a final pool of 29 studies representing 51 independent effect sizes. Based on the test for homogeneity we concluded that their was significant heterogeneity, Q(50) = 20115.40, p <0.001. Thus, a random effects analytic model was employed. After testing and adjusting for publication bias, the overall mean estimated odds ratio was 2.58, p <.001. Thus, the odds of being disciplined if Black are more than 2 and half times the odds of being disciplined if White. The subsequent moderator analysis results suggest that grade level and gender were not significant moderators of the disproportionality. Rather the results explicitly indicate that the ill-effects of school discipline are "equally" disproportionate toward Black male and female students across all K-12 grade levels. Results also indicate that statistically

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Who Cares About Diversity? A Preliminary Investigation of Diversity Exposure in Teacher Preparation Programs

Cited by 42 publications

References 12 publications

Critical Race Theory and the Whiteness of Teacher Education

Critical Race Theory and the Whiteness of Teacher Education

Pathways to Becoming a Culturally Responsive Teacher: Narrative Inquiries into a Translanguaging Read Aloud

A Student Saved is NOT a Dollar Earned: A Meta-Analysis of School Disparities in Discipline Practice Toward Black Children

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