Student Teachers' Experiences of Cultural Diversity During Student Teaching: A Journey to Developing Culturally Responsive Classrooms

Introduction

In the early nineteenth century to the late twentieth century, the United States has experienced a rapid change in cultural composition. At the beginning of the twenty-first century, the United States of America is a multicultural society that is composed of indigenous peoples and immigrants, whose ancestors came to the United States from other European countries (Gollnick & Chinn, 2009). These groups of individuals depict the United States’ varying degrees of ethnicities, races, classes, religions, native languages, gender, sexual orientation, age composition, and mental abilities. Gollnick and Chinn (2009) explain that “unless teachers can understand the role of race, class, and gender in their students’ lives, it will be difficult to teach effectively” (p. iv). To help educators to understand and deal with this shift in the composition of today’s classrooms, the educational approach was geared toward multicultural style. Therefore, it must address the diverse culture and academic needs of students. Gay (2018) emphasizes that significant changes are needed in the ways African, Asian, Latino, and Native American students are taught. Culturally responsive teaching promises academic success, positive ethnic and cultural identities of students (all students irrespective of their racial or ethnic backgrounds), student support, and develop their ability to identify and critique the existing social inequalities (Gay, 2010, Ladson-Billings, 2006). However, Paris (2012) suggests the use of the term culturally sustaining pedagogy in place of culturally responsive teaching/pedagogy. Paris (2012) describes culturally sustaining pedagogy as practices that “seeks to perpetuate and foster–to sustain–linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (p. 94).

Gresham and McCage (2008) explained that “there is no doubt that the United States had made substantial progress in our education system when it comes to race. We have moved beyond the abuse of many non-English speakers, such as Native American children, faced in the past” (p. 137). This is evident in the public-school system of today, where children of non-native English speakers and immigrants are provided with services that enable them performed and meet up with expectations. However, this is for the system as a whole, the school culture, the classroom culture, and the school intervention programs. What is left undiscussed is from the angle of educators. The purpose of this study was to investigate teacher candidates’ knowledge and preparedness in becoming culturally responsive educators as they journey toward becoming culturally responsive educators. Findings from this study provide preservice teachers, teacher educators, and practitioners with research-based knowledge of multicultural education and culturally responsive teaching strategies that enable them with the skills and knowledge to provide students with opportunities and learning experience that they require from the viewpoint of social justice education. Also, findings provide teachers with strategies on how to build a culturally responsive classroom that is rooted in respect for diversity and freedom of expression.