Keywords
cultural competency, teacher preparation, culturally responsive teaching, descriptive statistics, program development
Abstract
This quantitative study analyzed 47 survey responses to gauge in-service, pre-licensed teacher, and paraprofessional perceptions of cultural competency. Participants responded to the Central Vancouver Island Multicultural Society’s Cultural Competence Self-Assessment Checklist (Alpha = 0.7) to explore their awareness, knowledge, and skills in cultural competency. Moreover, through the application of Culturally Responsive Teaching (CRT) as a theoretical framework, this study highlighted how these perceptions related to culturally responsive teaching and provided several implications for their future preparation to further develop their cultural competency through the tenets of CRT. The analysis identified participant unfamiliarity with privilege and its impact, as well as the multidimensional nature of culture. Additionally, analysis highlighted a lack of understanding around how to authentically engage with students and their families in an inclusive and comprehensive orientation. These findings indicated several potential considerations for their preparation moving forward to better develop their cultural competencies and culturally responsive teaching.
DOI
10.15760/nwjte.2025.20.2.3
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/44287
Recommended Citation
Koerber, Nathan D. and Fasching-Varner, Kenneth J.
(2025)
"Leveraging Student Data to Assess, Inform, and Develop Teachers Capacities,"
Northwest Journal of Teacher Education: Vol. 20
:
Iss.
2
, Article 3.
DOI: https://doi.org/10.15760/nwjte.2025.20.2.3
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