Fostering cultural humility among pre-service teachers: Connecting with children and youth of immigrant families through service-learning

Year Published:

Abstract

This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with com-munity agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What Professional Development Activities Will Help PK–12 Teachers Create Culturally Responsive Learning Environments?

While evidence is limited, suggestive studies describe multiple potential strategies that may help teachers build culturally responsive learning environments. Teacher professional development programs that offer concrete tasks of teaching, assessment, observation, and reflection may produce higher student test scores. Professional learning communities may help achieve the goals of creating more equitable and culturally responsive classrooms. […]

About this study

AGE: Adults

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

GENDER: All

HOST COUNTRY: United States

INTERVENTION DURATION: Unknown

INTERVENTION: Teacher professional development

OUTCOME AREA: Education

REGION OF ORIGIN OF PARTICIPANT(S): North America

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2015

More STUDIES