Open Minds: Enhancing Preteacher Diversity Experiences
Advisor Information
Sarah Edwards
Location
Milo Bail Student Center Council Room
Presentation Type
Oral Presentation
Start Date
8-3-2013 10:45 AM
End Date
8-3-2013 11:00 AM
Abstract
“It is easy to teach someone who is like you. But to reach the students who are not like you--that is the mark of a true teacher.” Versions of this educator’s mantra abound within the University of NebraskaOmaha’s (UNO) College of Education (COE). Indeed, with data from the 2010 U.S. Census confirming a dramatic increase in the ratio of minority cultures, the ability to teach diverse populations is now more important than ever. Nevertheless, most of UNO’s preservice teachers come from the majority culture and may have had limited experience working with populations that are culturally and linguistically diverse. In recognition of this hurdle, the objective of Open Minds was to expand upon the COE’s “Culture Walks” (a series of experiences that prepare preservice teachers for their intermediate practicum in the Omaha Public Schools) in two main ways. The researcher first collected data and resources regarding each of three cultural communities of Omaha: the North Omaha African American community, South Omaha Hispanic/Latino community, and Central Omaha Refugee communities. The researcher then organized this data into online presentations, providing both a resource for students and a curricular aid for UNO teachers. The final part of the research involved creating new pre-and post- student surveys to improve data collection and assessment regarding the Culture Walks’ effectiveness. As a result, UNO’s education undergraduates would better understand culture and its role in education and use student culture as a basis for learning, trademark skills of culturally responsive teachers (CRT) (Ladson-Billings, 2001, p. 98).
Open Minds: Enhancing Preteacher Diversity Experiences
Milo Bail Student Center Council Room
“It is easy to teach someone who is like you. But to reach the students who are not like you--that is the mark of a true teacher.” Versions of this educator’s mantra abound within the University of NebraskaOmaha’s (UNO) College of Education (COE). Indeed, with data from the 2010 U.S. Census confirming a dramatic increase in the ratio of minority cultures, the ability to teach diverse populations is now more important than ever. Nevertheless, most of UNO’s preservice teachers come from the majority culture and may have had limited experience working with populations that are culturally and linguistically diverse. In recognition of this hurdle, the objective of Open Minds was to expand upon the COE’s “Culture Walks” (a series of experiences that prepare preservice teachers for their intermediate practicum in the Omaha Public Schools) in two main ways. The researcher first collected data and resources regarding each of three cultural communities of Omaha: the North Omaha African American community, South Omaha Hispanic/Latino community, and Central Omaha Refugee communities. The researcher then organized this data into online presentations, providing both a resource for students and a curricular aid for UNO teachers. The final part of the research involved creating new pre-and post- student surveys to improve data collection and assessment regarding the Culture Walks’ effectiveness. As a result, UNO’s education undergraduates would better understand culture and its role in education and use student culture as a basis for learning, trademark skills of culturally responsive teachers (CRT) (Ladson-Billings, 2001, p. 98).
Additional Information (Optional)
Winner of Meritorious Undergraduate Oral Presentation