The concept of cultural competency, its application, and impact on K-12 learning have not received much attention in the literature. Teachers need to understand the connection between culture and pedagogy when teaching minority and underrepresented students. The purpose of this qualitative case study was to examine whether the skill sets in teaching practices, beliefs, and attitudes toward teaching students of color and other underrepresented students in Advanced Placement courses were influenced by College Board-supervised professional development with curriculum that included a cultural competency component. The research design was a qualitative case study that included volunteer participants from three counties in Florida, who had participated in at least one College Board-supervised Advanced Placement Summer Institute (APSI) since 2003. Volunteer teachers participated in structured interviews and a focus group. The findings support the reality of the connection between beliefs and attitudes. Culture frames one’s environment and the findings support the importance of cultural stimuli or the lack of such stimuli and the impact on behavior and maturational development. While none of the study participants felt the College Board-supervised APSIs they had attended had addressed cultural competency, all agreed that the training had helped them become better teachers. The findings support the need for an emphasis on increasing access and success for minority and underrepresented students and the need to provide more culturally and linguistically competent learning environments for students and educators.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 72/04, Dissertation Abstracts International|
|Subjects:||Multicultural Education, Teacher education|
|Keywords:||Achievement gap, Advanced Placement, Cultural competency, Florida, Linguistic competency|
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