Cultural and Linguistic Diversity in Early Childhood Teacher Preparation: The Impact of Contextual Characteristics on Coursework and Practica Public Deposited

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Last Modified
  • March 20, 2019
Creator
  • Lim, Chih Ing
    • Affiliation: School of Education
Abstract
  • The population of children in early childhood settings is becoming increasingly culturally and linguistically diverse, and these changes in demographics have warranted teachers becoming more culturally responsive and better prepared to work with diverse young children and families. Teacher preparation programs across the nation have responded differently to this critical issue because of the different contexts in which they are in. Some promising strategies are including cultural and linguistic diversity in both course content and clinical experiences into early childhood teacher preparation programs. Using data from the National Prekindergarten Center's (NPC) National Study of Early Childhood Teacher Preparation Programs and the National Center for Educational Statistics (NCES) Integrated Post-Secondary Education Dataset (IPEDS), this research study examined the variables that contributed to how much cultural and linguistic diversity content and experiences were required of Bachelor's degree students in their coursework and practica in early childhood teacher preparation programs. Specifically, geographical contexts, program and institutional characteristics were analyzed from a sample of 417 Bachelor's degree programs to determine how these variables predicted the amount of diversity content and experience required in teacher preparation programs. Results indicated that percentage of non-Hispanic White in a state, geographic region, degree of urbanization, governance of institutions, NCATE accreditation, and the presence of non-White full-time faculty in early childhood programs were predictors of coursework or practica requirements. Implications and recommendations for policy, future research, and early childhood teacher preparation are discussed.
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  • Maxwell, Kelly
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