Table Of ContentSpringerBriefs in Education
Pavan John Antony · Fayth Vaughn-Shavuo
Creating Culturally
Competent Teachers in
Higher Education
As a Consequence
of Cultural Immersion
SpringerBriefs in Education
We are delighted to announce SpringerBriefs in Education, an innovative product type
that combines elements of both journals and books. Briefs present concise summaries
of cutting-edge research and practical applications in education. Featuring compact
volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present
their ideas and readers to absorb them with a minimal time investment. Briefs are
published as part of Springer’s eBook Collection. In addition, Briefs are available
for individual print and electronic purchase.
SpringerBriefs in Education cover a broad range of educational fields such
as: Science Education, Higher Education, Educational Psychology, Assessment &
Evaluation, Language Education, Mathematics Education, Educational Technology,
Medical Education and Educational Policy.
SpringerBriefs typically offer an outlet for:
•
An introduction to a (sub)field in education summarizing and giving an overview
of theories, issues, core concepts and/or key literature in a particular field
•
A timely report of state-of-the art analytical techniques and instruments in the
field of educational research
•
A presentation of core educational concepts
•
An overview of a testing and evaluation method
•
A snapshot of a hot or emerging topic or policy change
•
An in-depth case study
•
A literature review
•
A report/review study of a survey
•
An elaborated thesis
Both solicited and unsolicited manuscripts are considered for publication in the
SpringerBriefs in Education series. Potential authors are warmly invited to complete
and submit the Briefs Author Proposal form. All projects will be submitted to editorial
review by editorial advisors.
SpringerBriefs are characterized by expedited production schedules with the aim
for publication 8 to 12 weeks after acceptance and fast, global electronic dissemina-
tion through our online platform SpringerLink. The standard concise author contracts
guarantee that:
•
an individual ISBN is assigned to each manuscript
•
each manuscript is copyrighted in the name of the author
•
the author retains the right to post the pre-publication version on his/her website
or that of his/her institution
·
Pavan John Antony Fayth Vaughn-Shavuo
Creating Culturally
Competent Teachers
in Higher Education
As a Consequence of Cultural Immersion
Pavan John Antony Fayth Vaughn-Shavuo
Adelphi University Ruth S. Ammon College of Education
Garden City, NY, USA and Health Sciences
Adelphi University
Garden City, NY, USA
ISSN 2211-1921 ISSN 2211-193X (electronic)
SpringerBriefs in Education
ISBN 978-3-031-20607-8 ISBN 978-3-031-20608-5 (eBook)
https://doi.org/10.1007/978-3-031-20608-5
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse
of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
1 Culturally Diverse Communities .................................. 1
1.1 Culture & Humans .......................................... 1
1.2 Community Needs in the United States ......................... 3
1.3 Parent Involvement and Academic Success ...................... 4
References ...................................................... 7
2 Truth, Racial Healing, and Transformation (TRHT) on College
Campuses ...................................................... 9
2.1 Ongoing Workshops on Topics Related to Cultural Diversity
Equity and Inclusion for All Members .......................... 13
2.2 Mandatory Orientation for All Faculty, Staff and Incoming
Students on Diversity, Racism, Equity and Inclusions ............. 14
2.3 Raise Awareness for Critical, Company-Specific Diversity,
Equity and Inclusion Goals ................................... 14
2.4 Improve Workplace Inclusion ................................. 15
2.5 Increase Cultural Sensitivity and Intelligence Among All Parties
Through Ongoing Dialogues in Community Forums .............. 15
2.6 Promote Changes in Course Curricula to Allow Space
for Exploration of Diversity, Equity, and Inclusion ............... 16
2.7 Dedicate Focused Efforts Towards Growth and Development
Through Established Diversity, Equity, and Inclusion Councils ..... 16
2.8 Promote Equity Best Practices ................................. 17
References ...................................................... 17
3 Tri-Fold Multicultural Model: A Cultural Immersion Approach ..... 19
3.1 Why the TFM Model? ....................................... 21
3.2 Engineering of the High Needs Multicultural Community ......... 22
3.3 Understanding the Different Models ............................ 23
3.3.1 Understanding the Different Teaching Models ............. 26
References ...................................................... 28
v
vi Contents
4 Attitudinal Changes Among Teacher Candidates: The Power
of the TFM Model ............................................... 29
4.1 Introduction ................................................ 30
4.1.1 Culturally Diverse Communities ........................ 31
4.1.2 Teacher Education Programs ............................ 32
4.2 Purpose and Overview ....................................... 35
4.2.1 Methodology ......................................... 35
4.2.2 Participants .......................................... 36
4.3 School of Education: Undergraduate Enrollment Fall 2018 ........ 36
4.3.1 Methodology ......................................... 37
4.3.2 Findings 1—Shifts in Beliefs and Assumptions ............ 37
4.3.3 Finding #2—Rejection of Learned Stereotypes ............ 40
4.3.4 Finding #3—Teacher Candidates Developed Deeper
Cultural Responsiveness that Will Have a Positive
Impact on Their Effectiveness as a Teacher. ............... 41
4.3.5 Finding #4—Two-Way Transformational Learning
and Growth .......................................... 43
4.4 Recommendations for Practice ................................ 44
4.5 Limitations ................................................. 44
4.6 Future Study ................................................ 45
4.7 Conclusion ................................................. 45
References ...................................................... 46
5 Higher Education and Community Based Partnerships During
COVID-19: A Case Study of the VIRTUAL P.E.A.C.E.
Afterschool Program ............................................ 49
5.1 Defining Variables for the VIRTUAL P.E.A.C.E. Experience ....... 50
5.1.1 The P.E.A.C.E. Afterschool Program, Inc. ................ 51
5.1.2 The VIRTUAL P.E.A.C.E. Afterschool Program
Partnership ........................................... 53
5.2 Methodology ............................................... 54
5.2.1 Findings ............................................. 55
5.3 Future Teacher Voices: Lessons Learned ........................ 56
5.4 Future Teacher Voices-Alignment with the CEC Standards ........ 70
5.4.1 Future Teacher Voices-Teacher Background ............... 71
5.4.2 Future Teacher Voices-Instructional Planning
and Preparation ....................................... 72
5.4.3 Future Teacher Voices-CEC Standards ................... 72
5.4.4 Future Teacher Voices-Reflection ........................ 73
5.5 Future Teacher Voices-Conclusion ............................. 74
5.6 Discussion ................................................. 77
5.7 Future Directions ............................................ 77
Appendix ....................................................... 78
References ...................................................... 80
Contents vii
6 Student and Teacher Candidate Experiences During
the COVID-19 Pandemic ......................................... 83
6.1 Pandemics and Community Needs ............................. 83
Reference ....................................................... 86
7 Stories of Transformation ........................................ 87
7.1 Voices of Student Observers and Future Teacher Candidates
During COVID-19 ........................................... 87
7.2 Voices of Current Teachers During COVID-19 ................... 91
About the Authors
Dr. Pavan John Antony is an Associate Professor of Special Education at the College
of Education and Health Sciences, Adelphi University, New York.
Dr. Fayth Vaughn-Shavuo is a Senior Adjunct Professor of Childhood and TESOL
Education and University Supervisor in teacher preparation at the College of
Education and Health Sciences, Adelphi University, New York.
ix
List of Tables
Table 6.1 Challenges among students in local elementary and middle
schools and their parents/guardians and suggestions ........... 85
Table 6.2 Challenges among future teacher candidates and suggestions .... 86
xi
