The Efficacy of Multicultural Education Training in Teacher-credentialing Programs: A Descriptive Case Study

The Efficacy of Multicultural Education Training in Teacher-credentialing Programs: A Descriptive Case Study

Author: 
Tricia Delk
Program of study: 
Ed.D./CI
Abstract: 
The purpose of the qualitative descriptive embedded single case study research was to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. The problem was the inadequacy on the part of teacher-credentialing programs to train pre-service teachers to make cultural contact with their students may impede the pedagogy students receive. Data were generated from in-depth interviews with 19 pre-service teachers and curriculum analysis. A lack of cultural competence preparation within teachercredentialing programs emerged through interviews with students. Analysis of the curriculum content showed that courses pre-service teachers must take are not providing enough opportunities for them to learn how to become culturally competent. Almost all participants stated that their perception of preparedness to meet the cultural needs of diverse students at the conclusion of their program was deficient. Four themes emerged: (1) The teacher-credentialing program should focus on bridging the gap between teachers and diverse students, (2) The teacher-credentialing program should focus on the importance of cultural integration, (3) The teacher-credentialing should revamp the components of their courses to include multicultural curriculum, and (4) The teachercredentialing program should focus on developing an awareness of each student’s differences. Recommendations may provide an opportunity to improve teachercredentialing programs to include multicultural education into every course to train preservice teachers to become culturally competent and ready to create a culturally responsive classroom.
Dedication: 
I dedicate this dissertation first to almighty God who has provided me with more favor and faith in myself than I could have ever imagined. I also dedicate this dissertation to my dad Larry Delk, who passed too soon to see me reach this goal of earning my doctorate. I know that he has been right by my side every minute of this journey pushing me to succeed and fulfill my dreams. I also cannot thank my mom Debbie for putting up with me for the past four years of illnesses, tears, frustration and just sheer exhaustion. Not once did she ever doubt that I could achieve my goal of getting my doctorate. She has always been my biggest cheerleader and without her faith in me, I could have never completed my dissertation. Throughout this journey, my family has been the foundation of my strength and their ongoing encouragement led me to my commitment to fulfill my goals. My dedication also goes to my brother Bryan, my sister Marsha, my sister-in-law Lanette, my brother-in-law Joey, and my wonderful nieces and nephew who are the light of my life: Ashley, Eric, Nathan, Kylie and Gabriella. I would also like to dedicate this dissertation to my friends that are like sisters to me: Rhiannon, Robin, Christi, Jennifer, Brianna, Summer, Edwina (Eddie), Christina and my best friend Victoria, who I “convinced” to come along with me for this crazy but amazing journey. Victoria and I have pushed each other to succeed and she was always the shoulder I could cry on when I just was not sure we were going to make it. Thank you all for believing in me and seeing that I had the strength to persevere through all of the adversities and to fulfill my dreams.
Acknowledgements: 
This venture would not have been achievable without the vital support and inspiration from a number of individuals. First, I have to thank God for his grace and mercy, for without Him, none of this would be possible. Many times, I felt like giving up, but He gave me the strength and a plan to finish. I would like to thank the pre-service teachers who participated in this study. I know there will be students for years to come who will be impacted constructively by your teaching and I wish them luck for the future. This study also would not have been possible without the support of California State University Fresno’s School of Education and their President Dr. Joseph Castro, who is also my cousin. I appreciate your willingness to permit me to contact pre-service teachers, the interview locations, and your online NCATE data. In addition, I would like to acknowledge my incredible chair and mentor, Dr. Shawn Boone, who offered his valued professional and academic leadership and exhibited incredible perseverance while I went through this journey of discovery. My thanks also go to my committee members, Dr. Linda de Charon and Dr. Sally Evans. I appreciate your flexibility and commitment to offer your advice and feedback during this entire journey. My entire committee has always offered me constructive criticism and feedback that enabled me to produce a quality dissertation and establish my purpose in the educational field. They have all taught me about professional research and helped me develop into a lifelong learner.