“First, Do No Harm”

Abstract

The reality that American public schools are not meeting the needs of all students and the increasing incongruity between student and teacher demographics demand increased efforts to prepare teacher candidates to work with students who are ethnically, culturally and linguistically diverse. Teacher preparation programs are charged with this work and have responded by addressing diversity through multiple methods (e.g., discrete courses, infused content, and culturally and linguistically diverse field experiences). These efforts are commendable but may approach cultural competency from a one size fits all perspective. This pilot study explores the possibilities for purposeful preparation of culturally competent educators through a developmental approach allowing for differentiated experiences leading to higher levels of intercultural sensitivity. The rationale for use of a developmental approach and corresponding assessment tool is provided along with pre-and post-assessment results from one student cohort. Implications for teacher preparation and recommendations for future research are also presented.