“Do We Belong?”: Supporting Culturally and Linguistically Diverse Students Through Teacher Education
Date of Award
5-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Dr. Anna Hall
Committee Member
Dr. Sandra Linder
Committee Member
Dr. Golnaz Arastoopour Irgens
Committee Member
Dr. Edwin Nee Bonney
Committee Member
Dr. Koti Hubbard
Abstract
The population of students from diverse cultural and linguistic backgrounds in K-12 education continues to increase, yet the teacher workforce remains largely homogeneous, predominantly White. This imbalance creates a cultural mismatch in educational settings. In teacher education, predominantly White teacher educators prepare predominantly White preservice teachers, further increasing this mismatch. In early childhood education (ECE), which spans birth to 8 years, racial mismatch can lead to misunderstandings and misconceptions, contributing to bias and manifesting as Racial Microaggressions (RMAs). RMAs are mostly unintentional, and research is needed to examine how preservice teachers can identify and address them, given their impact on CLD students’ school experiences.
Existing studies on RMAs in ECE largely focus on Black children, not examining the broader CLD student population. Moreover, little research has explored how preservice teachers’ cultural experiences and coursework influence their awareness of bias and their ability to recognize and respond to RMAs. This study addresses these gaps by employing Critical Grounded Theory to examine the perspectives of 11 preservice teachers at a predominantly White institution. Data were collected through semi-structured interviews, artifact elicitation, vignettes, and participant journaling. Twelve themes emerged, and four processual theoretical models were developed, including an integrative model and a contextual model within it, highlighting the importance of culturally and linguistically diverse field placements.
The study's findings reveal that all preservice teachers, regardless of racial or cultural identity, hold an asset-based perspective on cultural and linguistic diversity. Participants engaged in critical reflexivity regarding bias and RMAs, demonstrating awareness of their negative impacts and the ability to recognize them. Beyond recognizing RMAs, they addressed them and transformed moments of confusion into opportunities for teaching and learning. Participants also reflected on the need for professors with diverse cultural and linguistic perspectives and emphasized the importance of teaching in culturally and linguistically diverse field placements. The processual models show that, among the 11 participants, only 9 progressed from cognitive learning to reflexive practice, influenced by their interactions with CLD students across various field placements. This highlights the critical role of diverse field experiences in preparing preservice teachers.
Recommended Citation
Orija, Morohunkeji, "“Do We Belong?”: Supporting Culturally and Linguistically Diverse Students Through Teacher Education" (2026). All Dissertations. 4221.
https://open.clemson.edu/all_dissertations/4221
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons