The population of Latino students is growing faster than any other ethnic group in U.S. public schools today; however, the number of Latino teachers throughout the nation has remained low. The Latino Educators of Tomorrow is a new and ambitious Latino educational career program designed to increase the number of Latino students entering teaching as a profession. This research addressed the following questions: 1) What do participants identify as influential in their trajectory towards becoming an educator, and why?; 2) How do LET instructors, acting in the role of mentors, influence participants' desires and plans to become educators, and why?; and 3) What external obstacles hinder the participants' aspirations to become educators, and why? This qualitative study examines the perspectives of 24 high-school and beginning college-age students who participated in the Latino Educators of Tomorrow (LET). Using open-ended surveys and semi-structured interviews, this study identified underlying themes regarding the influence of mentors on the participants' desires and plans to continue to major in education; the positive impact of mentors' appreciation of participants' culture; and the financial obstacles participants identified as hindering their obtaining a college degree. Findings point to the importance of cultural appreciation in mentoring relationships, specifically for these Latino students in the transition from high school to college. Theoretical implications suggest practical recommendations for cultural appreciation to be combined with existing mentoring theory to assist students in their educational goals.

Syftet med denna studie är att undersöka vilken innebörd begreppet ”kulturkompetens” ges i litteraturen samt utifrån detta problematisera dess applicering på praktiken. Begreppet ”kulturkompetens” saknar en enhetlig definition, något som initierat skrivandet av denna uppsats. Studien bygger på en litteraturstudie i form av en kvalitativ textanalys. I vår kritiska granskning av litteraturen kunde vi bland annat finna begrepp, såsom ”ethnic-sensitivity” och ”cultural awareness”, som på liknande sätt berör strategier för att uppnå ”kulturkompetens”. Självinsikt hos socialarbetaren och öppenhet inför kulturella skillnader är viktiga egenskaper hos en ”kulturkompetent” socialarbetare enligt handböckerna. Genom en granskning av de begrepp vi funnit i litteraturen var för sig, men även genom jämförelse av dem, har vi bland annat funnit att kultur nästan genomgående kopplas till etnicitet i diskussionerna kring ”kulturkompetens”. I problematiseringen av begreppet har vi pekat på hur mötet mellan socialarbetaren och klienten kan komma att påverkas då socialarbetaren utgår från tankar kring ett ”kulturkompetent” bemötande. / The purpose of this study is to investigate what meaning the concept "cultural competence" is given in the literature and from this problematize its application to practice. The concept "cultural competence" has no uniform definition, which initiated the writing of this essay. The study is based on a literature review in the form of a qualitative text analysis. In our critical review of the literature we could find, among other concepts, "ethnic-sensitivity" and "cultural awareness", which is similarly related to strategies for achieving "cultural competence". Self-knowledge of the social worker and openness to cultural differences are important characteristics of a "culture competent” socialworker according to the guiding literature for social workers. Through an separately examination of the concepts we found in the literature , but also by comparing them, we have found that culture almost always is linked to ethnicity in debates on "cultural competence". In the problematization of the meaning of “culture competence” as a concept, we have pointed out how the meeting between the socialworker and the client may be affected when the social work is based on thoughts of "cultural competence".

Many environmental educators have realized that in order to effectively teach environmental sensitivity and literacy, they must approach their audience through a cultural context. Thus, environmental education lessons need to incorporate strategies used in multicultural education in order to be more culturally inclusive. This project includes the identification of multicultural education criteria and the application of these to three lessons from Project Learning Tree: PreK-8 Environmental Education Activity Guide.

This work examined social workers at the Riverside County Child Protective Services and their need for cross-cultural training specifically when working with ethnic minority families.

This paper concerns a case study which attempts to underline the importance of culture learning through foreign language acquisition in the transformation of prejudices and the fomentation of cultural awareness. More specifically, it aims to present the way in which adult learners’ critical reflection on culture in combination to foreign language learning can lead to their acknowledgement of the equity between cultures and their proximity to “the other”, a fact that is considered to foster cultural respect and awareness. For doing so, a qualitative approach was used in order to examine the perceptions of a group of adults learning Spanish in an elementary level class in Greece. Data was collected from in-depth interviews where participants were asked to expose their opinion of the importance of culture and its connection to language, to consider the implication of culture learning in foreign language learning and to share their personal views of the Hispanic culture as it derives from their studying the Spanish language and reflecting on the Hispanic culture-Spanish language correlation. Research delivered positive outcomes concerning this specific issue and showed evidence that the transformative effect of learning about a culture through language acquisition is indeed possible. Suggestions for further research on the matter are made so as to investigate the replicability of such a transformative effect in other similar cases and to secure the generalization of results.

Orientador: Maria Helena Vieira Abrahão / Banca: Matilde Virgínia Ricardi Scaramucci / Banca: Walkyria Monte Mór / Banca: Douglas Altamiro Consolo / Banca: Ana Mariza Benedetti / Resumo: Baseando-se no conceito de Okada, Oxford e Abo (1996) de que o ensino de aspectos culturais pode proporcionar um aumento da motivação para aprender uma língua, a presente pesquisa teve por objetivo analisar de que maneira o desenvolvimento da conscientização cultural, por meio de um trabalho de intervenção pedagógica, pode influenciar na motivação. Este estudo contou com a participação de uma professora e alunos de ensino médio de uma escola pública, e foi desenvolvido em duas fases: fase de diagnóstico, em que se observou as aulas de língua inglesa da professora/participante e fase de intervenção pedagógica, em que aspectos culturais foram introduzidos pela professora/pesquisadora. Dada à impossibilidade de medir a motivação, pretendeu-se oferecer uma caracterização da motivação dos alunos, verificar os fatores que podem influenciá-la tanto positiva quanto negativamente e perceber a interação desses fatores na geração, sustentação e inibição da motivação. A análise dos dados foi baseada em diversas pesquisas sobre motivação, estudos sobre cultura, usados no projeto de intervenção pedagógica e trabalhos da sociolingüística interacional, importantes para a análise da participação dos alunos durante as aulas e, conseqüentemente, da motivação. Além disso, teorias psicológicas da década de 80 e 90 (HIGGINS, 1987; MARKUS E NURIUS, 1986; NORTON, 1995, 2000, 2001) foram incorporadas para entender o papel dos fatores pessoais no grau de interesse e esforço dos aprendizes. Os resultados obtidos mostraram que: 1) a motivação dos alunos é variável, ou seja, pode oscilar entre níveis altos e baixos em decorrência de diferentes tipos de fatores, principalmente aqueles relacionados à postura e forma de trabalhar dos professores e 2) a motivação dos alunos é caracterizada por uma relação de interdependência entre três tipos de fatores... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Based on the idea that the teaching of cultural aspects can increase the motivation to learn a language (OKADA, OXFORD and ABO, 1996), the aim of this work is to analyze the way the development of cultural awareness, by means of an intervention work, can influence motivation. This study was developed with a second year high school teacher and her students in a public school, and was divided in two phases: diagnosis, in which observation of the participant teacher’s classes was held and pedagogical intervention, in which cultural aspects were introduced in the language classes. Given the impossibility of measuring motivation, it was intended to offer a characterization of the students' motivation, to verify the factors that might influence the increase and decrease of motivation and to analyse the interaction between these factors in the generation, maintenance and inhibition of motivation. Data analysis was based on a variety of research studies on motivation, as well as cultural studies, which were important in the organization of the intervention project. Interactional Sociolinguistic concepts were also used to understand students’ engagement in the learning activities and, thus their motivation. To analyze the role of personal factors on students’ motivation, psychological theories from the 80s and 90s were considered. The results obtained show that: 1) students’ motivation can vary, that is, it can increase or decrease due to the influence of different types of factors, especially those related to the teacher’s attitude and practice and 2) it is the result of the interdependence relationship of three types of factors - personal factors (perceptions, beliefs, goals and expectations), teachers’ methodological choices (content and activities developed) and physical affordances of school (frequency of classes, number of students per group, materials and resources available), with a focus on the role of the teacher. / Doutor

The commitment of Azaad as a Race Consultancy is:- To ensure quality of opportunity for South Africans to fulfil their potential as Empowered Individuals and members of groups and communities; To Educate, enabling South Africans to gain skills, knowledge and attitudes needed to identify, advocate and pursue their rights and responsibilities as individuals and as members of groups and communities locally, nationally and internationally; Designed to create Equal Opportunity-through the challenging of oppression and the celebration of the differences which springs from culture, language, sexual identity, gender, disability, age, religion, and class; To Participate through voluntary relationship with other South Africans in which White and Black South Africans are partners in the learning process and decision making structures which affect their own and other peoples lives; To Empower- Supporting South Africans to understand and act on the personal, social and political issues which affect their lives, the lives of others and the communities they are part of; To Build resources will be a major effort of Azaad as a Race Consultancy. It is our intention to extend the objectives of all racial, cultural, religious, national, ethnic, sexual and political affiliations. All this will be delivered through informal education, through workshops, short courses, seminars, conferences, role play, etc.

As the student population in public schools throughout the United States continues to increase in ethnic diversity, the number of college students of color majoring in teacher education have remained stagnant. The local problem addressed in the study is that despite intentional recruitment efforts, college students of color are not majoring in teacher education at a university in Ohio. Bell's critical race theory was used throughout this basic qualitative study to explore what issues influence students of color to choose majors other than teacher education. Individual student interviews with 8 students of color were conducted to answer the research question regarding issues that have influenced students of color to choose majors other than teacher education at one university in Ohio. Transcripts from interview sessions were coded and analyzed to identify emerging patterns and themes. Member checks were used for accuracy in analysis, and maximum variation, with participants from 7 different majors, served to enhance credibility. At the local setting, the implications for positive social change may include bringing awareness to issues that students of color have encountered while enrolled at the study site. A broader implication for social change may be that institutions of higher education with similar demographics could benefit from the results of this study to address similar issues regarding students of color not choosing teacher education programs.

Closing the achievement gap is a key concern for educational leaders. Research has indicated that principals’ actions directly and indirectly influence student learning. The purpose of this case study was to explore cultural leadership in an urban Mississippi high school from an African American’s racialized perspective. The cultural competency/proficiency theory provided the conceptual framework for this study. Successful leadership practices of this African American principal were examined through the principal and through the perceptions of teachers and the assistant administrator. A researcher-developed questionnaire was content validated and given to a purposeful sample of 17 individuals: the principal, assistant principal, and the 15 full time teachers at the study site. Nine individuals––the school’s principal, assistant principal, and 7 teachers––returned the questionnaire. Using Stake’s framework for data analysis, data were organized, coded, and categorized to develop themes regarding the principal’s cultural leadership practices. Results showed that the principal used 6 practices to help a diverse student body succeed: double-dosing of subject-area test courses, pull-out tutorials, after-school tutorials, differentiated instruction, scaffolded learning, and coteaching. Based on the study findings, a professional development program was created to provide cultural leadership training for all district leaders. The findings can positively affect social change by improving principals’ cultural awareness and equipping educators with proven practices to meet the needs of a diverse student body, thus increasing students’ opportunities for academic success.

This study used content analysis to examine the coverage of cultural issues in the five phases of instructional design within ID/ISD textbooks published between 1993 and 2003. The results indicated that not all the ID/ISD textbooks examined in this study covered cultural issues. Among the textbooks that did cover cultural issues, none of them reached more than 10% coverage of the total pages of any one book. The phase of Analysis and the Other category received the highest amount of coverage in both the 53 books sample and 36 books sample; whereas the phase of Implementation received the least amount of coverage overall. The findings from this study have implications for both students and faculty members. With respect to students, the coverage of cultural issues in the textbooks examined in this study might influence students' beliefs regarding cultural issues. It may indirectly influence future instructional designers' work effectiveness as well. With respect to faculty members, the amount of cultural issues coverage may reinforce faculty members to underrate the importance of cultural issues in the instructional design process. The study also provides several recommendations to textbook authors, faculty members and instructional designers regarding the amount of coverage of cultural issues within the ID/ISD textbooks.