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Preparing Culturally Responsive Educators: Using the Cultural Plunge to Strengthen Pre-Service Teachers' Cultural Awareness and Understanding

Winston Vaughan, Xavier University

Abstract

This article examines the positive impact of a cultural plunge experience on a group of pre-service teachers enrolled in a cultural diversity course at a Midwestern University. Data analysis from their paper reflections, responses to reflective questions, and oral responses indicated that this experience helped them to become more culturally aware and to seriously reflect on their prejudices, misconceptions and stereotypes about minority groups in our society and their future classrooms. Through personal convictions they acknowledged that positive changes toward cultural diversity had to be made if they were going to be culturally responsive as teachers in the classrooms.

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