Use of Racial Identity Development Theory to Explore Cultural Competence among Early Childhood Educators

Abstract

In order to explore early childhood educators’ cultural competence through a lens of racial identity development theory, a case study was conducted with four White Kindergarten teachers. Participants were surveyed and interviewed to understand their racial identity development as well as perspectives of teaching culturally diverse early childhood students. Findings suggest that representative characteristics of racial identities are evident among White early childhood educators, and that these characteristics influence their conceptualizations of teaching and understanding culturally diverse young students. Thus, authors recommend that racial identity development be considered as a crucial element of teacher professional developments in order to enhance their cultural competence