Conference Agenda

Since 2020, the world has been experiencing a perma-crisis marked by a global pandemic, wars in Europe and the Middle East, and climate change (Suliman, 2022). One consequence is increased global migration as people seek safety and opportunities for a better future for themselves and their children. As a result, many nations are experiencing diversification of their populace and grappling with increasing social complexities, that are in turn contributing to inequities (Vertovec, 2023). In this context, the challenge of creating and sustaining a teacher workforce across the globe that is culturally responsive and reflects the racial and ethnic diversity of the populace is critical for achieving educational equity.

In the United States, a country of great diversity, there are significant disproportionalities in academic and social outcomes for non-White students, non-native English speakers and students impacted by poverty. Research conducted in the United States shows all students benefit from having a diverse group of teachers who enact culturally responsive pedagogies and practices as they prepare for a global society (Aronson & Laughter, 2016; Cherng & Halpin, 2016) and students who learn in classrooms led by teachers from diverse racial and ethnic backgrounds are more likely to develop positive identities, develop cultural competencies to combat stereotypes, reduce unconscious biases, and develop greater social cohesion (Blazar, 2021; Wells, Fox, and Cordova-Cobo, 2016).

This symposium features four presenters who will describe the research- and evidence base that supports the need for culturally responsive and diverse teachers to achieve educational equity and the implications for teacher preparation and professional learning. Additionally, in this symposium participants will learn about the design of a teacher preparation program aimed at recruiting and preparing Black teachers to teach STEM education in secondary schools in the US and resources for supporting teacher professional learning for culturally responsive teaching.