Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background as well as how they view their students' cultural backgrounds. Information is summarized, providing insight into factors that strengthen professional development, ultimately increasing cultural competence. Additionally, suggestions are made to improve consultation skills and build stronger rapport with those from diverse backgrounds and at the university level, more effectively recruiting and retaining diverse students in school-based professions, including special education programs.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Devereaux, Temma Jo, "Cultural Responsiveness in the Special Education/ESL Department: Faculty Perceptions at Brigham Young University" (2009). Theses and Dissertations. 1791.
special education, professional development, cultural responsiveness, cultural competency, faculty, perceptions