As linguistic and cultural diversity in public schools continues to rise, an increased need for culturally aware teachers is warranted. This chapter informs the development of cultural competencies in teachers by integrating anti-bias education (ABE) goals into teacher preparation. Existing research in preparing teachers to work with diverse student populations tends to focus on how teachers gain appropriate knowledge and practices to work effectively at school. However, there is little evidence that researchers have approached the issue of developing teacher's cultural competencies with the intent of building a cohesive understanding and providing practical tools, such as ABE goals, to positively influence the development of social awareness and self-awareness in teachers and their students. Consequently, the aim of this chapter is to provide empirical evidence to substantiate the instructional importance of understanding the development of teacher's cultural competencies.
A latent class analysis of school climate among middle and high school students in California public schools