This month we welcome Dr.Lindsey Macdonald as our guest blogger for the HubICL Hubbub newsletter at https://hubicl.org/members/1005/blog/2022/05/an-interview-with-matthew-goode-creator-of-childhood-saying. In her blog Macdonald interviews Dr. Matthew Goode about his original intercultural learning tool "Childhood Saying," curated into the Intercultural Learning Hub at hubicl.org/toolbox/tools/774. Would you like to contribute an activity to the HubICL Toolbox? The process is simple. To get started, go to hubicl.org/toolbox/tools/new. close

Adeoye - 2021 Seed Grant - Supporting Graduate Teaching Assistants’ Intercultural Competencies

By Temitope F. Adeoye1, Virginia T Cabrera1, Daniela Castellanos-Reyes1, Michael R Lolkus1, Marquetta I Strait1

Purdue University

Given the prominent role of graduate teaching assistants (GTAs) in preparing pre-service teachers to be culturally relevant educators, we developed a series of online learning modules for GTAs in a College of Education to support their ICC...

Listed in Reports/White Papers

Version 1.0 - published on 04 May 2022

Licensed under CC0 - Creative Commons

Description

In K-12 education, teachers have a responsibility to confront systemic oppression in their
classrooms. Given the prominent role of graduate teaching assistants (GTAs) in preparing
pre-service teachers to be culturally relevant educators, we developed a series of online learning
modules for GTAs in a College of Education to support their intercultural competency
development. We developed the Introduction to Cultural Competency in Education online
learning modules with two primary frameworks: (a) the Culture Cycle (Hamedani & Markus,
2019), which conceptualizes culture by ideas, institutions, interactions, and individuals; and (b)
the Intercultural Development Continuum (Hammer, 2012), which supports individuals to reflect
on their intercultural competencies and identify areas of growth, progressing from denial,
polarization, minimization, acceptance, to adaptation. Throughout our online learning modules,
GTAs engaged in asynchronous interactive sessions, closing each module with structured
self-reflections that we later reviewed for individualized feedback. In this white paper, we
present preliminary findings from a case study of the first module: Defining Culture. Namely, we
found that engaging with the first module contributed to GTAs’ practices and motivations for
becoming more interculturally competent and GTAs reported that the modules supported their
understanding of and attitudes toward intercultural competence. Our series of online learning
modules contribute to resources for developing GTAs’ intercultural competencies and efforts
toward creating more culturally sustaining classroom environments with pre-service teachers.

Cite this work

Researchers should cite this work as follows:

  • Adeoye, T. F., Cabrera, V. T., Castellanos-Reyes, D., Lolkus, M. R., Strait, M. I. (2022). Adeoye - 2021 Seed Grant - Supporting Graduate Teaching Assistants’ Intercultural Competencies.

    BibTex | EndNote

Tags

Notes

Citation: Adeoye, T. F., Cabrera, V., Castellanos-Reyes, D., Lolkus, M. & Strait, M. (2022). Supporting Graduate Teaching Assistants’ Intercultural Competencies [White paper]. Intercultural Learning Hub (HubICL). https://hubicl.org/publications/167/1.

YouTube presentation link