Date of Conferral







Wade Smith


Variation in the way that teacher preparation programs implement culturally related curriculum leads to different preservice teacher perceptions on preparedness to teach in culturally diverse classrooms. Research has indicated that preservice teachers can feel prepared after taking a culturally related course, but there is a gap in understanding how culturally related curriculum influences preparedness. Thus, the purpose of this qualitative, explanatory study was to explore how preservice teachers' perceived intercultural competence and self-efficacy, which contribute to preparedness, are influenced by forms of culturally related curriculum in a U.S. university teacher preparation program. Deardorff's model of intercultural competence, Bennett's developmental model of intercultural competence, and the concept of self-efficacy were the conceptual framework of the study. Data included interviews with 4 preservice students, student work, and documents from the teacher preparation program. Pattern matching was used to analyze the data. The results revealed that the students felt that they had increased intercultural competence and confidence to teach culturally diverse students because of the culturally related curriculum that was infused throughout the program. Background experiences were also found to be an important factor in participants' views and abilities. This study can lead to improved curriculum of teacher preparation programs across the United States by providing information on what can better support the development of preservice teachers' intercultural competence and self-efficacy to teach and meet the needs of all students in a culturally diverse classroom.