From what I have experienced, there has been a lack of preparation when it comes to preparing educators to work with students of color. This research aimed to explore the importance of early childhood teachers’ cultural preparation programs when it comes to working effectively with students of color. Most of the time, teachers teach to the common core standards set in place by the state. They also implement a curriculum that is considered “best practices” for students instead of paying attention to and considering the individual student’s specific culture, family, and community values and ways of life before planning (Spies, 2011). I conducted several interviews to complete a narrative qualitative study for each participant to tell their stories. From the data collected via the interviews, it was concluded that the participants did not feel they had the required tools needed to work with students of color once they became classroom teachers.
","abstract_html":"<p>From what I have experienced, there has been a lack of preparation when it comes to preparing educators to work with students of color. This research aimed to explore the importance of early childhood teachers’ cultural preparation programs when it comes to working effectively with students of color. Most of the time, teachers teach to the common core standards set in place by the state. They also implement a curriculum that is considered “best practices” for students instead of paying attention to and considering the individual student’s specific culture, family, and community values and ways of life before planning (Spies, 2011). I conducted several interviews to complete a narrative qualitative study for each participant to tell their stories. From the data collected via the interviews, it was concluded that the participants did not feel they had the required tools needed to work with students of color once they became classroom teachers.</p>","abstract_has_math":false,"creators":["Thorn, Ja'Re"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Dr. Efrat Efron","Dr. Terry Smith","Dr. Vito Dipinto"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-04-01T07:00:00Z","date_published":"2023-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["CRT","early childhood","teacher preparation","culture","culturally responsive teaching","self-awareness","wide-awakeness","politics of education","education","students of color","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Higher Education","Higher Education and Teaching","Other Teacher Education and Professional Development","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/748","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Efrat Efron","Dr. Terry Smith","Dr. Vito Dipinto"]},{"key":"dc:creator","label":"Author","values":["Thorn, Ja'Re"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-06-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CRT","early childhood","teacher preparation","culture","culturally responsive teaching","self-awareness","wide-awakeness","politics of education","education","students of color","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Higher Education","Higher Education and Teaching","Other Teacher Education and Professional Development","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/748"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["From what I have experienced, there has been a lack of preparation when it comes to preparing educators to work with students of color. This research aimed to explore the importance of early childhood teachers’ cultural preparation programs when it comes to working effectively with students of color. Most of the time, teachers teach to the common core standards set in place by the state. They also implement a curriculum that is considered “best practices” for students instead of paying attention to and considering the individual student’s specific culture, family, and community values and ways of life before planning (Spies, 2011). I conducted several interviews to complete a narrative qualitative study for each participant to tell their stories. From the data collected via the interviews, it was concluded that the participants did not feel they had the required tools needed to work with students of color once they became classroom teachers.
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"],"dc:identifier":["https://digitalcommons.nl.edu/diss/748"],"dc:subject":["CRT","early childhood","teacher preparation","culture","culturally responsive teaching","self-awareness","wide-awakeness","politics of education","education","students of color","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Higher Education","Higher Education and Teaching","Other Teacher Education and Professional Development","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["How Prepared Are Educators To Work With Students Of Color"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}