NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1111874
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1535-0517
Romanticizing Culture: The Role of Teachers' Cultural Intelligence in Working with Diversity
Molina, Sarina Chugani
CATESOL Journal, v24 n1 p220-244 2012-2013
As the world is becoming increasingly flat (Ang, Van Dyne, Koh, Templer, & Chandrasekar, 2007; Darling-Hammond, 2010; Friedman, 2005), the classroom has become a mirror that often reflects this phenomenon at a microcosmic level. As such, teacher preparation programs are continuing to emphasize the importance of understanding and valuing student cultures to inform teaching practice. This study sought to examine how 10 in-service teachers in the San Diego area understand the role of culture in their daily work with their culturally and linguistically diverse students using the cultural intelligence framework (Earley & Ang, 2003). While the cultural intelligence framework provided some insight into how teachers understood certain aspects of culture in relation to their students, it also brought to light the complexity of defining and assessing cultural competence. In fact, teachers challenged the elevated emphasis on culture in the literature, and instead, highlighted additional competencies of value to them in this work.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Diego)
Grant or Contract Numbers: N/A