ERIC Number: EJ1030295
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: N/A
Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy
Friedman, Audrey; Herrmann, Brian
Teacher Educator, v49 n3 p193-207 2014
This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors' responses demonstrated cultural competence, and how cultural competence enhanced cultural identity development. Data analysis revealed two themes of synergy, where mentor-mentee exchanges enabled mutual learning. As mentors demonstrated cultural respect through cultural exploration, mentees broadened identity through cultural sharing. As mentors exhibited cultural affirmation through cultural empathy mentees shifted from silenced to spoken anger. Detailed excerpts illustrate how mentees grappled with cultural identity development and how mentors challenged personal assumptions and began to develop ideological clarity.
Descriptors: Cultural Awareness, Self Concept, Mentors, Ideology, Urban Schools, High School Students, Teacher Student Relationship, Empathy, Psychological Patterns, Preservice Teachers, Academic Failure, Teacher Education, English, Language Arts, Achievement Tests, Computer Mediated Communication
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A