Response to Cultures Continuum and the Development of Intercultural Responsiveness (IR)

Oct 15, 2026

Uploaded by ahduag

Qualitative phenomenological research investigates pre-service teachers’ perceptions of intercultural responsiveness (IR) and how educator preparation can support cultural self-actualization. Peer-reviewed and endorsed for school administration and K-12 education, the study frames IR self-actualization as a professional and personal culmination that strengthens relationships across cultures. Findings emphasize positive dispositions, cultural awareness, and instructional responses that incorporate cultural differences, while addressing cultural mismatch and inadequate support for culturally diverse students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Research Questions

Literature Review

Response to Cultures Continuum

Monocultural Mindset Stage

Response to Cultures Continuum and the Development of Intercultural Responsiveness (IR) This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. Kathryn Jones Jason R. Mixon Lula Henry Jennifer Butcher Lamar University This qualitative phenomenological research study investigated the perceptions of pre-service teachers’ intercultural responsiveness. Findings from this study affirmed that pre-service teachers believed that positive dispositions, being culturally aware, and responding by incorporating cultural differences is a key to achieving Intercultural Responsiveness (IR)(Jones, 2013). IR self-actualization is the culminating professional and personal experience that enhances relationships between all cultures. NCPEA Education Leadership Review of Doctoral Research, Vol. 4– Spring 2017 ISSN: 1532-0723 © 2017 National Council of Professors of Educational Administration. This manuscript may not be used commercially or edited. When quoting portions ofthis text, full attribution to the author/s is required. The research presented in this study provides educators with strategic Interculturally Responsive (IR) components with an explanation of the Response to Cultures Continuum leading to cultural self-actualization, which is the pinnacle of IR. This research highlights integral components of a cultural continuum and is a segment of another study on pre-service teachers’cultural development (Jones, 2013) . There is an urgent need of cultural preparation for educators (Barnes, 2006; Fairbanks et al., 2010; Gargiulo, 2010; Guo, Arthur, & Lund, 2009; Lenski, Crumpler, Stallworth, & Crawford, 2005) . With the increase of culturally diverse students (Martinez, 2005) and a decrease of culturally diverse teachers (Assaf, Garza, & Battle, 2010; Gargiulo, 2010; Walker-Dalhouse & Dalhouse, 2006); a cultural mismatch within the classroom is produced (Barnes, 2006; Colombo, 2005; Cooper, 2007; Lessow-Hurley, 1996; National Center for Educational Statistics, 2007; White-Clark, 2005; Wiggins, Follo, & Eberly, 2007) . Many researchers (Barnes, 2006; Colombo, 2005; Cooper, 2007; Lessow-Hurley, 1996; White-Clark, 2005; Wiggins, Follo, & Eberly, 2007) agreed that culturally diverse students do not receive adequate educational support due to the cultural incongruence between student and teacher. As a result, culturally diverse students are often misjudged by educators, stereotyped, and often accused of false beliefs (Aronson, Cohen, McColskey, Montrosse, Lewis, & Mooney, 2009; Chamberlain, 2005) . Research Questions The overarching questions of the study were: (1) What are the perceptions of pre-service teachers, in reference to teaching English language learners in the classroom setting? (2) What are the perceptions of pre-service teachers, in reference to Intercultural Responsiveness (IR) in the classroom setting? The related questions that were explored are: (1) What are the perceptions of pre-service teachers about their teacher education training related to intercultural sensitivity? (2) What are the perceptions of pre-service teachers, in reference to the relationship between their teacher education training and their perceptions towards English language learners? (3) What instructional strategies are seen as effective for English language learners? (4) What are the perceptions of pre-service teachers about their preparation for working with language learners? Literature Review In order to provide a strong foundation, the researcher exhausted the abundant literature on culture. The literature review provided a research-based development of the Response to Cultures Continuum (Jones & Mixon, 2015) . Jones and Mixon (2015) believe that as one moves along the cultural continuum the goal of being interculturally responsive is obta

FAQs

What did the study investigate about pre-service teachers?

The study investigated pre-service teachers’ perceptions of intercultural responsiveness (IR) in the classroom setting.

What findings did the research affirm as important for achieving IR?

The research affirmed that positive dispositions, being culturally aware, and responding by incorporating cultural differences are key to achieving IR.

Why does the document say cultural preparation for educators is urgent?

It links increased cultural diversity among students with decreased diversity among teachers, resulting in cultural mismatch and inadequate educational support due to cultural incongruence.

Oct 15, 2026

Uploaded by ahduag