[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599906-105":59,"doc-detail-599906-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","supporting-middle-grades-teacher-candidates-in-becoming-culturally-competent","Supporting Middle Grades Teacher Candidates in Becoming Culturally Competent","","Shifting racial and ethnic demographics in the United States increasingly shape middle grade student populations, creating both opportunities and challenges for preparing middle level teacher candidates. The work examines how diversity-related implications are required by AMLE standards and how students’ reasoning about social justice can inform responsive instruction. It discusses culture as multifaceted, changeable over time, and broader than skin color, arguing that teacher candidates must move beyond focusing only on racial differences to develop deeper, more encompassing cultural understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-middle-grades-teacher-candidates-in-becoming-culturally-competent/599906/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-middle-grades-teacher-candidates-in-becoming-culturally-competent/599906.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What demographic shifts motivate the focus on cultural competence in middle level teacher preparation?","Question",{"text":112,"@type":113},"The text describes growing racial and ethnic diversity in the United States and how these changes are reflected in middle grade student populations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges do teacher candidates face when working with students from unfamiliar cultural backgrounds?",{"text":117,"@type":113},"It notes that candidates can become overwhelmed by learning students’ cultural backgrounds and may focus too narrowly on racial differences.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the document define culture in relation to skin color?",{"text":121,"@type":113},"Culture is presented as multifaceted—encompassing beliefs, values, behaviors, norms, language, and tangible artifacts—and “go[es] well beyond skin color.”","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599906,1792699763,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Current Issues in Middle Level Education  \n\n| Volume 24 | Issue 1 | Article 3 |\n| --- | --- |\n\n2019  \nSupporting Middle Grades Teacher Candidates in Becoming Culturally Competent  \nNathan Carnes  \nUniversity of South Carolina, [ncarnes@mailbox.sc.edu](ncarnes@mailbox.sc.edu)  \nFollow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)  \n Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons  \nRecommended Citation  \nCarnes, Nathan (2019) \"Supporting Middle Grades Teacher Candidates in Becoming Culturally Competent,\" Current Issues in Middle Level Education: Vol. 24 : Iss. 1 , Article 3.  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss1/3](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss1/3)  \nThis best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nCarnes: Becoming Culturally Competent  \nSupporting Middle Grades Teacher Candidates in Becoming  \nCulturally Competent  \nNathan Carnes  \nUniversity of South Carolina  \nShifting demographics among racial and ethnic groups within the United States  \ncontinue to reflect an increasing diverse society. Projections based on 2010 Census  \nfigures and official estimates through 2013, the United States is becoming more racially  \nand ethnically diverse (Colby & Ortman, 2014) . For example, 310,753 (97.5%) of 2014  \nrespondents identified themselves with one racial/ethnic group. Of this number, 62.2% of  \nthe participants identified themselves as Non-Hispanic White, making them the racial  \nmajority over Black or African Americans (13 .2%), Asians (5.4%), American Indians  \nand Alaska Natives (1.2%), and Native Hawaiians and Other Pacific Islanders (.2%) . The  \ndata offer another snapshot of responses within which individuals identified themselves  \nas members of more than one racial group. (While those figures are absent in this  \nproposal, they will be provided in the presentation) . Projections based on a cohort  \ncomponent method suggest that the U.S. population will continue to become increasingly  \ndiverse. Even though the non-Hispanic White racial group will remain the largest, no  \nracial group will make up more than 50% of the nation’s population by 2060. However,  \nColby & Ortman (2014) were careful to indicate that these predictions only illustrate one  \npossible outcome, ifa number of mitigating factors hold constant. Furthermore, these  \ndata are linked to a racial phenomenon, not a cultural one.  \nThese diversities are reflected in the middle grade student population, as they are members of longstanding racial groups or members of biracial or multiracial groups that have emerged. Uneven growth in physical, intellectual, emotional, social and ethical  \ndimensions add to the racial characteristics that make middle level students so diverse  \n(Davis–Powell, 2014; National Middle School Association [NMSA], 2010) . These  \ndiversities are causes for celebrations, but at the same time offer challenges for preparing  \nmiddle level teacher candidates to work with students who look different than they do  \nand come from cultural backgrounds that may be unfamiliar to them. The Association for Middle Level Education (AMLE) Middle Level Teacher Preparation Standards requires candidates to develop and demonstrate an understanding of diversity implications related  \nto the development of young adolescent learners (NMSA, 2010) . At the same time,  \nmiddle school students have an ability to reason about social justice realities ","cbCaiugVPKcwaOoA","https://ap.wps.com/l/cbCaiugVPKcwaOoA","pdf",252764,"English","# Supporting Middle Grades Teacher Candidates in Becoming Culturally Competent\n## Diversity in Middle Grade Classrooms\n## Culture Beyond Skin Color\n## Implications for Teacher Preparation","[{\"question\":\"What demographic shifts motivate the focus on cultural competence in middle level teacher preparation?\",\"answer\":\"The text describes growing racial and ethnic diversity in the United States and how these changes are reflected in middle grade student populations.\"},{\"question\":\"What challenges do teacher candidates face when working with students from unfamiliar cultural backgrounds?\",\"answer\":\"It notes that candidates can become overwhelmed by learning students’ cultural backgrounds and may focus too narrowly on racial differences.\"},{\"question\":\"How does the document define culture in relation to skin color?\",\"answer\":\"Culture is presented as multifaceted—encompassing beliefs, values, behaviors, norms, language, and tangible artifacts—and “go[es] well beyond skin color.”\"}]","Supporting Middle Grades Teacher Candidates in Becoming Culturally Competent | PDF",1792089662]