Universities and colleges across the United
States have been increasingly intentional in their effort to
become educational institutions with a culture reflective of
all their students, faculty and staff. However, achieving a
proportionate representation of faculty for the community
of students they serve seems to be a goal yet to be achieved
by the higher education institutions. Closing this gap of
representation of faculty and students is critical for
allowing students from culturally and linguistically diverse
backgrounds to access support and mentorship from faculty
with whom they can identify. This paper describes the
approach employed by an Early Childhood program of a
southern university with faculty from culturally diverse
backgrounds significantly underrepresented. Diverse stu￾dents within the institution are unable to connect with a
faculty member with whom they can identify. The faculty
in this program took the initiative to discuss how the
learning environment offered to pre-service teachers truly
recognizes and creates learning opportunities inclusive of
all cultural identities. The faculty and students participated
in the Undoing Racism training program and further
extended the conversations to address the needs of the
program. Using the theoretical framework of the critical
race theory, this paper describes how employing the
Undoing Racism program to increase awareness and access
to all students led to structural changes.

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Perpustakaan FITK Pusat

Tersedia

• Not Black Like Me: The Cultural Journey of an Early Childhood Program

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