This is an autoethnographic reflection of the process of navigating two cultural spaces characterizing the work of implementing a science, technology, engineering, and mathematics (STEM) camp for English language learners in the country of Panama. There are three themes that are addressed: (1) the importance of gatekeepers, (2) the importance of…

Gifted education today faces a significant challenge in reaching equity as well as excellence. This is reflected in the disproportionate underrepresentation of children from Black, Hispanic, Native, and low-income families. This pattern of underrepresentation within programs for students with gifts and talents is pervasive and pernicious and…

Tyrone Howard is Professor of Education at UCLA; Associate Dean of Equity, Diversity, and Inclusion; and former Director of Center X, which is where UCLA's teacher education program is housed. Center X provides a unique setting where researchers and practitioners collaborate to design and conduct programs that prepare and support K-12 teachers and…

The concept of cultural competency, its application, and impact on K-12 learning have not received much attention in the literature. Teachers need to understand the connection between culture and pedagogy when teaching minority and underrepresented students. The purpose of this qualitative case study was to examine whether the skill sets in…

Understanding the interplay among experience, beliefs, and contexts of teaching in preservice and inservice teachers' learning to teach is crucial to improving teacher quality for diverse populations. This study examined the impact of a summer camp English teaching experience in China on the ideas and practice of two White, middle-class female…

Paper describes an experimental summer course in which teachers read the fiction of ethnic cultures, learned factual material about the cultures, and wrote about their responses in order to gain an understanding of minority/ethnic group issues. Teachers responded very positively to this consciousness raising effort. (SM)

The 36 teacher-participants at the 1967 NDEA Summer Institute in English for speakers of other languages, held at the University of Montana, came from public, private, and Bureau of Indian Affairs schools in eight Western states. Their pupils represented 16 Indian tribes, ranging from Navaho, where many children come to school knowing no English,…

This study reassessed the series of four intensive summer institutes conducted at Mississippi State University on instructional strategies for culturally diverse students to determine the extent to which institute participants implemented these strategies in their respective schools or districts. The Strategies for Instructing Culturally Diverse…