AbstractsEducation Research & Administration

As U.S. population becomes increasingly diverse, preparing 21st century educators to teach children of diverse racial, ethnic, social class, and language backgrounds is a critical issue in teacher education. This study focused on career and technical education instructors with a business and industry teaching license and minimal or no previous exposure to multicultural education. As career and technical education is at the front line of preparing youth and adults to succeed in today’s workforce it is imperative that career and technical education instructors meet the needs of the diverse student population. The purpose of this qualitative case study was to explore the ways that a change in perspective can create a better understanding of cultural identity. This study addressed: (1) How does a self-awareness transformative learning experience develop critical cultural competence in career and technical education instructors? (2) How does the practice of critical reflection construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? (3) How does involvement in critical discourse construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? A three phase professional development experience rooted in multicultural education provided key elements of transformative learning. The transformative learning theory framework provided an opportunity to closely examine perceptions, beliefs, and values in personal reflection notes, field notes during classroom discussions, and face-to-face interviews. Findings indicated changes in meaning perspectives after experiencing a transformative learning experience. Advisors/Committee Members: Howard Gordon, Christine Clark, PG Schrader, Chyllis Scott, Carolee Dodge-Francis, Margarita Huerta.