This project, a partnership between faculty from Tennessee State University and Virginia Commonwealth University, aimed to enhance preservice teachers’ and emerge educational leaders’ practicum experiences in Tennessee's rural and urban schools. It focused on addressing implicit biases and introducing asset-based pedagogies (e.g., culturally responsive teaching) through professional development. Using Cormier's Cultural Proficiency Continuum Dialogic Protocol as a pre- and post-assessment, the project evaluated participants’ cultural competence. Aligned with BranchED's framework for the quality preparation of educators, the study highlights achievements, challenges, and future directions for fostering culturally responsive educational practices at Historically Black Colleges and Universities and beyond.
Terrance McNeil (Wed,) studied this question.