If Not Me, Then Who?
A Study of Racial and Cultural Competence in a High School English Department
DOI:
https://doi.org/10.5195/ie.2025.588Keywords:
English secondary education, cultural competence, colormuteness, social justice and advocacyAbstract
While the student population in U.S. public schools is diversifying, the teacher population and curriculum remain monochromatic. This action research study grew from the observation that racial and cultural content and discourse were absent from the English classrooms in my suburban high school. Through this convergent mixed-method study, I sought to examine the factors that contribute to racial silence and improve teacher cultural competence in order to transform our classrooms into more racially and culturally just spaces. Resulting data suggests (a) targeted intervention can impact teacher cultural competence; (b) teachers desire more inclusive classroom practices; (c) yet that desire does not equate to action; because (d) the prevalence of fear engenders colormuteness and inhibits change. Recommended actions include committing to cultural proficiency alongside others; critically examining policies, practices, and support systems at the school and classroom level; engaging in intentional racial discourse; and providing prolonged antiracist professional development for classroom teachers.
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