Culturally Responsive Dispositions in Prospective Mathematics Teachers

Sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years. This qualitative study focused on the impact of an enhanced preparation program on the cultural dispositions of five pre-service mathematics teachers. It is postulated that if positive cultural dispositions are developed in teacher candidates, the possibility of them remaining in cultural school settings is likely. Themes emerged demonstrating that the enhanced program heightened the participants’ awareness of cultural and linguistic differences, as well as, their commitment to impacting academic achievement. Of the five participants, four teach in a culturally and linguistically school after five years in the profession, demonstrating sustainability after participating in the enhanced program.