Papers by Cynthia D. Park
Phi Delta Kappan, 2009
Today's immigrants bring needed skills and attitudes to the United States. It's about tim... more Today's immigrants bring needed skills and attitudes to the United States. It's about time we helped them work for the American Dream.
Kansas Working Papers in Linguistics, 1976
ED236931 - What We Know about Language Acquisition and Its Implications for Practice.
California Journal of Teacher Education, 1981
EJ255774 - Staff Development through Collaborative Research for Teachers of Bilingual Students.
Action in Teacher Education, 2003
Abstract Teachers, like other members in society, hold racial stereotypes and prejudices. This st... more Abstract Teachers, like other members in society, hold racial stereotypes and prejudices. This study examined the use of self-regulation to reduce prejudice among pre-service teachers through instruction in a stand-alone multicultural education course. Researchers identified stereotypes held by pre-service teachers and then taught self-regulation strategies, so novice teachers could address and then eliminate their own prejudices and biases. The intervention included a projective visualization to heighten awareness of stereotypes and a service-learning project with low-income families in a naturalistic setting. Quantitative analysis of the pre-service teachers' responses to the visualization exercise demonstrated the pervasiveness and strength of their stereotypes. Irrespective of their own gender or ethnic identity, respondents tended to see a tall, white male in response to the word American, thus overriding the participant's own identity. This finding supports Devine's theoretical position on the automatic activation of stereotypes (Devine et al., 1991). Qualitative analysis of the pre-service teachers' responses to strategic questions focusing on racial prejudice linked to the service-learning activity showed that almost half of the respondents exhibited self-regulation, and some of their responses included feelings of self-displeasure that suggest prejudice reduction through self-regulation. These results are among the first to support the applicability of Monteith, Devine and Zuwerink's (1993) self-regulation theory to prejudice reduction in teaching environments, and suggest the feasibility of reducing prejudice among pre-service teachers through higher education coursework.
The High School Journal, 2004
This paper describes how a university outreach program promotes academic achievement and identity... more This paper describes how a university outreach program promotes academic achievement and identity development among culturally diverse tenth-grade students. The primary goal of the outreach program is to advance students' engagement and competency in mathematics and science learning. A secondary goal of the program is to promote the development of students' academic and cultural identities. This paper describes how a university outreach program meets both goals of advancing participants' engagement and competence in mathematics and science while promoting the development of their academic identity and cultural awareness through the implementation of culturally responsive teaching practices. Qualitative data collected through student interviews will be examined to illuminate the program's effectiveness in promoting identity development and achievement in math and science. In addition, outcome data from the program's first four years (1998-2001) are presented to demonstrate its effectiveness at enhancing participants' academic competencies.
Action in teacher education, Sep 1, 2003
Abstract Teachers, like other members in society, hold racial stereotypes and prejudices. This st... more Abstract Teachers, like other members in society, hold racial stereotypes and prejudices. This study examined the use of self-regulation to reduce prejudice among pre-service teachers through instruction in a stand-alone multicultural education course. Researchers identified stereotypes held by pre-service teachers and then taught self-regulation strategies, so novice teachers could address and then eliminate their own prejudices and biases. The intervention included a projective visualization to heighten awareness of stereotypes and a service-learning project with low-income families in a naturalistic setting. Quantitative analysis of the pre-service teachers' responses to the visualization exercise demonstrated the pervasiveness and strength of their stereotypes. Irrespective of their own gender or ethnic identity, respondents tended to see a tall, white male in response to the word American, thus overriding the participant's own identity. This finding supports Devine's theoretical position on the automatic activation of stereotypes (Devine et al., 1991). Qualitative analysis of the pre-service teachers' responses to strategic questions focusing on racial prejudice linked to the service-learning activity showed that almost half of the respondents exhibited self-regulation, and some of their responses included feelings of self-displeasure that suggest prejudice reduction through self-regulation. These results are among the first to support the applicability of Monteith, Devine and Zuwerink's (1993) self-regulation theory to prejudice reduction in teaching environments, and suggest the feasibility of reducing prejudice among pre-service teachers through higher education coursework.
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Papers by Cynthia D. Park