The Role of Empathy in Teaching Culturally Diverse Students
A Qualitative Study of Teachers’ Beliefs
Bibliographic Data
| ID | 4307474 |
|---|---|
| Authors | Gretchen Mcallister (Northern Arizona University), Jacqueline Jordan Irvine (Emory University) |
| Year | 2002 |
| Volume | 53 |
| Issue | 5 |
| Pages | 433-443 |
| Publication date | 2002-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248702237397 |
| OpenAlex | W2028113924 |
| Language | EN |
| Citations received | 77 |
| References cited | 13 |
This study provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice. All of these teachers had participated in a multicultural professional development program geared to fostering culturally responsive practice. Through a content analysis of more than 125 documents, three themes in teachers'practices emerged: more positive interactions with culturally diverse students, more supportive classroom climates, and more student-centered practices. In addition, teachers discussed their most valuable learning experiences in the professional development course. These included a cross-cultural simulation, cultural immersion trips, and their own experiences as minorities. The results from this study underscore the importance of creating contexts in teacher education and professional development programs in which teachers and preservice teachers use and nurture empathetic dispositions and behaviors
Cultural competence · Cultural diversity · Cultural pluralism · Empathy · Faculty Development · Multicultural education · Multiculturalism · Nature versus nurture · Pedagogy · Professional development · Sociology · Early Childhood Education and Development · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies
Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
Empathic Robot for Group Learning
Empathy Intervention to Reduce Implicit Bias in Pre-Service Teachers
The doors they choose
Addressing the School Librarianship Knowledge Gap on Culturally Responsive and Impactful K–12 Online Learning through Professional Development
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Developing Preservice Teachers’ Equity Consciousness and Equity Literacy
The potential of virtual reality to combat teacher bias and increase empathy
Step into another’s shoes
Young adults’ empathic responses to others in psychological pain as compared to physical pain
The role of perspective-taking on empowering the empathetic behavior of educators in VR-based training sessions
Using character connection journaling to develop cultural empathy
Immersive virtual reality for increasing presence and empathy
Meeting the Needs of All Cultureless Learners
A Systematic Review of the Literature on Inservice Professional Development Explicitly Addressing Race and Racism
Empathy Display and Suppression among Ultra-Orthodox Male Teachers
Centering students' voices in the exploration of in-classroom culturally responsive practices
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching
Trends in diversity-related learning among secondary schools in 35 US states, 2014–2018
Classroom mood and the dance of stance
Cultural and functional diversity in the elementary classroom
The relationship between compassion and social justice beliefs among preservice educators
Empathy as a virtue
Under the invisibility cloak? Teacher understanding of cultural difference
Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement
In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables
Linking teacher empathy to multicultural teaching competence
Living and learning in Mexico
These American lives
The relationship between socio-cognitive skills and ethnic prejudice in preservice special education teachers
Oh, SNAP! Poverty Simulations in Social Justice Classrooms
Teacher-child racial congruence and young children's preschool adjustment
Inhabiting the other's world
Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach
Development and validation of the empathy scale for teachers (EST)
Teacher Characteristics for Culturally Responsive Pedagogy
Scale of Teacher Empathy for African American Males (S-Teaam)
A Black Male Teacher's Culturally Responsive Practices
Cultural considerations in health care capacity building
Teacher–student contact
Learning to advocate for educational equity in a teacher credential program
Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms
Teachers' emotions and emotion regulation strategies
The Dispositions towards Loving Pedagogy (DTLP) scale
Cultivating epistemic empathy in preservice teacher education
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation
Understanding Language Learners’ Perceptions of Teachers’ Roles in Online Education
Promoting Educators’ Use of Culturally Responsive Practices
Teachers’ multicultural personality traits as predictors of intercultural conflict management styles
A Qualitative Examination of the Impact of Culturally Responsive Educational Practices on the Psychological Well-Being of Students of Color
Transformative Professional Learning Within Schools
Threatened and Placed at Risk
Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms
Teacher Education and the Enduring Significance of “False Empathy”
Para aquí today, para afuera tomorrow”
Examining Teacher Dispositions for Evidence of (Transformative) Social and Emotional Competencies with Black Boys
Empathic Approaches for Supporting Black Students During Remote Learning
Preservice Teachers’ Learning about Cultural and Racial Diversity
Conflicts and Contradictions
Structural Inequities and the Achievement Gap in Urban Schools
Pen Pals Without Borders
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools
Cultural Beliefs and Instructional Intentions
Enhancing multicultural education with Moocs
Development and Psychometric Evaluation of the Teachers' Spiritual Leadership Questionnaire
Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching
Don't smile until December
Becoming Equitable Educators
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Teachers' Collaborative Conversations About Culture
Years of Transforming Teacher Education
"I Loved Seeing How Their Brains Worked!"-Examining the Role of Epistemic Empathy in Responsive Teaching
Preparing Teachers for Relationships With Students
Reading Persuasive Texts Affects Preservice Teachers' Beliefs About Cultural Diversity in the Classroom
A Call to Action for Teacher Preparation Programs
African American Males in Urban Schools
Black and white racial identity
Keepers of the American Dream
Handbook of qualitative research
Case Study Research
Other people's children
The “learning how to learn” approach to cross-cultural orientation
Color Blindness and Basket Making Are Not the Answers
Naturalistic inquiry
How Teacher Education Matters
The Handbook of Research on Multicultural Education
| Unique citing works | 77 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 76 |