What is Missing Here? The Absence of a Culturally Responsive Pedagogy in Salem State University's Early Childhood Teacher Preparation Program

Abstract

Due to the immense inequities Black, Indigenous, and students of color face in their schooling, and the reality of the K-12 population diversifying at a consistent rate, this study aimed to conduct a content analysis of publicly available required course descriptions of the Master of Education in Early Childhood Education at Salem State University. The main purpose of this content analysis was to see how embedded a culturally responsive pedagogy is; as culturally responsive teaching is student-centered teaching approach that has been shown to improve the educational experience of students of color in a educational system where the majority of teachers are White.