Positionality in teaching culturally diverse students: Implications for family and consumer sciences teacher education programs

Marsha L. Rehm, Barbara Allison

Research output: Contribution to journalArticle

2 Scopus citations


This survey research study was designed to identify FCS teachers' beliefs about their experiences with cultural diversity, with particular interest in identifying implications for FCS teacher education programs. The sample consisted of 83 FCS teachers who together taught students from 37 cultural backgrounds including many with limited English proficiency. Respondents' ratings of selected experiences and beliefs regarding cultural diversity were analyzed using descriptive statistics. More than 70% of teachers adapted teaching strategies, time/instructions for assignments, student grouping patterns, and communication. Fewer than 20% adapted teaching goals, texts, or classroom rules. Teaching strategies used most frequently and perceived as most effective were visual aids, cooperative learning, and alternative assessments. It is recommended that teacher education programs provide an encompassing study of cultures, a repertoire of appropriate teaching adaptations, reflective and critical thinking, and multiple experiences with culturally diverse people.

Original languageEnglish
Pages (from-to)260-275
Number of pages16
JournalFamily and Consumer Sciences Research Journal
Issue number3
StatePublished - Mar 2006



  • Cultural diversity
  • Family and consumer sciences education
  • Multicultural education
  • Teacher education

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