Resolving a cultural conflict in the classroom: An exploration of preservice teachers' perceptions of effective interventions

This study employed qualitative research methods to explore preservice teachers ' thoughts about the effectiveness of interventions designed to resolve a cultural conflict involving an African American student. Ninety-five preservice teachers in the Southwest read a 300-word case study that was followed by four experienced teachers' responses and their proposed culturally or nonculturalfy responsive interventions. Participants were asked to identify which of the four interventions were most and least effective and supplement their responses with an explanation. The results revealed that most preservice teachers were aware of the effectiveness of interventions that incorporated the student's culture into the teaching and learning process. A few preservice teachers however, questioned the effectiveness of interventions that "overemphasized the role of culture. " The implications of these findings are discussed