The Role of Empathy in Teaching Culturally Diverse Students

Abstract

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.

A three-component framework for empathic technologies to augment human interaction

“…In many professions, relating empathically to one another is an important aspect of successful performance. Physicians have to relate empathically to patients [108,177], teachers have to relate to students [117,122], or salesmen have to tune in to buyers [116,166]. In all these examples, more empathy will likely improve the professional's success in reaching his or her goal.…”

Applying a humanistic pedagogy to advance and integrate humane values in a medical school environment

“…In practice, empathy is displayed during positive, supportive interactions and studentcentred classrooms environments (McAllister & Irvine, 2002). The following narrative by Dr B illustrates such practice.…”

“…In addition, Dr B's practice might demystify Hojat et al's (2004) claim of the decline in empathy in medical education. Furthermore, his practice demonstrates that empathy can potentially foster openness, attentiveness and positive relationship (McAllister & Irvine, 2002). Another aspect of his narrative reflects the benefits of sharing short stories, how this practice can build capacity for empathy and an ability to deal with ambiguity in professional settings (Osmond et al, 2012).…”

School, friends, or a matter of personality?

“…According to the literature, the teachers' role in setting the standards of positive and prosocial student-teacher relationships is key for other factors such as student outcomes (Jennings & Greenberg, 2009), democratic norms (Angell, 1991), and their effectiveness in culturally diverse classrooms (McAllister & Irvine, 2002). Teachers not only have the potential to teach and influence students' attitudes and interactions, but are also role models and promote positive interactions among students with different backgrounds.…”