ABSTRACT
This chapter focuses on application of cultural practices inquiry in the elevation of student self-efficacy in conjunction with, and as a function of, teacher self-efficacy. It articulates the cultural practices appropriated by adults who deliberately assume achiever identities who subsequently are able to create achiever communities of learners. Cultural competence is seen in the teacher's practice over time, not necessarily in the in-the-moment demonstration of knowledge about a particular cultural or ethnic group the teacher reveals in his or her portfolio entries. The demonstration of cultural competence by being a cultural learner might be regarded as a form of social intelligence that includes an ability to accurately read the intentions of others, and recognize the nuances of complex human interactions. The chapter examines the contribution of teachers' impression management to successful learning outcomes as they interact with their learners.
