Pub Date : 2023-06-08DOI: 10.1108/jme-09-2022-0118
T. Strayhorn
Purpose The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups? Design/methodology/approach This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically. Findings Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations. Practical implications As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few. Originality/value This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.
{"title":"Estimating the effects of an anti-racist intervention on campus administrators’ beliefs about racial equity and justice: a quasi-experimental study","authors":"T. Strayhorn","doi":"10.1108/jme-09-2022-0118","DOIUrl":"https://doi.org/10.1108/jme-09-2022-0118","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?\u0000\u0000\u0000Design/methodology/approach\u0000This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.\u0000\u0000\u0000Findings\u0000Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.\u0000\u0000\u0000Practical implications\u0000As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.\u0000\u0000\u0000Originality/value\u0000This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1108/jme-09-2022-0116
Yasmin Morales-Alexander
Purpose This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates. Design/methodology/approach Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice. Findings The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students. Research limitations/implications This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Originality/value Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.
{"title":"Teaching to (un)learn: enacting social justice in the identity development of multilingual/Latinx/BIPOC teacher candidates","authors":"Yasmin Morales-Alexander","doi":"10.1108/jme-09-2022-0116","DOIUrl":"https://doi.org/10.1108/jme-09-2022-0116","url":null,"abstract":"\u0000Purpose\u0000This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates.\u0000\u0000\u0000Design/methodology/approach\u0000Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice.\u0000\u0000\u0000Findings\u0000The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students.\u0000\u0000\u0000Research limitations/implications\u0000This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.\u0000\u0000\u0000Originality/value\u0000Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44577158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1108/jme-08-2022-0106
W. Liu
Purpose Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development. Design/methodology/approach As a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development. Findings This paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research. Research limitations/implications Linguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper. Practical implications The paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students. Originality/value Second language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.
{"title":"The theory of second language development for international students","authors":"W. Liu","doi":"10.1108/jme-08-2022-0106","DOIUrl":"https://doi.org/10.1108/jme-08-2022-0106","url":null,"abstract":"\u0000Purpose\u0000Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development.\u0000\u0000\u0000Design/methodology/approach\u0000As a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development.\u0000\u0000\u0000Findings\u0000This paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research.\u0000\u0000\u0000Research limitations/implications\u0000Linguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper.\u0000\u0000\u0000Practical implications\u0000The paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students.\u0000\u0000\u0000Originality/value\u0000Second language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41436853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1108/jme-11-2022-0142
Başak Gülüm, İbrahim Halil Türker
Purpose The purpose of this study is to develop a valid and reliable scale that can measure the level of respect for differences of middle school students. The validity and reliability studies of the scale draft prepared as a result of the opinions received were carried out on 964 middle school students. Design/methodology/approach The sequential exploratory mixed method was used. In the study, attitude items were created by examining the studies in the literature with qualitative methods, and the scale was then finalized by applying tests for the attitude scale prepared with quantitative methods. Findings As a result of the exploratory factor analysis made on the data obtained, a structure consisting of 20 items and four factors as “gender”, “disability status”, “physical appearance” and “cultural identity” were reached. Also, it was seen that the scale identified 56% of the total variance. Confirmatory factor analysis that was performed on another sample showed that the sample fit of the scale was at an acceptable level. The reliability coefficient of the scale was calculated as Cronbach’s α = 0.815; composite reliability was ranged between 0.766 and 0.894 and the internal consistency of the scale was quite high. It was concluded that the scale developed to determine the level of respect for differences is a valid and reliable measurement tool. Originality/value This study is considered significant in terms of presenting a valid and reliable scale that will reveal the attitudes of middle school students towards differences in the literature.
{"title":"Development of Respect for Differences Scale for middle school students: validity and reliability study","authors":"Başak Gülüm, İbrahim Halil Türker","doi":"10.1108/jme-11-2022-0142","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0142","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to develop a valid and reliable scale that can measure the level of respect for differences of middle school students. The validity and reliability studies of the scale draft prepared as a result of the opinions received were carried out on 964 middle school students.\u0000\u0000\u0000Design/methodology/approach\u0000The sequential exploratory mixed method was used. In the study, attitude items were created by examining the studies in the literature with qualitative methods, and the scale was then finalized by applying tests for the attitude scale prepared with quantitative methods.\u0000\u0000\u0000Findings\u0000As a result of the exploratory factor analysis made on the data obtained, a structure consisting of 20 items and four factors as “gender”, “disability status”, “physical appearance” and “cultural identity” were reached. Also, it was seen that the scale identified 56% of the total variance. Confirmatory factor analysis that was performed on another sample showed that the sample fit of the scale was at an acceptable level. The reliability coefficient of the scale was calculated as Cronbach’s α = 0.815; composite reliability was ranged between 0.766 and 0.894 and the internal consistency of the scale was quite high. It was concluded that the scale developed to determine the level of respect for differences is a valid and reliable measurement tool.\u0000\u0000\u0000Originality/value\u0000This study is considered significant in terms of presenting a valid and reliable scale that will reveal the attitudes of middle school students towards differences in the literature.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43265715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1108/jme-11-2022-0148
Adriana I. Martinez Calvit, D. Ford
Purpose The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice. Design/methodology/approach This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems. Findings The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning. Originality/value This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.
{"title":"Engaging diverse learners: lessons learned from a dialogic, technology-enabled social studies curriculum","authors":"Adriana I. Martinez Calvit, D. Ford","doi":"10.1108/jme-11-2022-0148","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0148","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.\u0000\u0000\u0000Design/methodology/approach\u0000This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.\u0000\u0000\u0000Findings\u0000The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.\u0000\u0000\u0000Originality/value\u0000This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42716802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1108/jme-04-2022-0054
Chadrhyn A. A. Pedraza, René O. Guillaume
Purpose The purpose of this study was to gain insight into Asian Americans’ experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity. Design/methodology/approach This study used a qualitative research design and narrative inquiry strategy. The authors used Chang’s (1993) Asian Critical Race Theory framework to examine participant’s descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity. Findings Participants’ narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an “other” and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype. Originality/value This study contributes to the literature on Asian Americans by examining how experiences as a child shape how they have come to perceive their racial identity in relation to their overall self-concept. The authors argue that Asian American experiences have been excluded from discourse on race in education as the model minority and perpetual foreigner stereotypes have allowed for this marginalization.
{"title":"“I didn’t know I could have a voice”: how Asian American childhood experiences shaped lived identities","authors":"Chadrhyn A. A. Pedraza, René O. Guillaume","doi":"10.1108/jme-04-2022-0054","DOIUrl":"https://doi.org/10.1108/jme-04-2022-0054","url":null,"abstract":"Purpose The purpose of this study was to gain insight into Asian Americans’ experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity. Design/methodology/approach This study used a qualitative research design and narrative inquiry strategy. The authors used Chang’s (1993) Asian Critical Race Theory framework to examine participant’s descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity. Findings Participants’ narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an “other” and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype. Originality/value This study contributes to the literature on Asian Americans by examining how experiences as a child shape how they have come to perceive their racial identity in relation to their overall self-concept. The authors argue that Asian American experiences have been excluded from discourse on race in education as the model minority and perpetual foreigner stereotypes have allowed for this marginalization.","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45183770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.1108/jme-10-2022-0136
Yassine Ismaili
Purpose The purpose of this study is to investigate the educational experiences of sub-Saharan African undocumented students in Moroccan public schools, as well as the perceptions of instructors regarding the challenges and needs of sub-Saharan students in the capital city of Morocco, Rabat. Design/methodology/approach A qualitative interpretative case study approach was implemented to investigate this topic. This study involved seven respondents who had experience working with sub-Saharan students in their classrooms. Findings The findings of this study indicate that Moroccan public schools provide sub-Saharan African students with free education and a welcoming and secure learning environment. However, inadequate educational conditions, such as deficiencies in the designed programs, possibly limited competence of teachers, lack of professional instructors capable of teaching migrants and insufficient resources, can all hinder the learning process and educational integration of sub-Saharan African students. Originality/value This study contributes to the limited body of research on intercultural education in the Northern African region. The educational challenges and needs of hundreds or thousands of sub-Saharan African immigrants settling in Morocco are often overlooked or not given adequate consideration in scholarly works.
{"title":"Exploring the educational needs and challenges faced by undocumented sub-Saharan students in Moroccan public schools","authors":"Yassine Ismaili","doi":"10.1108/jme-10-2022-0136","DOIUrl":"https://doi.org/10.1108/jme-10-2022-0136","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the educational experiences of sub-Saharan African undocumented students in Moroccan public schools, as well as the perceptions of instructors regarding the challenges and needs of sub-Saharan students in the capital city of Morocco, Rabat.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative interpretative case study approach was implemented to investigate this topic. This study involved seven respondents who had experience working with sub-Saharan students in their classrooms.\u0000\u0000\u0000Findings\u0000The findings of this study indicate that Moroccan public schools provide sub-Saharan African students with free education and a welcoming and secure learning environment. However, inadequate educational conditions, such as deficiencies in the designed programs, possibly limited competence of teachers, lack of professional instructors capable of teaching migrants and insufficient resources, can all hinder the learning process and educational integration of sub-Saharan African students.\u0000\u0000\u0000Originality/value\u0000This study contributes to the limited body of research on intercultural education in the Northern African region. The educational challenges and needs of hundreds or thousands of sub-Saharan African immigrants settling in Morocco are often overlooked or not given adequate consideration in scholarly works.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48607711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1108/jme-09-2022-0113
S. A. Eckert, Melodi Miller
Purpose The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools. Design/methodology/approach This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey. Findings In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students. Originality/value This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.
{"title":"Building cultural awareness and intercultural empathy using the critical incident analysis method","authors":"S. A. Eckert, Melodi Miller","doi":"10.1108/jme-09-2022-0113","DOIUrl":"https://doi.org/10.1108/jme-09-2022-0113","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.\u0000\u0000\u0000Findings\u0000In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.\u0000\u0000\u0000Originality/value\u0000This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46760957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1108/jme-11-2022-0159
Shuling Yang, Natalia A. Ward, Emily Hayden
Purpose Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy. Design/methodology/approach The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data. Findings The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children. Originality/value The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.
{"title":"Her Chinese name means beautiful: culture, care and naming practices","authors":"Shuling Yang, Natalia A. Ward, Emily Hayden","doi":"10.1108/jme-11-2022-0159","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0159","url":null,"abstract":"\u0000Purpose\u0000Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.\u0000\u0000\u0000Design/methodology/approach\u0000The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.\u0000\u0000\u0000Findings\u0000The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.\u0000\u0000\u0000Originality/value\u0000The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45952054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.1108/jme-06-2022-0079
A. Hassanpour, N. Azizi, Abbas Ahmadi, Isa Gholizadeh, Seyedeh Golafrooz Ramezani
Purpose Considering the role that students’ diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs). Design/methodology/approach This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis. Findings Findings show that three continuous patterns are repeated throughout the documents. (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited. (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern. (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence. Practical implications This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran. Originality/value To the best of the authors’ knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.
{"title":"Diversity in Iranian upstream educational documents","authors":"A. Hassanpour, N. Azizi, Abbas Ahmadi, Isa Gholizadeh, Seyedeh Golafrooz Ramezani","doi":"10.1108/jme-06-2022-0079","DOIUrl":"https://doi.org/10.1108/jme-06-2022-0079","url":null,"abstract":"\u0000Purpose\u0000Considering the role that students’ diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs).\u0000\u0000\u0000Design/methodology/approach\u0000This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis.\u0000\u0000\u0000Findings\u0000Findings show that three continuous patterns are repeated throughout the documents. (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited. (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern. (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence.\u0000\u0000\u0000Practical implications\u0000This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43123636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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