Reflection On Multicultural Teacher Education

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Manikuty, Anuradha, and Hansen, (2007) affirmed that as students migrated, they brought with them, their home cultures, and learning styles, which could differ significantly from the academic culture in U.S. schools and colleges. These authors submitted that the knowledge, beliefs, and attitudes that students brought to the classroom, significantly influenced how they organized, filtered, and interpreted what was taught.
Gorski (2009) in a qualitative content analysis of teacher education programs evaluated 45 syllabi from multicultural education classes. Gorski focused on how multicultural teacher education (MTE) was conceptualized in course descriptions, course goals, course objectives, and other conceptual and descriptive text. He collected …show more content…

Her study examined curricular intervention and reinforcement dimensions of multicultural education among age groups 3-8 and 9-16. Findings indicated a mean effect size of 0.645 from curricular intervention studies was higher than the mean effect size of the reinforcement studies at 0.08, indicating that the curricular intervention dimension of multicultural education was more effective in reducing students’ racial attitudes. ME was more effective in reducing racial attitudes in urban areas with a mean effect size of 0.72, than in suburban areas with a mean effect size of 0.587. Multicultural education was also more effective in reducing racial attitudes among the 9-16 age groups with a mean effect size of 0.751, than among the 3-8 age group with a mean effect size of …show more content…

Byrd examined the perceptions of 315 sixth- through 12th-grade students in public schools across the US. Using an online survey to gather data, Byrd hypothesized that students’ perception of a more culturally relevant learning environment would be associated with better academic outcomes and improved racial attitudes. Byrd’s results supported Ladson-Billings, (1995) analysis that culturally relevant teaching was “good teaching.” Byrd further found that a direct focus on race and culture in the classroom was beneficial. His findings suggest that school racial socialization was particularly important for the development of students’ ethnic-racial identity, and both cultural socialization and critical consciousness socialization, were positively related to identity exploration and commitment. The implications of Byrd’s study were that the instructor’s fundamental beliefs and values about teaching, learning, and knowledge making, mattered to student performance and ultimately their

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