Abstract
Multicultural citizenship education courses worldwide show promise in their ability to influence attitudes and beliefs supportive of social justice. However, many of these courses assume behavior change results from these attitudes changes. Quantitative analyses of pretest and posttest questionnaire data compare the impact of these unique curricular strategies on students’ social action. The results reveal that these curricular strategies produce limited influence on social justice action. I suggest a social influence model of behavior change as a possibility for making multicultural education more effective at influencing behaviors for social justice action, thus reducing current and future social inequality.
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