The Perceptions of Culturally Diverse Graduate Students on Multicultural Education: Implication for Inclusion and Diversity Awareness in Higher Education

Ashley Sheplak,Hasan Aydin*,Alyssa Sanabria,Brenda Doucette

doi:10.12973/eu-jer.10.3.1259

Abstract

<p style="text-align: justify;">Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.</p>

Highlights

According to Shields (2010), “schools are sites of cultural politics” that can work against the perpetuation of “inequalities inherent” in social constructs or continue the status quo (p. 569)
The purpose of this study is to investigate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy
The overall research question was: What are the perceptions of graduate students regarding multicultural education? Three specific questions included: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester?

Summary

Introduction

According to Shields (2010), “schools are sites of cultural politics” that can work against the perpetuation of “inequalities inherent” in social constructs or continue the status quo (p. 569). It is imperative that educational leaders reflect on their ideas regarding equity pedagogy and social justice to improve the educational experience of students. Experiencing or witnessing someone else’s subordination can leave a permanent impression on educators (Bartolome, 2004) In this case, these two principals both had experienced how schools were not equal starting places for many students, and they used that to place equity and diversity at the forefront of their school missions. These two principals both had experienced how schools were not equal starting places for many students, and they used that to place equity and diversity at the forefront of their school missions They both incorporated multicultural education in their schools to prepare students to become democratic citizens

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