Cultural Diversity In Schools Research Articles

Inclusion of Children with a Background of Migration into Greek Kindergartens Via Physical Education: Development of Emotional Skills

Cultural diversity in schools enriches the learning environment by exposing students to different perspectives, traditions, and worldviews. However, ensuring inclusion can be challenging as educators must navigate language barriers, cultural differences, and potential biases. Enhancing emotional skills through a physical education program is a powerful way to promote inclusion among students.

Attitudes toward ethnic minorities among Thai students in Chiang Mai, Thailand

The increase of cultural diversity in Chiang Mai society has generated the need for introducing intercultural education in the educational system. It is crucial to prepare the young generation to interact with those perceived as “different.” The aim of the current study is to examine the majority attitude of Gen Z school students toward ethnic minority groups in Chiang Mai, Thailand. The study was based on an online survey with 14- to 19-year-old adolescents from the members of the majority group (Khon Muang). Data was collected from 265 students across two schools, a multicultural school (MS) and a predominantly Thai school (PTS). The study gathered demographic information, attitudes toward minorities, and intergroup contact experiences. Our results show generally positive attitudes toward ethnic minorities among the participants, with a significant proportion supporting social inclusion. However, students from the predominantly Thai school (PTS) demonstrated statistically significant, more negative attitudes regarding realistic threat, compared to the students from the multicultural school (MS). Gender differences in attitudes were contrast to our expectation, showing that the acceptance of intergroup marriage was positively higher in male groups. The study showed an expected association between the number of outgroup friendships and more positive outgroup attitudes. Lastly, factors such as gender and maternal education were explored by regression analysis on the perceptions of realistic threat, but these did not significantly predict attitudes toward ethnic minorities among Thai students. The findings point to the importance of supporting cultural diversity in schools and promoting multicultural education in the classroom.

Examining Pre-Service Teachers' Perspectives on Culturally Responsive Education Using Q Methodology

With globalization and migration, there is a rapid increase in cultural diversity in schools. Therefore, pre-service teachers' awareness, knowledge, and skills about cultural responsiveness and how to reflect them in the classroom environment have become important issues. This study aimed to explore the impact of a culturally responsive education course on pre-service teachers' views on culturally responsive education through Q methodology. The data collection tool utilized in the study was the "Q Set Statements on Culturally Responsive Education" grouped by the researchers under the sub-themes of awareness, knowledge, skills, and pedagogy. Data from the study group consisting of 39 volunteer pre-service teachers who took the culturally responsive education course were obtained through the HtmlQ program. Using the quantitative data obtained from the factor analysis and the qualitative data obtained from the semi-structured interviews, it was revealed that the pre-service teachers had three different subjective views on the effects of the culturally responsive education they participated in (a) Knowledge-Based Development (b) Awareness-Based Development and (c) Pedagogical Skills-Based Development. The results of the study point to valuable recommendations for culturally responsive teacher educators, pre-service teachers, and the Turkish education system.

Developing critical consciousness for culturally responsive teaching: an international teacher exchange program

ABSTRACT The increasing diversity of the student population in classrooms across the United States demands the adoption of pedagogical principles based on the concept of culturally responsive teaching. This study adopts the notion that culturally responsive teaching only becomes possible when teachers implement self-reflection and critical consciousness. Using a qualitative approach, the authors aimed at examining the effects of an international professional development experience on a group of elementary teachers from the United States and Costa Rica with a focus on their perceptions about linguistic and cultural diversity in schools. The analysis of the interviews and reflective journal entries revealed that participation in an international teacher exchange program prompted participants to examine their personal beliefs about education and question, not only their own instructional practices, but also broader school systems and policies related to language, culture, and ethnicity.

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

Pre-service teachers’ beliefs about linguistic and cultural diversity in schools: the role of opportunities to learn during university teacher training

We investigated pre-service teachers’ beliefs about linguistic and cultural diversity in schools and the extent to which these beliefs differ between students at the beginning and at the end of university teacher training using a sample of 1,319 pre-service teachers at different stages of study from a large public university in Germany. Given the cross-sectional nature of our data, comparisons of the different student groups (Semesters 1–2 vs. Semester 6+) were based on a propensity score matching approach. We further examined the relationship between pre-service teachers’ beliefs and their opportunities to learn (OTL) using a subsample of 428 pre-service teachers. The findings suggest that beliefs about language-supportive teaching and egalitarian—but not multicultural—beliefs differed at the beginning and at the end of initial teacher training. Student teachers who studied German as a second language (GSL) more strongly endorsed beliefs about language-supportive teaching and egalitarian and multicultural beliefs than other students.

Ways to Maintain ELLs’ Cultural Diversity in Education - Taking Three New York Elementary Schools as Examples

English as a second language (ESL) education refers to teaching non-native English speakers English as a second language. The number of English language learners (ELLs) is increasing in the United States in recent decades because of globalization, including immigrants, international students, merchants, refugees, etc. One of ELLs’ main characters is their various cultural backgrounds. Teaching and maintaining a diverse class within a safe learning environment can benefit students both now and in the future. In this case, understanding ELLs’ diverse cultures and knowing how to maintain ELLs’ cultural diversity is a significant consideration in American ESL education nowadays. This study reviews the cultural diversity in American ESL education by analyzing three New York elementary schools. The author summarizes some critical ways to maintain ELLs’ cultural diversity from four aspects: (1) the background of American ESL education and cultural diversity; (2) cultural diversity in school; (3) cultural diversity in family; (4) cultural diversity in communities. Finally, the study indicates the significance of connections among schools, families, and communities and identifies some difficulties when maintaining cultural diversity in education.

Using a Culturally Responsive Lens in the Revision of a Core Preparation Course

With increasing cultural diversity in schools and in special education, teachers must be prepared to meet the needs of students from diverse backgrounds. In addition to evidence-based practices, culturally sustaining pedagogy (CSP) is critical to helping students make meaning of their learning. Therefore, teacher preparation programs must be intentional and explicit in their instruction related to CSP for teacher candidates. We describe a replicable process of course review and revision for the inclusion of CSP with an example from a core course in a special education preservice teacher licensure program. The course, Intersectionality and Disability, is a course in a newly-implemented undergraduate licensure program.

Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.

The impacts of national education policies on teachers’ interpretations and implementations of multicultural education in South Korea

ABSTRACT Korean society and schools have become more demographically diverse than ever. To support this increasing cultural diversity in schools, the Korean government has been developing multicultural education policies since 2006. This study aims to examine how multicultural education has been articulated by the government and how the national vision has affected teachers’ interpretations and implementations of multicultural education. By drawing on a review of policy documents and teachers’ interviews, this study analysed Korean teachers’ perceptions of the national multicultural education policies from the perspective of Bernstein’s concepts of classification and framing. The results revealed both narrow and broad definitions of multicultural education, and these double definitions were also reflected in the teachers’ perceptions and practices. This paper concludes by presenting the implications of the findings and suggestions for improving multicultural education at the national and school level.

Stress Among Teachers: Exploring the Role of Cultural Diversity in Schools

We investigated the effects of stereotypical expectations regarding cultural diversity on teachers’ feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers’ feelings of burnout and self-efficacy beliefs (Study 1) and their stress with respect to culturally responsive teaching and locus of control (Study 2). Teachers who were confronted with a highly culturally diverse school showed higher feelings of burnout and stress and lower self-efficacy than teachers presented with a school low in cultural diversity. School composition affected teachers from primary and secondary schools differently. The consequences of holding stereotypical beliefs about highly culturally diverse schools are discussed.

Practices Related to Cultural Diversity in Schools and Students' Views About These Practices: Stuttgart, Baden-Württemberg, Germany

In this study, it is aimed to research the practices related to cultural diversity experienced by the students in schools and the student views about these practices. The research has been carried out with phenomenological research design which is the one of the qualitative research methods. The data of research has been collected through semi-structured interviews. The study group was determined by criterion sampling which is the one of the purposive sampling methods, and it consists of 9 students studying at various schools in Stuttgart, Baden-Wurttemberg, Germany. Research data were analyzed by content analysis. Findings related to the cultural diversity practices experienced by students in schools are as follows: “Practices for recognizing different cultural features within the context various courses; cultural diversity sensitive teacher behaviors; practices enabling to choose the own native language and culture course and to learn different languages; enabling to choose and take courses related to different belief systems based on a sect/religion; school activities for recognizing different cultures; preference of textbooks and materials that reflect cultural diversity”. Findings related to students' views about these practices are as follows: Trying to understand their friends by learning similarities and differences between themselves and their friends; realizing the reasons for prejudices against differences; to be able to express their differences comfortably; solving problems in conflict situations related to differences; being friends with people who have different cultural and social characteristics.

History of Development and Concept of Person-Centered Counseling in Cultural Diversity

This study aims to obtain knowledge about two things; (1) how the development history of person-centered counseling, and (2) how the concept of person-centered theory in cultural diversity. This article contains a theory review regarding the history of the development of the theory of counseling person-centered and the concept of the theory in the diversity of culture of counseling and cultural diversity in schools. Person-centered counseling is the third generation of counseling models developed by Rogers. This model is more person-centered, emphasizing the need for experts who provide counseling (counselors) to involve aspects of their own personality and personality aspects of the counseled party (counselee) in the counseling process. Person-centered counseling also emphasizes the affective aspects of the individual, has a positive outlook on human nature

Teachers’ Perspective on Cultural Diversity in School: A Case Studies

Teachers’ Perspective on Cultural Diversity in School: A Case Studies

Exploring Changes in Science Teachers’ Attitudes Toward Culturally Diverse Students During an Equity-Focused Course

ABSTRACTIn recent decades, schools in most Western countries, including the United States, have become increasingly culturally diverse. As global migration rises, cultural diversity in schools will continue to grow. Though an expansive research base has shown that teacher attitudes play an important role in student performance, comparatively little is known about science teachers’ attitudes toward cultural diversity or teaching culturally diverse students. The purpose of this study was to explore how the attitudes of beginning secondary science teachers toward teaching culturally diverse students were influenced by a four-week course focused on equitable science teaching. We conducted semi-structured interviews with participants (n=8) at two time points: once during the first week of the course and once during the last week. Both interviews followed an attitude-eliciting, card-sort activity completed by teachers in small groups. Qualitative analysis of the data indicated that, following their participation in the course, science teachers felt more prepared to work with their culturally diverse students; posited that authority shifting in the classroom could benefit student learning; and openly acknowledged that cultural, ethnic, and racial differences influence the classroom environment. These findings suggest that engaging beginning science teachers in opportunities to be introduced to, reflect upon, and consider practical applications of culturally responsive teaching may positively impact their attitudes and beliefs about teaching culturally diverse students and about the students themselves.

Cross Ethnic Friendship among Multi-ethnic Students and Teacher’s Role in Supporting Cultural Diversity in School

This article presents an in-depth discussion about cross ethnic friendship among students and teacher's role in supporting the cultural diversity that exists in school. The school which consist of students from various ethnic groups provide space and opportunities for students to interact socially with peers either from the same or other ethnic groups. On the other hand, the school that consists of only one ethnic group limits the opportunity for students to interact with friends from different ethnic groups. Students who have attended the schools that are not diverse in terms of ethnicity were reported having more friends from the same ethnic group. A positive relationship between individuals from different ethnic groups led to the reduction in prejudice, enhance the sense of common identity and closeness among individuals. Teachers as agents of unity should play an important role in assisting students to acquire the necessary social skills that enables them to interact effectively with students from different ethnic, cultural and languages which consequently create a harmony cross ethnic friendships among multi-ethnic students in school.

‘Who Are Diverse?’ Conceptualisations of Cultural Diversity in Schools behind Desks and at Chalkface

ABSTRACTThis paper analyses the meanings and values attached to ‘cultural diversity’ as a descriptive and interpretative category in the field of education in Spain, including its application to define different groups in elementary and primary schools there. It reports from a comparative study that considers the discursive production of ‘cultural diversity’ in Spanish academia together with the discourse of teaching staff from three schools with specific programmes aimed at cultural diversity. Results attest to three different uses of ‘cultural diversity’: individualisation, difference and inequalities, as well as two different assessments: enrichment and problem. It also analyses how the discourse of teachers is more complex than those of the academy, because, among other reasons, they link diversity with situations produced by social inequality, by the fact that many students are migrants, and by a different ethnic condition. In general, the academic discourse tends to present a more institutionalised, idealised and blind vision of social inequality.

LA ESTANDARIZACIÓN EN EL CURRÍCULO EDUCATIVO: LA PUNTA DEL ICEBERG DE LA HOMOGENEIZACIÓN.

<p>Teniendo como referencia la literatura existente, a través de este artículo se presenta una breve exposición de la estandarización curricular y su puesta en práctica en el campo educativo. Los estándares, tomados del campo empresarial, son considerados un instrumento necesario para el aseguramiento de la calidad educativa. Sin embargo, las investigaciones empíricas, además de voces críticas en relación a su aplicabilidad, en todos los contextos educativos, subrayan que estos homogenizan la cultural y unifican la enseñanza, lo cual no garantiza una mejora en los aprendizajes, ya que se tiende a dejar de lado la diversidad cultural existente en los centros educativos. Asimismo, los estándares influyen en la fragmentación y desigualdad académica: aptos (capaces) y los no aptos (poco capaces). Así pues, tanto las investigaciones relacionadas al tema, como los diferentes planteamientos de los autores, de manera implícita, y en algunos casos explícitos, hacen un llamado a la reflexión para recuperar la enseñanza crítica pedagógica, en la cual se valoren las actitudes y aptitudes del individuo, como buenas prácticas para una sociedad del conocimiento de manera inclusiva.</p>

Una aproximación microetnográfica de prácticas pedagógicas en escuelas multiculturales Tensiones y desafíos en torno a la escolarización de inmigrantes y grupos minoritarios

El artículo ofrece resultados de un estudio de caso de una escuela pública de Barcelona con alta presencia de alumnado perteneciente a grupos culturales minoritarios. Se desarrollaron observaciones participantes de aula y entrevistas activas a profesores con la finalidad de comprender sus prácticas pedagógicas. El análisis etnográfico de los datos evidencia la existencia de un conjunto de tensiones en torno a la forma en que la diversidad cultural es gestionada por el profesorado; estas tensiones condicionan la pertinencia cultural de dichas prácticas, los espacios de convivencialidad que promueven, así como las oportunidades de participación que ofrecen a sus participantes. La discusión ofrece reflexiones en torno a la forma en que tradicionalmente se aborda la diversidad cultural en la escuela, con el propósito de contribuir al desarrollo de programas de formación inicial docente orientados a la justicia social y al desarrollo de escuelas más equitativas.

Religious Culture Dalam Pengembangan Kurikulum PAI

At a practical level, the atmosphere of religious culture could be established through activities that encourage cultural diversity in the school / madrassa, among others: firstly, conducting routine activities, namely the development of cultural diversity regularly taking place in the days of learning at school; secondly, creating a conducive school environment that becomes a laboratory for the delivery of religious education, so that the environment and the process of life for the students really can provide education about how to be religious; thirdly, not only is the Islamic religious education formally presented by teachers of religion with the subject matter of religion in a learning process, but it can also be done outside the learning process in their daily lives; fourthly, creating religious situations or circumstances; fifthly, allowing students to express themselves, develop their talents, interests and creativity of Islamic religious education in various skills and arts. Sixthly, organizing various religious competitions. Fostering cultural diversity in schools / madrassa that should be taken into acount is that the phenomenon of the praxis of worship and prayers conducted in an educational environment instead of being solely conducted ritually. The issue of moral destruction can not be solved by simply praying or just reading the scriptures. In addition, religious education in public schools in particular is in need of attitudes and perspectives of teachers to be open, inclusive, and capable of promoting dialogue and mutual understanding amid cultural and religous diversity in the school environment. For the writer, the Islamic religious education is an education that teaches universally good values and can be received by the plurality of community in the school environment.