Diverse School Environments Research Articles

The Impact of Cultural Diversity Awareness in Schools in South India: A Comprehensive Study

The lack of cultural diversity integration in South Indian schools hinders students' understanding and appreciation of their diverse society. Limited teacher training and insufficient resources further exacerbate this issue. Addressing these challenges is crucial to fostering an inclusive and harmonious learning environment that promotes cross-cultural understanding and combats stereotypes and prejudices. This research aims to investigate the impact of current cultural diversity awareness in schools in South India. In recent years, educational institutions in South India have experienced an increasing presence of students from diverse cultural backgrounds. Understanding the effects of this cultural diversity on overall learning environment, teachers and students is essential for promoting inclusive practices and fostering social integration. Therefore, this study employs a comprehensive mixed-methods approach, integrating qualitative and quantitative methodologies, to examine the implications of cultural diversity awareness in schools and its influence on various stakeholders. The qualitative phase of the research involves focus group discussions and in-depth interviews with school administrators, teachers, students and parents. These interviews aim to capture diverse perspectives and experiences related to cultural diversity within the school setting. Through thematic analysis, emerging themes regarding the impact of cultural diversity awareness on students' academic performance, social development, and cultural competence will be identified. Additionally, the quantitative phase of the research entails surveys distributed among a representative sample of students and teachers. These surveys assess the level of cultural diversity awareness and its perceived impact on classroom dynamics, intercultural interactions and educational outcomes. Statistical analysis is conducted to examine correlations and identify significant associations between cultural diversity awareness and the variables under investigation. This study’s findings contribute to the existing literature on cultural diversity in educational settings, particularly in South India. By exploring the implications of cultural diversity awareness, this research seeks to provide insights into the positive outcomes and challenges associated with diverse school environments. The study outcomes inform educational policies and practices, facilitating the implementation of effective strategies to promote inclusive education and foster social integration among students from different cultural backgrounds.

An integrated model for teacher continuing professional learning in Zimbabwean primary schools

Background: Rapid changes in the classroom and out-of-school life characteristics of this knowledge society make continuing professional learning for teachers an imperative. But what kind of continuing training model could be effective in diverse work situations such as under-resourced rural school environments?Aim: The aim of the project was to capacitate primary school teachers in their teaching of mathematics to encompass numeracy learning outcomes among their pupils.Setting: This article describes an intervention service-cum-research project undertaken in three rural school districts of Zimbabwe.Method: Underpinned by the notion of change and lifelong learning, the intervention project deployed a modified cascade action research design to train 70 teacher leader mentors and 35 community leader mentors as drivers of the change in the three districts. Twelve of the 70 teacher leader mentors were further developed into expert status on numeracy pedagogy for continuity and sustainability of the change.Results: The service dimension of the project succeeded in infusing numeracy pedagogy in the schools’ instructional repertoires at the level of cultural practice within communities of practice.Conclusion: The main challenges faced in trying to implement pedagogy intended to foster mathematical numeracy are those related to costs, sustainability and continuity, some if not all of which can be dealt with through collaboration between experts, teachers and community.Contribution: The research dimension resulted in revealing a potentially powerful model of teacher continuing professional development characterised by fusing centre (district), school and community elements while retaining the cascade format. This model is worth exploring in similar and diverse school environments elsewhere.

Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence

With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links varied by race (n = 941; 54% boys; 63% Black, 37% White). Results revealed that adolescents’ experience of school racial socialization practices (i.e., cultural socialization and promotion of cultural competence) predicted positive changes in their perceptions of school climate and, in turn, promoted better academic performance. School racial socialization was linked to positive school experiences and achievement for both Black and White adolescents.

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries.

Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to perform worse at school is due to speaking a language other than that of instruction at home. In order to shed further light on the role of language choices at home for education, we examine both the correlates of language use at home as well as the relationship between this and reading scores and educational expectations. We differentiate between three language use groups: those who mainly use the language of origin at home, those who only use the language of instruction at home, and those who use both of these. We analyze these relationships using data from the Programme for International Student Assessment (PISA). In order to examine country differences, we place a special focus on two immigrant-origin groups that are present in significant numbers in a number of European countries: children with origins in Turkey and former Yugoslavia. These two groups have also been identified as being at major educational disadvantage across Europe. Our results suggest that continuing to (mainly) use the language of origin at home is more prevalent among children from socioeconomically more disadvantaged families, but is supported by more socioeconomically advantaged and more diverse school environments. In the majority of countries studied, switching to the language of instruction is associated with higher reading scores but not with higher educational expectations than continuing to speak mainly the language of origin at home. These relationships are to a large extent confounded (or in some cases potentially mediated) by family factors such as socioeconomic status and school-related factors such as school's socioeconomic composition. We conclude by highlighting the role that linguistically responsive pedagogies and a positive school climate can play for the education of all young people but in particular newly-arrived immigrants.

Race-Discordant School Attendance and Cognitive Function in Later Life.

Early schooling plays an important role in shaping cognitive development. This study explored benefits of cognitive functioning in later life related to attending diverse schools in early life. Specifically, we explored the effects of having attended schools composed primarily of different race peers-race discordant schools (RDS)-among Black and White older adults. Using retrospective and prospective data from the Health and Retirement Study, we examined the association between RDS exposure and two measures of cognitive function (working memory, episodic memory) at age 55 and at age 70. We found that RDS exposed Blacks experienced significant benefits in cognitive function at age 55 and at age 70. In general, RDS exposed Whites did not experience cognitive benefits or deficits. Results suggest that exposure to more racially diverse school environments provides potentially beneficial effects for cognitive function, particularly in later phases of the life course.

MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes

The Middle Years Programme (MYP) is one of four programmes offered by the International Baccalaureate, together with the Diploma Programme, Career-related Programme and Primary Years Programme. This study investigated the difference in job satisfaction levels of MYP Coordinators based on the number of IB programmes delivered in the school. Schools offering the MYP are required to appoint a member of staff to the role of MYP Coordinator. MYP Coordinators differ by age, gender and experience, and work in diverse school environments. The purpose of this study was to explore the job satisfaction of the critical role of MYP Coordinator. Using Herzberg’s Two Factor Theory as the theoretical framework, a modified version of the Job Satisfaction Survey was distributed to all registered Coordinators via email. 344 participants responded to eighteen items addressing the central question: What is the difference in job satisfaction levels of active MYP Coordinators based on demographic factors? The independent variables were age, gender, experience as a coordinator, number of IB programmes in school and eAssessment implementation. Using one-way ANOVA tests and t-tests, no statistical difference in job satisfaction was found for age, gender, experience as a Coordinator or the implementation of eAssessments. There was a difference in job satisfaction levels for MYP Coordinators working in 3-programme (MYP plus Diploma Programme and Primary Years Programme) schools compared with those in MYP-only schools, with the former recording higher job satisfaction levels. This finding demonstrates the need for whole-school alignment in the promotion of an atmosphere that is conducive to effective MYP coordination.

Race-Discordant School Attendance and Cognitive Function in Later Life

Early schooling plays an important role in shaping cognitive development, both due to the level of academic rigor and the social environment of primary and secondary schools. This is reflected in current racial disparities in cognitive function in later life. Older minorities who attended predominantly White schools with more resources experienced significant cognitive benefits. This study explores whether there are benefits to cognitive functioning in later life from having attended socially diverse schools in early life. We examine the effects of having attended schools composed primarily of different race peers—race discordant schools (RDS)—among Black, Hispanic, and White older adults. Using retrospective and prospective data from the Health and Retirement Study, we examine the association between RDS exposure and four measures of cognitive function (working memory, episodic memory, mental status, overall cognitive function). We assess function at age 55 and 70, and examine change in functioning between age 55 and 70. We find that RDS exposed Blacks and Hispanics experience significant benefits in cognitive function at age 55, but only Blacks experience benefits at age 70. RDS exposed Whites reported higher overall working memory at age 70 relative to Whites in non-RDS schools, suggesting a cognitive benefit from diversity. Results suggest that exposure to more racially diverse school environments have potentially beneficial effects on cognitive function over the life course. Our findings suggest that the cultivation of diversity in schools could be an important long-term public health investment.

What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. This study is guided by a grounded theory approach. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method. Four themes emerged from each of the research questions. Theoretical and practical implications are discussed to better support in- and pre-service teachers’ growth toward becoming social justice-oriented change agents with CRT practices.

Multilingualism in the Upbringing and Education of Children in Multinational Families. Case Study from Poland

In this article, through reference to the theories of multilingualism, we would like to outline issues pertaining to the bilingual upbringing of children in bicultural families and their education in Polish schools. Referring to research (interviews) with parents of bilingual children from Warsaw, we will point to strategies employed by parents who communicate with their children in two or three languages. We will also draw attention to difficulties connected with dominant and non-dominant languages (the case of grandparents). In the second section, we will discuss diverse school environments and language in schools where bilingual children function. We also explore the argumentation of both parents deciding to enrol their bilingual children in state schools with Polish as the language of instruction, and those opting for enrolment in private schools with English as the language of instruction or social schools. The research material was collected among parents of bicultural and bilingual children living in Poland, the Mazovian voivodship, including the capital city of Warsaw. The group presented consists of multinational families in which one parent (most frequently the father) comes from a country from the African continent.
 Keywords: multilingualism, bilingualism, the upbringing process in multinational families, school education, communication

Teacher education and multicultural courses in North Carolina

PurposeTeacher effectiveness in diverse school environments depends highly on the multicultural education courses provided by Educator Preparation Programs (EPP). Research measuring new teachers’ (i.e. teachers having 0-3 years of teaching experience) effectiveness as a result of EPPs’ multicultural education courses is limited. The purpose of this study was to examine if any association occurred between the number of multicultural courses offered to pre-service teacher candidates by EPPs and their graduates rating of effectiveness, as it pertains to creating a culturally diverse classroom environment.Design/methodology/approachUsing data from the North Carolina Department of Public Instruction (NCDPI) and public EPPs course catalogs for North Carolina, this descriptive study investigates multicultural education course offerings and recent teacher graduate data for North Carolina for 2015, as it pertains to creating culturally diverse learning environments for students of color.FindingsThe results indicate that multiple EPPs in North Carolina are not providing multicultural courses for their pre-service teachers, and that novice teachers in North Carolina are lacking the ability to produce diverse learning environments for students of color at a high capacity as defined by the North Carolina Teacher Effectiveness definition.Research limitations/implicationsData were retrieved from 2015. In the current year, EPPs could have boosted their offerings of multicultural courses since that time.Social implicationsIt is anticipated that the lack course offerings by EPPs will directly reflect new teachers’ ability to create respectful learning environment for students of color, suggesting that EPPs may be counterproductive towards teacher candidates’ understanding of race in the classroom.Originality/valueThis study’s originality exists in its ability to begin to connect new teachers’ productivity with regards for promoting diversity or multiculturalism and the multicultural courses offered by EPPs.

Effects of School Principals’ Leadership Behaviors: A Comparison between Taiwan and Japan*

Japanese culture values the team approach to leadership, as a team's honor is greater than an individual's honor (Ishikawa, 2012; Turner, 1991). In the 1980s, team spirit gave birth to No. 1 (White, 1980). Subject to cultural influences, honor and shame are what Japanese samurai often had in mind when they do things. In order to attenuate shame and maintain honor, Japanese samurai performed Seppuku stomach- or abdomen-cutting when they brought shame to themselves (Chang, 2015). The researcher believes that such a culture represents a spirit and power controlled by the society within this group, and makes Japanese nationals value teams and groups. Meanwhile, there are also studies that associate samurai spirit with Japanese sports coaches' leadership (Miller, 2011), meaning that leaders in Japanese organizations value a team's honor and develop the concept of samurai paradigms. These thoughts are similar to opinions in Sentocnik and Rupar's (2009) thesis, Future School Leadership, in many ways. Sentocnik and Rupar believed that, in addition with the evolution of value systems in different periods of time, principals' role would march toward a team approach to leadership, diverse leadership, and symboloriented leadership.Taiwan is located at the junction of East Asia and Southeast Asia and is an island country like Japan. Both countries share similar geographic characteristics and a culture rooted in Confucianism (Ling & Shih, 1998; Nosco, 1998). However, Taiwan is an island country with diverse cultures as a result of Dutch, Spanish, and Japanese rule in the past (Li, 2009; Rudolph, 2011). In recent years, transnational marriages are becoming popular in Taiwan with an influx of migrants from the Philippines, Vietnam, Malaysia, Indonesia, and mainland China, which accentuates the phenomenon of cultural diversity in Taiwan. Therefore, more than ever, Taiwan's educational fields in recent years are leaning toward embracing more diverse value systems and complex behaviors (Wu, 2011; Tsai, 2011). Traditional principal-centric leadership behaviors may become unable to handle complex and diverse school environments (Weberg, 2012). Teachers' diverse values and complex behaviors necessitate that a school principal must adopt diverse leadership (multi-frame leadership) (Bolman & Deal, 2008) or compound leadership to cater to different circumstances and conditions (Uhl-Bien, Marion, & McKelvey, 2007).As Taiwan was ruled by Japan, considerable similarities exist between Taiwanese and Japanese culture. However, since Taiwan has not been ruled by Japan for 70 years, Taiwanese culture has diverged from Japanese influence.On the premise that cross-national research of leadership behaviors could enhance the academic value of research results (Boehnke, Bontis, DiStefano, & DiStefano, 2003), this study sets out to explore the similarities and differences of school leadership behaviors in Taiwan and Japan. The benchmark for the comparison of leadership behaviors and the theoretical foundation of leadership behaviors originates from a team approach to instruction leadership, compound leadership (including adaptive leadership and delegative leadership), and diverse leadership (including structureoriented leadership, human resources leadership, politically-oriented leadership, and symbol-oriented leadership), which were emphasized in the thesis, School Leadership in the Future(Sentocnik & Rupar, 2009). This study investigates the aforementioned leadership behaviors and their effects on the basis of two theories: (1) behavioral pattern theory, which argues that leadership behaviors affect subordinate behaviors and organizational performance (Schoner & Kelso, 1988); and (2) behavior theory, which states that leadership behaviors affect subordinate performance (Khan, Nawaz, & Khan, 2016). Premised on these theories, this study examines the differences between these leadership behaviors and developed appropriate indicators for teacher performance and organizational performance. …