Multicultural Attitudes Research Articles

Pilot study of an anti-racist professional development: effects on educators’ multicultural attitudes and efficacy

Purpose This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators’ multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school. Design/methodology/approach AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions, focusing on combating racism, prejudice and discrimination. Of the 84 school staff, 56 completed a baseline survey and 33 completed a postintervention survey. Findings Paired sample t-tests revealed a significant increase in multicultural attitudes, t(29) = 2.55, p = 0.016, whereas the increase in multicultural efficacy was not significant, t(28) = 1.93, p = 0.063. The authors examined cultural and emotional intelligence as moderators of the intervention’s impact. Higher baseline cognitive reappraisal scores (an indicator of emotional intelligence) were linked to a larger increase in multicultural efficacy from pre- to postintervention, B = −0.59, t (27) = −2.20, p = 0.037. The number of sessions attended was unrelated to the intervention’s impact. Research limitations/implications This study was a single-site, uncontrolled pilot of AAR with a small sample size. Further research in additional settings with appropriately powered samples is needed to validate these results and extend findings to examine the impact of AAR on the student experience. Originality/value The study demonstrates the promising potential of AAR in improving teachers' multicultural attitudes and efficacy. Exploratory findings highlight the role of cognitive reappraisal in enhancing multicultural efficacy, contributing valuable insights for designing effective teacher training programs. This research supports the implementation of critical, identity-centered and asset-based pedagogies in education.

The Problem Of Multicultural Attitudes in Fourth Grade Students

Multiculturalism is a response to the growing primary school population and demands for equal rights for all primary schools. Through this education, students are taught to avoid discrimination, understand tolerance, respect other people's views, build empathy, and create a culture of mutual respect. This research is motivated by awareness of the importance of multicultural attitudes that occur in elementary school students. The aim of this research is to find out what problems arise in the interactions of students who interact in a multicultural atmosphere at school. To explore the issue of multicultural attitudes in elementary schools, this research uses a case study method. Data was obtained through observation, interviews and documentation which was analyzed using tabulation and comparison techniques to obtain conclusions from the data. The subjects of this research were fourth grade teachers and 5 students. The results of the research concluded that the problem of multicultural attitudes still often occurs in elementary schools, especially in interactions between students. These problems include making jokes that offend beliefs/religions, offensive jokes can hurt the feelings of students whose religion is used as material for encouragement. This can cause low self-esteem, anxiety, and discomfort in the school environment. Another problem found was mocking parents' professions, which has the potential to make students feel embarrassed, low self-esteem, and have problems socializing because their parents' professions are used as material for socializing. The problem of dominant multicultural attitudes occurs when students interact outside of study hours.

예비영⋅유아교사의 인권의식, 세계시민의식 및 다문화 태도가 다문화 교수역량에 미치는 영향

Objectives The purpose of this study was to investigate the effects of human rights awareness, global citizenship awareness, and multi-cultural attitudes of pre-service early childhood teachers on multi-cultural teaching competencies. Methods A questionnaire was conducted on 134 college students enrolled in the department of child education and Early Childhood Education in C. The Cronbach α coefficient was calculated to verify the reliability of the collected data, and Pearson correlation analysis was conducted to examine the relationship between human rights awareness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies of pre-service early childhood teachers. Multiple regression analysis was conducted to examine the effects of human rights awareness, global citizenship, and multi-cultural attitudes on multi-cultural teaching competencies. Results First, there was a positive and significant correlation between human rights consciousness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies variables. Second, it was found that multi-cultural attitudes and global citizenship had a significant effect on multi-cultural teaching competencies. Conclusions In order to develop the multi-cultural teaching capabilities of pre-service early childhood teachers, it is necessary to cultivate multi-cultural attitudes and global citizenship, and it is judged that it will provide basic data for the development of related programs.

Културни възприятия в българските образователни институции: основни и средни училища

The perception of the ethnic minorities in Bulgaria is generally negative. The reasons for this are found in insufficient awareness and the impact of the media discourse. There is a critical public need to discuss the topic of the multicultural classroom and a growing need to explore the issue of pedagogical multicultural attitudes and cross-cultural competence. The research analyses results from an own empirical study on the topic conducted in 2023 in several cities in the country in primary and secondary schools.

상담자의 역전이 관리능력이 다문화 태도에 미치는 영향에서 자기성찰의 매개 효과

Objectives The purpose of this study was to investigate the mediation effect of self-reflection in the relationship of counselor's countertransference management and multicultural attitude. Methods To this end, an online survey data from 251 counselors was analyzed. The data were analyzed by reliablityanaysis, pearson correlation analysis, mediating analysis, and bootstrapping using the SPSS 22.0 and SPSS process macro program. Results First, it was confirmed that there was a statistically significant positive correlation between the self-reflection, counselor's countertransference management and multicultural attitude. Second, self-reflection was found to have a partial mediating effect as a result of examining the mediating effect on the counselor's countertransference management and multicultural attitude. The results confirmed that the counselor's countertransference had a direct influence on multicultural attitude with a partial mediating effect of counselor's self-reflection. Conclusions The results confirmed that the counselor's countertransference management had a direct influence on multicultural attitude with a partial mediating effect of self-reflection.

The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work

Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers’ multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher’s class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers’ multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.

Insights into Multicultural Competence of Early Childhood Teacher Candidates in Indonesian Islamic Higher Education

This study investigates multicultural attitudes among 168 ECE teacher candidates from four state Islamic universities in Indonesia, using a quantitative descriptive design and the Multicultural Attitudes Survey for Teachers. Results indicate a high average multicultural attitude score of 74.12, with candidates demonstrating confidence in managing multicultural classrooms and promoting cultural pride among children. However, their attitudes are primarily based on personal interactions rather than formal coursework. Interviews with 27 respondents further explore multicultural education practices during teaching practicum, revealing a need for improved collaboration with parents and greater emphasis on multicultural education in both teacher education and ECE curricula. Practical implications include integrating multicultural education into teacher education programs, fostering experiential learning for attitude development, and expanding multicultural education coverage in ECE curricula to enhance children's multicultural awareness.

Student multicultural attitudes and ethnocultural empathy in psychology classes.

Student multicultural attitudes and ethnocultural empathy in psychology classes.

SIKAP TERHADAP KEPELBAGAIAN BUDAYA DALAM KALANGAN GURU DAN BAKAL GURU

Malaysia is a country with ethnic and cultural diversity. Each race has its own ethnicity and culture. To understand cultural diversity in Malaysia, one of the ways is to have a multicultural attitude. Preservice teachers need to have a positive attitude to teach students from diverse ethnicities and cultures. In the context of education, multicultural attitude is necessary to see the desired qualities for the best teaching in the classroom and not bias against students from minority groups. Preservice teachers who have a positive attitude towards students' cultural diversity will influence their cultural competence.

Multiculturalism of Indonesia’s Multireligious Communities: The Portrayal of Multicultural Competence and its Contributing Factors

Multireligious communities need to acquire multicultural competence (MC) to help them deal with complex interactions taking place in the repertoire of religious and cultural differences. Hence, this explanatory mixed-method study sought to quantitatively measure the MC of Indonesia’s multireligious communities and to qualitatively explore the factors contributing to the formation of their MC. A quantitative survey with 30-item valid and reliable questionnaires was conducted to measure the MC of 577 respondents from a population of Indonesia’s multireligious communities by using a convenient sampling technique. A descriptive qualitative study was further executed to explore the contributing factors of MC by involving 20 participants recruited using a purposive sampling technique. The data were analysed using descriptive-quantitative and interactive-model techniques. The quantitative data revealed that the multireligious communities had a high level of MC (M=3.64) demonstrated by high levels of multicultural awareness, skills, and knowledge with a balanced composition. The qualitative data highlighted five factors shaping their MC. These factors entailed mutual respect, tolerance, internalization of multicultural attitudes, good communication, and interactions with cultural traditions. Further studies could use these factors to develop multicultural education programs or interventions.

초·중등 예비교원의 조망수용과 다문화행동의 관계

Objectives This study explored the mediating effects of prejudice and multicultural attitudes in the relationship between perspective-taking and multicultural behavior among pre-service teachers.
 Methods Two hundred and twenty-four pre-service teachers from single-Korean-ethnic background participated in the surveys assessing perspective-taking, prejudice, multicultural attitude, multicultural behavior, and demo-graphic characteristics.
 Results The results found that perspective-taking and multicultural attitude had a positive correlation with multi-cultural behavior. On the other hand, prejudice was negatively correlated with multicultural behavior. Also, preju-dice and multicultural attitudes showed a mediating effect in the relationship between perspective-taking and multicultural behavior. In the relationship between perspective-taking and multicultural behavior, the indirect ef-fect of prejudice was not found, but the indirect effect of multicultural attitude was significant. In addition, the path from perspective-taking to multicultural behavior by sequentially mediating prejudice and multicultural attitude was significant.
 Conclusions These results suggested that prejudice and multicultural attitudes may play an important role in the relationship between perspective-taking and multicultural behavior. Accordingly, this study discussed educa-tional intervention through perspective-taking to promote multicultural behavior of prospective teachers. Finally, limitations of the study and suggestions for future research were discussed.

SPIRITUAL BASE OF PESANTREN FOR BUILDING MULTICULTURAL AWARENESS IN INDONESIA CONTEXT

This study examines the spiritual base of Pesantren, which is essential in building multicultural awareness. In Indonesia, Pesantren is an Islamic religious education institution emphasizing spirituality's importance. Pesantren is also closely related to various social and religious aspects. This study aims to find a spiritual base and its utilization in building multicultural awareness. This research uses a phenomenological qualitative study with data collection through observation, interviews, and documentation. The research was conducted for 1.5 years, from 2018-2019. Observations were made for a week every month. Interviews were conducted with 16 informants at site A and 13 at site B. Data analysis used a constant comparative model. From the results of the study, there are several significant findings: 1) Kiai's view of the spirituality of Islamic boarding schools related to multiculturalism is based on the monotheism of humanity; 2) Pesantrens have spiritual capital that comes from Sufistic teachings (Sufism) and interacts spirally with multiculturalism; 3) multicultural values are born from spiritual values that are grown and summarised in three categories of values, namely fundamental values, personal values , and social values; and 4) spiritual-multicultural interactions that continue to make students more multicultural competent. Multicultural awareness built through intense spirituality can birth "selfless multiculturalism"; an authentic multicultural attitude.

교사의 비판적 의식 척도 개발 및 타당화

The purpose of this study was to develop and validate a scale measuring teachers' critical consciousness, aimed at analyzing inequitable political and social conditions in Korean society. Specifically, the scale targets three domains: gender, race, and class. Two studies were conducted. In Study 1, a preliminary questionnaire was created, drawing upon previous research and international scales, and focusing on the domains of gender, race, and class. This process led to the development of a 68-item questionnaire, refined through the input of nine experts and administered to 205 K-12 teachers. Exploratory factor analysis yielded three factors and 20 items. Study 2 involved confirmatory factor analysis with a different sample of 228 K-12 teachers, revealing a bifactor model. This model comprised a general factor of critical consciousness and a three-factor structure representing gender, race, and class. Further validation of the teachers' critical consciousness scale was achieved by examining concurrent, convergent, and discriminant validities. This was done through correlations with measures of critical consciousness, multicultural attitudes, multicultural education competency, classism, sexism, belief in a just world, and social desirability. Based on these findings, the researchers discussed implications, suggested uses for the scale, and proposed directions for future research in this area.

Islamic Religious Education Curriculum with a Multicultural Insight in Elementary Schools

The Islamic Religious Education (PAI) Curriculum with a Multicultural Insight is a brilliant idea to be realized in determining the direction of the Islamic Religious learning process at both the Elementary School (SD) and/or Madrasah Ibtidaiyah (MI) levels considering that Indonesia has a rich culture, ethnicity, language and so on, especially the participants Elementary school and Madrasah Ibtidaiyah students are the ideal first generation to start implementing the internalization of multicultural values. PAI learning with a multicultural perspective itself prioritizes the internalization and implementation of multicultural values ​​into Islamic Religious Education learning in schools and Islamic Religious learning in madrasas. This research utilized qualitative research library research, and the results of this research were obtained, 1) Learning Islamic Religious Education at the elementary school level is very important to be implemented with the process of internalizing multicultural values, and 2) Furthermore, for this multicultural insight a curriculum is needed The appropriate one is the Islamic Religious Curriculum (PAI) with a multicultural perspective, where in practice the preparation and adjustment of the curriculum is then implemented in learning which can measurably have implications for students who at least have a multicultural attitude, namely an attitude of respecting and appreciating differences.

Multicultural Classroom Management of Students in Elementary Schools

This research aims to determine how teachers manage classes in elementary schools in multicultural educational settings. Elementary school teachers must design a learning process that integrates multicultural education so that teachers contribute positively to fostering students' nationalism and multicultural attitudes from an early age. The introduction of multiculturalism aims to shape the character of a country's children who can accept, understand, and respect all people of different races, personalities, social, ethnic, customs, and religions. Efforts to learn multicultural education in elementary schools must be carried out as a means of training and awareness for the younger generation so that they can accept and appreciate all multicultural differences. The research approach used is qualitative by conducting a literature review. The data analysis technique of this research is descriptive qualitative using the content analysis method. The results of this study are that multicultural education in elementary schools is systemic and holistic and needs to be developed based on national culture and character. The strategies teachers use in managing multicultural classrooms are an important part of realizing the lofty ideals of building the next generation who have the traits and characteristics of respecting, tolerating, and being fair to others regardless of their social background, ethnicity, religion, race, and class.

Factors influencing multicultural acceptance of Korean nursing students

BackgroundSouth Korea has already become a multicultural society due to immigration, marriage, and employment of foreigners, and the use of medical institutions by foreigners is increasing. In order to establish a therapeutic rapport relationship with foreigners, it is necessary to study multicultural acceptance. This study aimed to examine and identify the factors influencing the degree of multicultural acceptance of Korean nursing students.MethodsThis study used a cross-sectional descriptive design. Study participants included 147 nursing students at University in Seoul or Gyeonggi-do, South Korea. Data included demographics, multicultural acceptance, cultural empathy, and multicultural attitude. Data were collected from March to June 2021. Data was analyzed using linear regression model in SPSS PC + version 23.0 statistical software program.ResultsThe adjusted R-squared representing the explanatory power of the model was 72.5%. The strongest predictor was cultural empathy (β = 0.55, P < 0.001), followed by multicultural attitude (β = 0.26, P = 0.001), residential area where they lived for the past 5 years (β = 0.19, P = 0.001), accessibility to multicultural internet and media (β = 0.17, P = 0.003), whether they have foreign friends (β = 0.16, P = 0.003), and multicultural education experience (β = 0.02, P = 0.002).ConclusionThis study suggests that to improve the degree of multicultural acceptance of Korean nursing students, their cultural empathy and multicultural attitude should be strengthened. Nurses need to pay attention the influencing factors to improve the multicultural acceptance of Korean nursing students.

대학 글로벌 서비스-러닝에서 협력적 학습코칭 사례

The purpose of this case study was to derive implications for the application of collaborative learning coaching in university Global Service-Learning(GS-L). Data were collected through self-evaluation surveys before and after class, and post-class reflection reports. They are analyzed through paired-sample t-tests and categorization focused on important events. The results are as follows. First, all factors of global community consciousness, multinational consciousness, and civic consciousness were found increased after GS-L activities, and civic consciousness increased statistically significantly. Second, all factors including understanding cultural differences, acceptance of cultural differences, and intention to participate in multi-cultural attitudes increased after the GS-L activity, and intention to participate was found increased statistically significantly. Third, the positive effects of the collaborative learning coaching were found in expanding understanding on other cultures, and increasing interest in global issues as well as participation in problem solving. Difficulties were found in reaching consensus and cooperation among stakeholders participating in GS-L, forming a team that takes into account dynamics within the group, and demonstrating effective leadership. This study is significant in that it proposes an instructor's collaborative learning coaching strategy as an effective teaching method for GS-L. The results of this study are expected to be used as evidence for the implementation of collaborative learning coaching by instructors as an effective learner-centered teaching method in university GS-L activities.

Internalization of Islamic Boarding School Life Values in Forming Multicultural Attitudes of Santri

Islamic boarding school life, with its culture and learning system, is an educational institution that is unique and different from other institutions. In the context of character education, Islamic boarding schools have an essential role in shaping the attitudes and behaviour of students. The reality of the pluralistic Indonesian nation requires students who can behave multiculturally in society. Meanwhile, Islamic boarding schools, with their deep-rooted values and learning systems, can contribute to forming students' multicultural attitudes. In this study, we discuss Islamic boarding schools' values that play a role in developing the students' multicultural attitudes. These values are the values of honesty, democracy, tolerance, equality, love of the country and respect for cultural diversity. These values form the multicultural attitudes of students by integrating these values into the learning and life of Islamic boarding schools. In the end, values integrated into students' social and education spheres can form a multicultural attitude of students by being tolerant, open, and appreciative of differences and can become role models for students with a multicultural attitude

EFL Teachers’ Perceptions Towards Multicultural Classrooms: The Role of Intercultural Sensitivity in Developing Intercultural Communicative Competence

Individuals are increasingly exposed to diverse cultures in their work, education, and social life. In multicultural classrooms, intercultural sensitivity (IS) and inter cultural communicative competence (ICC) are relevant concepts that allow for an understanding of teachers’ perceptions as they interact with learners from other cultures. However, English as a Foreign Language (EFL) research has not thoroughly addressed the implications of teachers’ attitudes and contextual phenomena in the process of promoting interaction and integration in a multicultural setting. Therefore, the main goals of this mixed-methods study were to explore the relationship between the attitudes of 61 EFL Chilean teachers towards the multicultural EFL classroom and their intercultural sensitivity perceptions, as well as assess how their intercultural sensitivity influenced their perceived ICC in that setting. The teachers completed the Teacher Multicultural Attitude Survey (TMAS) and the intercultural sensitivity scale (ISS), which was followed by semi-structured interviews with eight teachers. Results revealed high levels of multicultural awareness and intercultural sensitivity displayed by the teachers, but qualitative findings suggested that even though teachers may display high awareness and empathy towards cultural diversity, they may not know how to tackle ICC in the classroom and lack a principled approach to effectively communicate with learners from other cultures. Pedagogical implications in the EFL classroom are also discussed.

Embracing Multicultural Education: How Preservice Mathematics Teachers’ Attitudes Towards Multicultural Pedagogies Differ From Their Non-Mathematics Peers

&lt;p style="text-align: justify;"&gt;Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.&lt;/p&gt;