Multicultural Attitudes Research Articles

Multicultural awareness and foreign language learning among Chinese college students: a one-year longitudinal investigation

ABSTRACT The study explored the longitudinal relationship between multicultural awareness and language development among collegiate English as a foreign language (EFL) students. Sixty-five first-year college students participated in the study. Drawing on the Multicultural Awareness-Knowledge-Skills Survey (MAKSS) [D’Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling & Development, 70(1), 143–150; Perkins, R. M. (2012). The multicultural awareness, knowledge, skills and attitudes of prospective teachers: A quantitative and heuristic phenomenological study (Unpublished doctoral dissertation). University of Missouri, Kansas City] and a series of proficiency measurements (vocabulary, reading and writing abilities), the study found that the participating EFL students generally had positive attitudes toward multicultural differences, however they did not seem to be confident about dealing with multicultural situations in real life. More important, the results showed that multicultural awareness measurements did not contribute to foreign language skills within a short period of time while the contribution was substantial over one academic year. Discussion and implications centred on the uniqueness of language development in the foreign language context and the indirect utilities of multicultural awareness in second or foreign language development.

Instructional Design and Strategies for Multicultural Education: A Qualitative Case Study

With more people moving abroad for education and work, many countries are becoming multicultural in population. Hence, developing multicultural attitudes is becoming imperative to prevent negative thoughts and feelings toward minorities that may translate into discriminatory behaviors toward them. One way to ensure this is through multicultural education. The aim of multicultural education is to ensure that students from diverse racial, ethnic, and social-class groups will experience educational equality. This qualitative case study analyzes the course design and instructional strategies implemented by a professor in a multicultural education course offered in a U.S. university. We have examined how the professor taught about multicultural education, ensured educational equality in her class, and also successfully produced multicultural attitudes among her students.

아동과 청소년의 다문화 태도 관련변인 메타분석

본 연구는 아동과 청소년의 다문화 태도와 관련변인 간의 관계를 알아보고자 메타분석을 하였다. 생태학적 접근으로 관련변인을 범주화한 후 개인적 변인, 미시체계 및 외체계 변인 각각의 효과크기를 산출하고 이를 비교하였다. 국내외에서 발표된 105편의 논문을 분석한 결과 56개 변인, 732개의 효과크기가 산출되었다. 각 변인을 체계별로 분류한 결과 개인적 변인(30개), 미시체계 변인(23개), 외체계 변인(3개)으로 구분되었고 중간체계 및 거시체계 변인에 관한 연구는 없었다. 개인적 변인 중 사회지배지향성의 효과크기가 가장 컸다. 개인적 변인 중 큰 효과크기의 변인은 없었으나 공감과 배려, 집단 간 불안, 위협인식, 편견, 자아존중감, 자민족중심주의 등이 중간 효과크기로 나타났고 학업성취 등은 작은 효과크기였다. 미시체계 변인에서 중요 타인의 다문화 태도의 효과크기가 가장 컸고, 중요 타인의 다문화 태도와 다문화 교육은 큰 효과크기였다. 부모의 편견, 학급의 다문화 통합적 분위기, 또래관계, 부모의 양육 등은 중간 효과크기였고 교내/급내 이주민 학생 수와 가정의 사회경제적 지위는 작은 효과크기였다. 외체계 변인에서는 다문화 미디어 경험의 효과크기가 가장 컸다. 다문화 미디어 경험과 지역사회인식은 중간 효과크기였고 지역사회 내 이주민 수는 작은 효과크기로 나타났다. 본 연구의 결과로 아동과 청소년의 다문화 태도와 관련된 변인의 상대적 중요도를 이해할 수 있다. 본 연구는 아동과 청소년의 다문화 태도를 향상하는 개입방안을 개발하는데 기초 자료로 활용될 수 있다.

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

The current study examined the relationship between teachers' prejudice reduction practices, focusing on dialogue about issues around diversity, and their students' engagement. We additionally investigated the potential moderation of this relationship by teachers' explicit multicultural attitudes and implicit attitudes towards ethnic minorities. Our multilevel models using 35 primary school teachers and 711 students showed that for teachers who reported above-average multicultural attitudes, prejudice reduction was positively associated with student engagement. Our results suggest that these teachers might not only promote multiculturalism as an abstract ideal, but they actually “walk the talk” and hence can improve educational lives of their students.

The effect of pre-service early childhood teachers’ multicultural attitude and multicultural efficacy on multicultural acceptance: Multi-group analysis according to taking a multicultural education

본 연구의 목적은 예비유아교사의 다문화 태도와 다문화 효능감이 다문화 수용성에 미치는 영향에서 다문화 교육 유무에 따라 다집단으로 분석하는 것이다 이를 위해 수도권 및 비수도권 유아교육과와 보육과에 재학 중인 명을 대상으로 분석하여 집중타당성과 동일성을 확인하였으며 변인간의 관계는 구조방정식으로 분석하였고 방법으로 매개효과를 검증한 후 다집단 분석을 실시하였다 연구결과 첫째 예비유아교사의 다문화 태도는 다문화 효능감과 다문화 수용성에 직접적으로 영향을 주며 다문화 효능감을 매개로 다문화 수용성에 간접적으로 영향을 주는 것으로 나타났다 둘째 다문화 교육 유무에 따라 다집단 분석 결과 다문화 교육을 받은 예비유아교사는 그렇지 않은 예비유아교사에 비해 다문화 효능감이 다문화 수용성에 미치는 영향이 더 큰 것으로 나타났다 이러한 연구결과를 바탕으로 다문화 교육의 내실화를 기하기 위한 함의점을 도출하였고 다문화 정책 수립 시 필요한 정보를 제공할 수있다는 점에 의의를 갖는다

The Effect of Diversity Experiences and Structural Diversity on Multicultural Attitude of College Students

The Effect of Diversity Experiences and Structural Diversity on Multicultural Attitude of College Students

The Role of Multicultural Education towards the Strengthening of Bhinneka Tunggal Ika (Case Study University of Muhammadiyah Metro)

<p>The religious conflicts seem to correlate strongly with factors of non religion. Religion is usually a factor triggering the riots that preceded the conflict with economics, such as snatching parking lots, the area, and other factors. In other words, a small conflict often happens to be a huge deal. Multicultural education is education which notes the skill and knowledge base for the citizens of the world, it is important for students, penetrating all aspects of the education system, develop the attitudes, knowledge, and skills that enable students working for social justice. Process when a teacher and students together learn the importance of cultural variables for academic success as well as implement science education provides a critical attention to the social sciences and to help students to develop skills. Multicultural education is very important to minimize and prevent the occurrence of conflicts in some regions. Through education-based, multicultural attitudes and mindsets (the thinking) students will be more open to understand and appreciate diversity. In addition, the multicultural education are also useful for establishing ethnic diversity, race, religion, and culture (promoting diversity values). A key aspect in implementing multicultural education in schools is the absence of a policy that inhibits tolerance, including the absence of affront to race, ethnicity, and gender, cultivate sensitivity to against cultural differences.</p>

Relationships between Early Childhood Teachers’ Multicultural Attitudes and Multicultural Children’s Social Competence: Mediating Roles of Teacher-Child Relationships

Relationships between Early Childhood Teachers’ Multicultural Attitudes and Multicultural Children’s Social Competence: Mediating Roles of Teacher-Child Relationships

Formação docente e práticas pedagógicas multiculturais críticas

O trabalho objetiva compreender como se constituiu a formação docente de professoras da educação básica estadunidense para o desenvolvimento de posturas e práticas multiculturais no ambiente escolar. Com abordagem qualitativa, do tipo estudo de caso, mediante entrevista individual semiestruturada, a investigação foi realizada com três professoras da educação básica e uma docente universitária que atuam na perspectiva de educação multicultural crítica na cidade de Nova Iorque. A análise das narrativas demonstra que as histórias de vida das professoras foram marcadas por vivências em situações de conflito social e experiências de exclusão cultural e educacional, especialmente, em relação à diversidade étnico-racial. Essasvivências foram determinantespara abusca da formação e atuação profissional docente dentro de uma concepção de educação multicultural. A formação nessa perspectiva se mostrou relevante para a adoção de práticas educativas inclusivas, no entanto foram as experiências de exclusão que motivaram o compromisso das professoras com a educação multicultural crítica.

Perceived Threat, Contact and Attitudes Towards the Integration of Immigrants. Evidence from Luxembourg.

This paper examines the relation between immigration-related threat perceptions and the attitudes towards the integration (i.e. assimilation and multiculturalism) of immigrants by natives. Additionally it explores how that relationship interplays with intense contact with foreigners. The analysis is performed on a sample of natives in Luxembourg – the country with the highest proportion of immigrants in Europe. The European Value Study from 2008 for Luxembourg and Structural Equation Modeling (SEM) is used to conduct the analyses. The outcomes of our analyses reveal that feelings of threat are associated with less support for multicultural attitudes, whereas the opposite can be found with respect to support for assimilation attitudes. Furthermore, it was found that more intense contact with immigrant friends is negatively correlated with threat perceptions and support for assimilation and positively correlated with support for multicultural attitudes. Lastly, more contact with immigrants is also directly related to integration preferences.

Critical multicultural education and preservice teachers’ multicultural attitudes

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

청소년의 다문화 행동과 다문화 인식, 다문화 태도 및 다문화 행동의도 간의 구조적 관계

청소년의 다문화 행동과 다문화 인식, 다문화 태도 및 다문화 행동의도 간의 구조적 관계

The Effects of a Multicultural Education Program in the Family Life Area of Practical Arts Education on Multicultural Attitude of Elementary School Students

The Effects of a Multicultural Education Program in the Family Life Area of Practical Arts Education on Multicultural Attitude of Elementary School Students

임상간호사의 다문화태도, 문화적역량과 영향요인

임상간호사의 다문화태도, 문화적역량과 영향요인

The Attitudes of Teachers towards Multicultural Education

<p style="text-align:justify">The purpose of this study is to determine the teachers' attitudes toward multicultural education. This is a survey study and the participants of the study were 248 teachers who are teaching Turkish to the Syrian immigrants in Sanliurfa. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes do not differ in a statistically significant way according to their gender, mother tongue, and professional seniority. Literature teachers were found to have more positive attitudes than class teachers. Based on the findings, it can be suggested that more research is needed on how to develop, alter teaching methods and programs according to multicultural education and why teachers of certain subjects have a more positive attitude towards multicultural education. Also, studies that investigate if teachers’ attitudes towards multicultural education affect students’ academic achievement, social adaptation processes and so on may provide useful information. The participation of teachers in cultural exchange programs, formal education, courses may be useful to raise their awareness and competency on multicultural education.</p>

Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

ABSTRACTThere is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers’ multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.

다문화 청소년의 차별경험, 스트레스, 자아존중감의 잠재프로파일 분류 및 영향요인 검증

This study aimed to identify latent profiles of discrimination experience, stress, and self-esteem among multicultural Korean adolescents and to test the effects of bicultural identity, family ethnic socialization, multicultural attitudes of teachers, and the multicultural climate of schools on latent profile membership. We used the data from the Multicultural Adolescent Adjustment Panel (2017). The sample consisted of 358 Korea-born multicultural adolescents (aged 12-13) living with Korean fathers and immigrant mothers. Latent profile analyses on discrimination experience, stress, and self-esteem identified four profiles: maladaptive, vulnerable, adaptive, and resilient. Logistic regression showed that multicultural adolescents with a high level of family ethnic socialization and positive multicultural attitudes of teachers were more likely to be included in the adaptive group (versus maladaptive group), and multicultural adolescents with a positive multicultural climate of one’s school were more likely to be included in the resilient group (versus vulnerable group). Results demonstrated the usefulness of the person-oriented perspective, suggesting that there may be heterogeneous groups within multicultural adolescents. This study also provided practical implications for multicultural adolescents by identifying the protective role of the school’s positive multicultural climate in a positive psychological adjustment in the context of high discrimination.

The Influence of Multicutural Education Program, Using Classroom Plays on the Multicultral Attitudes in Elementary School Students

본 연구는 교실놀이를 활용한 다문화교육프로그램이 초등학생의 다문화 태도에 미치는 영향을 검증하기 위한 것으로, 교실놀이를 활용한 다문화교육프로그램을 구안하여 2017년 3월 22일부터 2017년 6월 15일까지 초등학생 3학년 23명에게 적용하였다. 양적분석을 위해서는 프로그램 시행 전·후 다문화 태도에 대한 설문조사를 하였고, 질적 자료 분석을 위해서는 실험 집단 학생들의 행동 관찰 및 인터뷰를 실시하였다. 연구 결과는 교실놀이를 활용한 다문화교육프로그램을 실시한 실험집단의 전체 다문화 태도와 다문화 태도의 정의적 요소와 행동적 요소가 p<0.05수준에서 유의미한 차이를 보였다. 학생들의 행동 관찰, 인터뷰 자료를 분석한 결과 학생들의 다문화 태도와 인식, 다문화에 대한 실천의지가 향상되었으며, 일부였지만 다문화학생의 경우에도 문화에 대한 자부심과 자존감이 높아지고 일반학생과의 또래 관계가 돈독해졌음을 확인할 수 있었다. 이를 통해 교실놀이를 활용한 다문화교육프로그램이 실험집단의 다문화 태도 향상에 효과가 있었음을 알 수 있었다. 본 연구를 바탕으로 제언을 하면 초등학생들의 다문화 태도 향상을 위하여 학년별 수준에 맞는 프로그램을 개발할 필요가 있으며, 일반학생뿐만 아니라 다문화학생을 대상으로 하는 후속 연구가 이루어졌으면 한다.The purpose of this study is to examine the effect of multicutual education programs by using classroom plays on elementary school students’ multicultural attitudes. To this multicultural education program, using classroom play was developed and conducted a multicultural education program for 23 elementary school students. The comparison group was trained according to the classroom curriculum. After the program, we analyzed the data through post-tests on multicultural attitudes, observation of students behavior, and interviews with students. The results showed that multicultural programs using classroom play improved students’ multicultural attitude of those in the experimental group. Results from behavior observation and interviews indicated that students perception of multiculturalism, attitudes and willingness to practice were improved; cultural pride and self-esteem of multicultural students also increased. Further studies on the use of classroom plays to improve the multicultural attitude of elementary school students should be conducted to share insights into this aspect.

BUDAYA SEKOLAH ISLAM MULTIKULTURAL DAN PERILAKU KEBERAGAMAAN SISWA DI SD ISLAM AL-IKHLAS CILANDAK JAKARTA SELATAN

This study aims to determine the contents of multicultural schools with the religious behavior of students at SD Islam Al-Ikhlas Cilandak, South Jakarta. Data processing methods are performed using statistics to obtain data, research variables and values ​​that include data on scores, medians, modes, standard deviations, and frequency distributions. Then for the purposes of the research hypothesis are inferential statistics with simple and regression techniques. From the research conducted, it can be concluded that: First, there is a positive and significant relationship between school culture and religious behavior, as evidenced by the assets of secret coefficient (ry1) of 0.962. Second, there is a positive and significant relationship between multicultural attitudes and student religious behavior, as evidenced by the assets of secret coefficient (ry1) of 0.969. Third, there is a positive and significant relationship between school culture and multicultural attitudes together with religious behavior, as evidenced by money (ry12) of 0.973 and the Fcount test of significance of 1099,684.&#x0D; Keywords. School Culture, Multicultural, Religious Sciences

Mediating Effect of Teaching Ethics between Multicultural Stereotypes and Attitude Toward Multicultural Education of Pre-Service Early Childhood Teachers

Mediating Effect of Teaching Ethics between Multicultural Stereotypes and Attitude Toward Multicultural Education of Pre-Service Early Childhood Teachers