Multicultural Awareness Research Articles

Implementation of Early Language, Literacy and Numeracy (ELLN) Program: Through the Lens of the Supervisors

The qualitative – case study aimed to unveil the supportive leadership practices of supervisors in the implementation of Early Language, Literacy, and Numeracy (ELLN) in terms of fostering learner-centered pedagogical practices; providing conducive learning environment; ensuring a balanced curriculum; capacity building; fostering multi-cultural awareness; and building connections, anchored on DepEd vision, mission and core values. There were five (5) supervisors who participated in the study. Of the five (5), three (3) were Education Program Supervisors and two (2) were Public Schools District Supervisors. As to the supportive leadership of supervisors in terms of fostering learner-centered pedagogical practices, four (4) themes emerged: advocating developmentally appropriate techniques; conducting trainings; doing monitoring and evaluation; and encouraging coaching and mentoring. As to providing conducive learning environment, two (2) themes emerged: providing instructional materials; and ensuring an enabling environment. In terms of ensuring a balanced curriculum, two (2) themes emerged: adhering to standards; and contextualizing the curriculum. As to capacity building, one (1) theme emerged, which was conducting professional development activities. In terms of fostering multi-cultural awareness, one (1) theme emerged, which was promoting inclusive education. In terms of building connections, one (1) theme emerged, which was advocating stakeholder engagement. The DepEd vision, mission and core values served as guide to the supervisors.

Comparing Students’ Multicultural Awareness Development in Online vs. Face-to-Face Diversity Courses Before, During, and After COVID-19

Creating a global workforce is a driving need for our time. Higher education institutions are prioritizing helping students develop an awareness of their own and other cultures, as they are expected to participate in a diverse workforce. This study examines a large data set of learning assessment data for undergraduate students from an agriculture course focused on diversity and social justice, using the Beliefs, Events and Values Inventory (BEVI) instrument to assess the multicultural awareness development of the students. The study compared the impact of the medium of instruction (face-to-face versus online) in helping students develop multicultural awareness. The results revealed that students did not differ much in multicultural awareness across the medium of instruction. Moreover, to understand the multicultural awareness of the students in the pre-COVID period, during COVID and in the post-COVID period, the pre-test BEVI scores of the students were compared using ANOVA. The goal of this analysis was to capture the change in worldview of the students from the pre-COVID period to during COVID and post-COVID periods. The results revealed that pre-test BEVI scores for the pre-COVID period showed a lower degree of multicultural awareness than students during the COVID and post-COVID times. Also, there was no significant difference in the pre-test BEVI scores for the students in the COVID and post-COVID periods. Overall, the study makes important contributions to higher education literature as it reveals that (1) medium has negligible impact on the multicultural awareness of the students, and that (2) student worldviews have shifted significantly since the height of the global pandemic.

Structure and Longitudinal Invariance of the Multicultural Awareness, Knowledge, and Skills Survey – Counselor Edition – Revised

Objective Determine the structure of the Multicultural Awareness, Knowledge, and Skills Survey-Counselor Edition-Revised (MAKSS-CE-R) and whether it is invariant across groups and over time. Method We used structural equation modeling and data from counseling students (n = 147) as well as students in an interprofessional Screening, Brief Intervention, and Referral to Treatment training (n = 248). Results MAKSS-CE-R responses reflected six factors, suggesting neither three nor a single score sufficiently summarize them. Strong partial invariance held between groups as did strict longitudinal invariance. Synchronous and longitudinal correlations, as well as temporal factor mean changes, further suggest one or a few scores may be insufficient and raise questions about the validity of the awareness subscale. Conclusions Research should further evaluate measures of multicultural counseling competence (MCC) and explore whether the use of too few scores can explain why therapist rated MCC has been uncorrelated with client outcomes. Significance Measures of MCC are key in preparing counselors and other helping professionals to serve diverse clients. Our results suggest too few scores are used to summarize responses to a popular MCC measure, thereby informing future research and providing a potential explanation of the lack of correlation between MCC and client outcomes.

OPTIMIZING MATHEMATICS LEARNING IN FIFTH GRADES: THE CRITICAL ROLE OF EVALUATION IN IMPROVING STUDENT ACHIEVEMENT AND CHARACTER

The aim of this research is to describe the role of learning evaluation in fifth grade elementary school mathematics subjects. This research was conducted on Fifth-Grades students of UPT SD Negeri 060809 Medan Kota. The research method used in this research is descriptive qualitative. The subjects in this research are Fifth-Grades students and Fifth-Grades teachers and the objects in this research are the results of interviews and observations. Data collection techniques in this research are interviews with students and teachers, conducting classroom observations, analyzing supporting documents and literature studies. The data analysis technique used in this research is content analysis. The research results show that evaluation of mathematics learning in Fifth Grades of SD Negeri 060809 Medan Kota has an important role in measuring learning achievement, providing feedback, identifying weaknesses and strengths, and directing learning improvements. The evaluation instruments used include oral tests, assignments and portfolios. Apart from that, evaluation also aims to measure academic achievement and character, foster multicultural awareness, and encourage the application of values in real contexts. Furthermore, evaluation also plays a role in developing student learning competencies by measuring student progress, identifying their learning needs, and planning appropriate interventions. It also involves providing constructive feedback, developing metacognitive skills, and encouraging reflection and continuous improvement for students.

What are the languages in my school? Pre-service teachers’ decisions when designing ideal schools in the Basque context

ABSTRACT This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students’ home languages and the language policies they would establish in their ideal schools. For that purpose, pre-service teachers’ (N = 56) written reflective tasks were analyzed through thematic analysis. Findings show that these future teachers would ideally design Basque immersion schools, with an increase of English-medium class hours, and would include mainly hegemonic majority languages such as German and French as optional foreign languages. Students overall show multicultural awareness and would include students’ home languages in their schools, although the ways to do so are rather superficial. Concerning language policy, students show divergent views on the use of L1 or the exclusive use of the target language in language learning.

Women in Conflict Communication Perspective (Case Study of the Role of Women in Maintaining Harmony in Manado)

Cultural diversity in Indonesia is analogous to a double-edged sword. On the one hand, it can be seen as a source of strength, but on the other hand, it can be seen as a weakness. In April 2022, SETARA Institut, a non-governmental organization for democracy and peace, announced 10 cities in Indonesia that were rated as having the highest level of tolerance, one of which was Manado. Minahasa society adheres to the Sitou Timou Tumou Tou philosophy. In this philosophy there is openness, mutual respect, mutual assistance and assistance. Multicultural societies have a tendency towards conflict. In this case, women activists in Manado play a role in establishing harmonization. The research aims to discover the role of women in maintaining harmony in Manado, as well as the conflict communication used to prevent conflict. This research uses a descriptive qualitative approach with a case study method. The object of this research is the role of Manado women in maintaining harmony and conflict management. The subject of Manado women's activists. This research uses several data collection methods, including interviews, observation, literature study and online data tracing. The research results show that women activists actively carry out interfaith or interfaith dialogue with various social organizations, especially Islamic organizations. Women activists also took the initiative to establish the Peace Love Movement which seeks to build dialogue and make dialogue a part of their lifestyle. In order to build public awareness of multiculturalism, every Human Rights Day, namely December 10, the Love and Peace Movement holds a Diversity Festival.

EXPLORING PEER COUNSELORS’ MULTICULTURAL UNDERSTANDING: ASSESSING THE URGENCY OF MULTICULTURAL COUNSELING IN ISLAMIC UNIVERSITIES

Effective peer counseling needs to have good cultural competence to ensure effective communication with the counselee. Cultural competence is increasingly important in higher education institutions as campuses are places where students from diverse backgrounds gather. Unfortunately, research exploring the perspectives of peer counselors in Islamic universities still needs further exploration. This study aims to bridge this gap by exploring the perspectives of prospective peer counselors regarding their multicultural understanding. Using a cross-sectional survey design, this research explores the perspectives of thirty-four prospective peer counselors in an Islamic university in Banjarmasin, South Kalimantan. The instrument used is a cultural awareness questionnaire developed based on multicultural awareness theory and cognitive stage development theory. The results indicate that the level of multicultural awareness among Islamic university students still needs improvement, as participants expressed agreement with 82% of items related to duality, indicating that they have a limited view of other cultures and their perspectives on other cultures are still influenced by the perspectives of others. This study then offers several implications to enhance their multicultural awareness to prepare them to become competent peer counselors.

REALIZATION OF PANCASILA STUDENT PROFILE AT SMA NEGERI 2 AMBON AND ITS IMPACT ON STUDENTS' NATIONAL IDENTITY IN 21ST CENTURY EDUCATION

This research aims to describe the embodiment of the Pancasila student profile at SMA Negeri 2 Ambon in the context of 21st century education, as well as describe the impact of the Pancasila student profile on the national identity of students at SMA Negeri 2 Ambon in the educational era of the 21st century. The research method used in this research is a qualitative method. This method involves collecting descriptive and interpretive data, such as observation, interviews, and document analysis. The research results show that the profile of Pancasila students at SMA Negeri 2 Ambon reflects the school's commitment to producing individuals who are not only academically intelligent, but also have high national awareness, relevant 21st century skills, and a passion to contribute to building a better society. Good. The positive impact seen in students' national identity, such as strengthening national identity, forming a strong nationalist character, increasing multicultural awareness, readiness to face global challenges, and forming quality future leaders, shows that the implementation of Pancasila values has great relevance in responding to the demands of 21st century education. This research provides an important contribution to our understanding of the manifestation of the Pancasila student profile at SMA Negeri 2 Ambon and its impact on the national identity of students in 21st century education. The findings from this research can be a basis for developing more effective educational strategies and policies in the future, as well as providing inspiration for other schools in strengthening the realization of the Pancasila student profile at SMA Negeri 2 Ambon and its impact on the national identity of students in 20th century education. -21.

Lessons from a Black Swan: professionals in local co-production prior to and during Covid-19

PurposeThis study examines co-production during the Covid-19 crisis, characterized as a Black Swan event, with a specific emphasis on local professionals’ preparedness and response.Design/methodology/approachA qualitative approach combining deductive and inductive approaches was employed to gather data from professional coordinators of co-production processes in Israeli local governments. The study utilizes professionalism theory as a framework to examine such key elements as professional knowledge, autonomy, status and legitimacy. Additionally, open coding is used to investigate emerging themes.FindingsThe findings reveal that, despite preventive efforts by the central government, local professionals were unprepared to address the crisis. Traditional top-down approaches failed during the crisis, emphasizing the need for peer learning and collaboration among various stakeholders. Professionals' de facto autonomy, driven by quick decision-making and creative problem-solving, elevated their legitimacy and status. Inter- and intra-organizational collaboration was essential to maintain performance through co-producing public services. Finally, multicultural awareness proved vital; neglecting this may have severe consequences in routine times but especially during crises.Research limitations/implicationsUsing qualitative research, this study emphasizes the importance of understanding context in interpreting thoughts and actions. However, our approach has limitations. We collected data at a single point in time, which may not capture changes over time. Additionally, we relied on self-reporting from 19 public professionals in local municipalities, each managing the coproduction-based center within the respective municipality. However, this setup, where a single coordinator represents the entire co-production function of the municipality, has its limitations as only one voice is heard.Practical implicationsBy shedding light on the multifaceted aspects of co-production, policymakers and professionals could learn about such substantial factors as professionals’ autonomy, inter-organizational collaborations and sensitivity to cultural nuances, which should be established first and foremost in routine times to prepare for crisis. In our case study, governmental preventive measures were inapplicable to crises, and experience of prior crises did not necessarily bestow an ability to prepare accordingly. This is where the role of the street-level professionals becomes significant: these are the actors who experience the crisis on the ground and may provide a quick and effective response. Their ability to take the reins, to be innovative and to generate knowledge while exerting their own professional consideration, proved extremely important.Originality/valueThis research contributes to our understanding of public service professionals’ effective leveraging of the contributions of co-producers in times of crisis. It shifts focus from top-down policy preparedness and implementation to the development of appropriate organizational structures and active and routine stakeholder engagement, thereby enhancing preparedness for crises.

"The things I see from here, you don’t see from there": Promoting multicultural awareness in a diverse society by intercultural encounters in two museum spaces

Encounters with artworks in museum spaces are interactive processes that interweave physical, personal, and sociocultural contexts. This qualitative case study addresses an additional context – a multicultural one – in examining the impact of two contemporary art museum spaces associated with different cultures on the emerging awareness of multiculturalism in intercultural encounters. The study examines a “Multicultural Museum Dialogue” course attended by Palestinian-Arab and Jewish-Israeli undergraduate students of art and art education in college in Israel. Trained in co-teaching bilingual instruction, the college students led Palestinian-Arab and Isreli-Jewish high school youth in artwork encounters at the Herzliya Museum of Contemporary Art (Jewish-Israeli majority culture) and the Umm al-Fahm Art Gallery (Palestinian-Arab minority culture). Analysis of twelve semi-structured interviews with students of both groups indicated that both characterized the museum space as fertile ground for intercultural encounters and diverse interpretive discourse that raised multicultural awareness as well as a universal human perspective. This effect was most powerful at the Umm al-Fahm Art Gallery, visited second. Nevertheless, additional training appears needed to further expand students’ multicultural awareness. Following Banks' (2009) and Chin’s (2013) five dimensions of multicultural education and art education, this research suggests a sixth – learning in diverse cultural spaces. To enhance cultural awareness, we recommend developing multicultural educational curricula that include joint active learning in cross-cultural spaces (e.g., art museums), focusing on physical egalitarian encounters and interpersonal and intergroup dynamics that consider power relations.

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.

초등교사의 다문화 인식 및 수용 태도의 실체적 의미에 관한 질적연구

This study explored the substantive meaning of elementary school teachers’ multicultural awareness and acceptance attitudes. To this end, this study began two researchers’ self-report statements. Then, research questions were formulated and multicultural awareness was divided into uncanny, prejudice, discrimination, and hatred. In addition, the researcher conducted in-depth interviews with eight elementary school teachers to collect and analyze relevant data. As a result of the study, it was found that elementary school teachers teach multicultural students and that their self-perception changes as teachers. In this process, elementary school teachers build relationships with multicultural students by going through the pre-meeting stage, the meeting stage, and the post-meeting stage. From this, the elementary teachers reflected on their existing selves. They understand that their self changed from an initial integrated perception to a separate perception, and they experienced the strengthening of their Persona as a teacher. The findings of the study reveal the empirical implications of what elementary teachers experience in multicultural awareness and acceptance and how they are guided in this process. Based on the results of the study, the researcher discussed the need for educational practice and training for pre-service teachers and teachers who have entered the teaching profession to experience multicultural awareness and separation of self, and discussed the direction of teacher education to separate the personal and professional self for the professionalism of the teaching profession and the need to solidify the area of teacher-centered pedagogy.

대중매체를 통한 외국인 접촉이 다문화 인식에 미치는 영향에 관한 연구

In Korea, the perception of foreigners is dualistic with acceptance and exclusivity where a multicultural society has emerged. Indirect contact with foreigners through mass media can have a significant impact on everyday multicultural awareness. Accordingly, it is time to support the functions of mass media and policies that can cause negative conflicts in multicultural awareness. Based on this awareness of the problem, the results of a survey and analysis on the effect of contact with foreigners through mass media on multicultural awareness are as follows. There were differences in multicultural awareness depending on gender, age, education, marital status, and occupational status among sociodemographic characteristics, Gender, age, and experience and awareness factors corresponding to the sub-variables of contact with foreigners through mass media were found to have a significant impact on multicultural awareness. Therefore, such as community change, exclusivity, and risk, a policy is needed to minimize negative issues and exposure of foreigners through the mass media because contact with foreigners through the mass media affects negative perceptions of multiculturalism

간호대학생의 다문화 인식과 문화적 역량 예측요인

Objectives we aim to explore the predictors influencing multicultural awareness and cultural competence necessary for nursing students to cultivate qualitatively superior healthcare services in the multicultural era.
 Methods An online survey was conducted on 200 nursing students currently enrolled in N University located in Gwangju and data from 165 participants (83%) were analyzed. Regression analysis, including multiple regression and hierarchical regression, was employed to examine the factors predicting multicultural awareness and cultural competence among nursing students based on background variables.
 Results Firstly, as the nursing students' academic year increased and their experience with multicultural lectures and multicultural exposure levels grew, their perception of multiculturalism became more positive. Secondly, higher academic years and the experience of taking multicultural courses, as well as increased levels of multicultural exposure, were associated with higher levels of cultural competence among nursing students. Thirdly, factors influencing nursing students' multicultural awareness were identified as multicultural experience and academic year. Lastly, hierarchical regression analysis indicated that, when predicting cultural competence among nursing students, multicultural awareness was a significant predictor compared to academic year and multicultural exposure levels.
 Conclusions Multicultural awareness among nursing students is influenced by both multicultural experience and academic year, while cultural competence is influenced by multicultural awareness and academic year. Within the diverse educational experiences that nursing students encounter through both curriculum and extracurricular activities during their university life, there is a need for multicultural education to be integrated.

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.

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.

Development of Gus Dur's Perspective Religious Moderation Education Module at Ma'had al-Jami'ah UIN Maulana Malik Ibrahim Malang

<span lang="EN-US">Gus Dur also contributed brilliant ideas regarding efforts to build awareness of multiculturalism to increase the development of tolerance and heterogeneity in a multicultural society. This idea is known as the nine main values of Gus Dur including monotheism, humanity, justice, equality, brotherhood, liberation, simplicity, chivalry and local wisdom. The development of Gus Dur's Perspective Religious Moderation Education at Ma'had al-Jami'ah UIN Maulana Malik Ibrahim Malang obtained very valid criteria. And based on the percentage of the results of field trials, it can be said that the pocket books that have been tested can be said to be effective and feasible to use</span>

The Penetration of Central Plains Culture in College English Teaching

Language and culture are inseparable. The inseparable relationship between language and culture makes culture and language teaching inextricably linked. The Central Plains culture represents Chinese culture to a certain extent. Hence, it is of significance to integrate college English teaching and the culture of the Central Plains. Based on the analysis of the current situation and causes of the penetration of Central Plains culture in college English teaching, this paper explores the principles and methods of penetrating Chinese culture into college English teaching. In college English teaching, it is necessary to adhere to the principles of moderation, balance and communication in integrating the basic knowledge of central plains culture. The methods are as follows: formulating scientific training program and reforming the existing teaching material system, improving the teachers’ traditional cultural quality and enhancing their multicultural awareness, perfecting the content of cultural penetration and optimizing the teaching method, setting up a variety of elective courses concerning central plains culture and enriching the second classroom activities, creating a good learning environment to enhance the students’ interest in learning central plains culture.

Preference of Chinese pre-service music teachers and schoolteachers for three culturally diverse musical pieces.

Using three musical pieces as musical stimuli from Romania, Brazil, and Saudi Arabia, this study extended Fung's study by examining Chinese pre-service music teachers' (n = 115) and schoolteachers' (n = 131) personal preferences and external preferences for orchestral, folk, and popular music pieces. Two groups of participants were asked to select their preferred music from three pieces and to provide verbal descriptions of the reasons for their selections. The results showed (a) no significant differences in personal preference between the two groups but statistical significances in external preferences between the two groups; (b) the highest preference rating by both groups of teachers was folk music and the highest forced-choice preference was popular music; (c) statistically significant correlations between personal preference and external preference were evident in both groups across all three pieces; and (d) frequent descriptions by both groups of participants of the pieces in terms of musical characteristics were shared. The implications of this study are as follows. (1) Psychologists and music researchers gain insights about Chinese young adults' listening preferences, which might offer implications for future research in the field of psychology; and (2) By enhancing multicultural awareness, music education teachers and researchers should combine different music styles to broaden students' music horizons.

(Dis)connection between Multiculturalism, Higher Education and Health: Experiences of International Students in Portugal during the Covid-19 Pandemic

Multiculturalism may point to the idea of ‘cohesion in diversity’, but if differentiated institutional policies and practices do not accompany it, it may contribute to promoting or deepening inequalities between different groups/cultures. Given the increase in students’ international mobility, multicultural awareness in Higher Education Institutions (HEIs) must be considered. Based on this idea, this article aims to answer: (i) what were the main health problems (physical and mental) that international students (IS) in Portugal experienced during the COVID-19 pandemic; and (ii) how they perceived their health rights in Portugal. To this end, we used data from an online survey, which was made available to all IS enrolled in a Portuguese HEI between April and May 2020, and from 22 online interviews conducted between September 2020 and January 2021 with some of these students. The results showed that the pandemic impacted the mental health of IS; fear, anxiety and stress were some of the symptoms experienced. Portuguese public health services have been perceived as untrustworthy by IS, and some students’ experience reinforces the untrustworthiness. The research shows the (dis)connection between multiculturalism, health, and HEIs. While HEIs promote multiculturalism, they have failed to provide answers in the field of health that take into account the specificities of their different student groups.