Multicultural Teaching Competency Research Articles

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs

Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.

Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study

As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of cultural competence in education. Responding to this necessity requires the establishment of healthcare education that is oriented toward sustainability. This study aimed to investigate HPEs’ perceptions of cultural competence at the Qatar University-Health Cluster (QU-HC). A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs at QU-HC responding to the Multicultural Teaching Competency Scale (MTCS). The qualitative phase included 3 focus groups (FGs) with 22 HPEs guided by Campinha-Bacote’s (1999) model of cultural competence. Thematic analysis was applied to analyze FGs data. Seventy-one educators responded to the MTCS (response rate was 60.2%), and twenty-two educators attended the FGs. HPEs demonstrated a moderate level of cultural awareness (total MTCS mean = 57 ± 7.8). The FGs revealed that the HPEs exhibited awareness and responsive teaching, but individual and institutional factors needed improvement. This study expands upon the existing literature concerning the cultural diversity impacts on the teaching and learning aspects of health profession programs, specifically within the Middle East context. It is recommended that health professional programs intensify the cultural orientation provided to educators, reanalyze the curricular content to serve diverse patients, and explore innovative approaches that embrace cultural diversity and sustainability.

Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy

Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.

Validating the Multicultural Teaching Competency Scale in Higher Education: Testing Factor Structure among Faculty at Hispanic-Serving Institutions

A lack of validated instruments in higher education that gauge abilities to teach in culturally relevant approaches poses a major challenge in understanding the extent to which faculty possess this teaching knowledge and skills. With a sample of faculty at 10 Hispanic-Serving Institutions (HSIs), this study modifies and evaluates the factorial structure of the Multicultural Teaching Competency Scale (MTCS), originally developed for K12 settings, for use in higher education. Exploratory and confirmatory factor analyses suggest a good model fit for scales assessing multicultural competence teaching knowledge and multicultural teaching skills.

유아교사 개인 변인에 따른 다문화수용성 및 다문화교수효능감, 다문화교수역량의 관계

본 연구는 유아교사 개인 변인에 따른 다문화수용성 및 다문화교수효능감, 다문화교수역량의 관계를 살펴보고, 영향을 미치는 변인을 확인하여 다문화교육을 실시하는 유아교사의 질적 제고를 위한 기초자료를 제공하는데 목적이 있다. 이를 위해 유아교사 253명을 대상으로 다문화수용성, 다문화교수효능감, 다문화교수역량에 대한 설문을 실시하여 자료수집을 하였고, 자료분석을 위해 기술통계, t-test, scheffe 사후검증, 상관분석, 단계적 중다회귀분석을 실시하였다. 연구결과 첫째, 유아교사의 다문화수용성, 다문화교수효능감, 다문화교수역량은 유아교사의 개인 변인에 따라 차이가 나타났는데 경력이 많을수록, 학부 재학중 다문화교육을 수강한 경우, 다문화교육 연수 경험에 따라 더 높은 것으로 나타났다. 둘째, 다문화수용성과 다문화교수효능감, 다문화교수역량은 정적인 상관관계를 가지고 있었으며, 다문화수용성에 영향을 미치는 유아교사의 개인 변인은 연수경험, 경력, 다문화교육 수강 여부 순으로 나타났다. 또한 다문화교수효능감에 영향을 미치는 유아교사의 개인 변인은 다문화교육 수강여부, 연수경험 순으로 나타났고, 다문화교수역량에서는 연수경험, 다문화교육 수강 여부, 경력, 기관 순으로 나타났다.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

PurposeIncreased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning.Design/methodology/approachA convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence.FindingsQuantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC.Originality/valueThis is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes

ABSTRACT Previous work on multicultural teaching competence has mainly focused on teachers’ beliefs and attitudes towards ethnocultural diversity. Little attention has been paid to examine the nature of teachers’ ethnocultural diversity knowledge. Drawing upon Shulman’s model of pedagogical content knowledge, this study presents a novel theoretical framework and a performance-based assessment for examining teachers’ ethnocultural diversity knowledge. We collected data from 819 preservice teachers across six teacher education programmes in Belgium, Flanders. Our findings indicate that student teachers in Flanders have limited and low levels of cultural diversity knowledge and there is a significant variation between the mean scores of teacher education programmes. We conclude by arguing that teacher education institutions should make meaningful reforms to develop student teachers’ knowledge base regarding ethnocultural diversity.

Analysis on the structural relationship among Primary Teachers’ Multicultural Awareness, Self-esteem, Multicultural Attitudes, and Multicultural Teaching Competency

Analysis on the structural relationship among Primary Teachers’ Multicultural Awareness, Self-esteem, Multicultural Attitudes, and Multicultural Teaching Competency

Teachers' multicultural sensitivity predicts developmentally appropriate beliefs and practices in the classroom

PurposeIn the current study, the author tests a conceptual model in which teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are associated with developmentally appropriate practices (DAPs), developmentally appropriate (DABs), developmentally inappropriate beliefs and developmentally inappropriate practices (DIPs) in the classroom.Design/methodology/approachParticipants were 347 preschool teachers from 12 preschools including 342 women ( 98.6%) and five men (1.4%) aged 24–45 years located across all five districts of Hong Kong. The hypothesized model of multicultural teaching competency as a predictor of DABs and DAPs is confirmed in the present study.FindingsMulticultural teaching knowledge can enhance developmentally appropriate teaching beliefs and practices and reduce DIPs. It is highly recommended that multicultural education can be embedded in early childhood education (ECE) programs for both in-service and preservice teachers.Originality/valueA new conceptual model of teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) associated with DABs, developmentally inappropriate beliefs and DAPs in the classroom was firstly examined.

The Influence of Preservice Elementary Teacher’s Multicultural Sensitivity on Multicultural Teaching Competency

The Influence of Preservice Elementary Teacher’s Multicultural Sensitivity on Multicultural Teaching Competency

Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing “servingness” at HSIs are offered.

Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.

The effect of regulating Multicultural teaching Competence on the Relationship between Early Childhood Teachers’ Multicultural Sensitivity and Multicultural Teaching Efficacy

The effect of regulating Multicultural teaching Competence on the Relationship between Early Childhood Teachers’ Multicultural Sensitivity and Multicultural Teaching Efficacy

유아교사의 다문화 태도, 다문화교수역량, 다문화 교수효능감 간의 구조관계 분석

본 연구는 유아교사의 다문화 태도, 다문화교수역량, 다문화 교수효능감 간의 관계를 살펴보고 유아교사의 다문화 태도, 다문화 교수효능감 간의 관계에서 다문화교수 역량의 매개효과를 검증하기 위해 수행되었다. 본 연구목적을 달성하기 위해 B광역시 및 G도 소재 유치원에 재직 중인 유아교사들 중 연구 참여에 동의한 유아반 담임교사 193명을 최종분석대상으로 선정하였다. 본 연구의 자료분석을 위해 SPSS 25.0 & AMOS 23.0을 활용하여 위계적 다중회귀분석 검증과 구조방정식모형 검증을 실시하였다. 연구결과, 유아교사의 다문화 태도가 다문화교육역량 및 다문화 교수효능감에 직접적인 영향을 미치는 것으로 나타났다. 또한 유아교사의 다문화 태도가 다문화 교수효능감에 미치는 영향에서 다문화교수역량은 완전매개효과를 보이는 것으로 나타났다. 이러한 결과는 유아교사의 다문화 교수효능감 증진을 위한 이론적 근거를 제공함으로써 다문화 사회를 살아갈 유아교사의 다문화교수역량을 강화하기 위한 방안을 마련하는 데에도 긍정적인 기여를 할 것으로 기대된다.

Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience

This study investigates Turkish EFL instructors’ perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors’ awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts.

The effects of child-care techers’ multicultural acceptability and multicultural teaching competence on multicultural education practices

The effects of child-care techers’ multicultural acceptability and multicultural teaching competence on multicultural education practices

The Relationship Between Perceived School Organizational Culture and Multi-Cultural Teaching Competence for Elementary School Teachers: the mediating effects of teacher efficacy for positive teacher-student relations and adaptive resilience

The Relationship Between Perceived School Organizational Culture and Multi-Cultural Teaching Competence for Elementary School Teachers: the mediating effects of teacher efficacy for positive teacher-student relations and adaptive resilience

“Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment”: Correction to Mena and Rogers (2017).

“Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment”: Correction to Mena and Rogers (2017).