Multicultural Education Training Research Articles

Assessing the Impact of Cross-Cultural Interactions on English Language Acquisition in Kazakhstan's Educational System

This article examines the impact of cross-cultural interactions on English language acquisition within Kazakhstan's educational system. Recognizing the increasing globalization and the role of English as a lingua franca, this study explores how cross-cultural exchanges influence language learning. Using a mixed-methods approach, the research analyzes data from surveys and interviews with teachers and students across various schools in Kazakhstan. The study also incorporates case studies of specific programs promoting cross-cultural understanding. Key findings suggest that exposure to different cultures, whether through exchange programs, digital platforms, or multicultural classrooms, significantly enhances language acquisition. This enhancement is particularly noticeable in aspects of language learning such as vocabulary expansion, pronunciation, and understanding of cultural nuances in language use. The research highlights the importance of incorporating cross-cultural elements into language curricula to foster a more holistic understanding of English. Challenges such as limited resources for exchange programs and the need for teacher training in multicultural education are discussed. The article concludes with recommendations for integrating cross-cultural interactions in language learning and suggestions for future research directions in this area.

Tracking Conceptual Development in Multicultural Education: A Mixed-Methods Approach

The plurality of cultural differences permeating the walls of Maltese classrooms has offered researchers in Multicultural Education an opportunity to use various research tools in their quest to access progress in teacher education programs. Programs purporting to impart or somehow develop the skills of educators to embrace multiculturalism in classrooms have been devoid of effective tracking methods to determine their effectivity. This paper examines the variations in beliefs and concepts of 29 teachers attending a twenty-hour course on multicultural education focusing on knowledge, understanding, competences and critical abilities needed to teach students from culturally diverse backgrounds. Teachers attending training were exposed to a range of pedagogical practices including the use of micro groups, case study illustrations, videos from Youtube™, whole group activities and connecting experiences. The course participants were asked to draw concept maps highlighting their understanding of Multicultural Education before and after the sessions. Besides, participants were asked to write reflective journals during and at the end of the course. Evidence suggests that after being exposed to training in Multicultural Education, participants are more willing to engage in critical self-reflections and to adopt changes in teaching strategies so as to include all students under their care, irrespective of cultural background. The research also asserts that there were substantial changes in concept formation in all categories under study which were highly beneficial to participants as they progressed through the sessions as evidenced by both concept maps and reflective journal analysis. The paper touches upon the role of various stakeholders in education to provide professional training in Multicultural Education for all educators. It also advocates for human and financial capital to reaffirm our nation’s commitment towards an educational system that promotes a level playing field for every child, thus ensuring fair opportunities for fuller participation in an increasingly diverse society.

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.

Awareness Analysis of Multicultural Education Training Teacher for Multicultural Education

Awareness Analysis of Multicultural Education Training Teacher for Multicultural Education

Examining the Impact of Critical Multicultural Education Training on the Multicultural Attitudes, Awareness, and Practices of Nurse Educators.

Some nurse educators lack training in the educational methods that facilitate learning among underrepresented groups. Limited awareness of equitable pedagogical practices could threaten the academic achievement of underrepresented groups and hinder efforts to make the nursing profession more heterogeneous. Training in multicultural education could strengthen the capacity of educators to create culturally responsive learning environments. This quasi-experimental study examined the impact that training in critical multicultural education had on the multicultural attitudes, awareness, and practices of 37 nurse educators. A pre-posttest design without a control group found that the training was an effective way to strengthen the multicultural awareness and attitudes of nurse educators, although there was little impact on the multicultural practices. The nation's capacity to improve the quality of health care hinges upon educators who can create inclusive learning environments and graduate diverse nurses. The findings could inform policies seeking to promote diversity and inclusion in nursing education.

Implementation Issues in Multicultural Education: What Are Secondary Public School Educators Facing?

This mixed method study sought to explore the issues that faced secondary teachers in a rural central Georgia public high school when attempting to implement a multicultural education program. The key issues of this study centered on the teachers’ multicultural education training and the school’s multicultural education program. Data were gathered from a total of thirty randomly chosen teachers in the Social Studies, Math and English departments at the school. Twenty-five of the thirty teachers received a hard copy four question Likert scale survey to complete. The remaining 5 participants took part in face-to-face interviews discussing six open-ended questions. The findings pointed to several issues facing the teachers such as the lack of an officially implemented multicultural education program, the lack of support from school administrators, no in-service training available for teachers, parental and student misapprehension, and a lack of an officially defined policy on implementation and support of a multicultural education program from administrators locally and district-wide.

유아교사들의 다문화효능감에 영향을 미치는 요인 연구

이 연구의 목적은 유아교사들의 다문화인식과 다문화태도가 다문화효능감에 영향을 미치는 요인은 무엇인지를 알아보고자 하였다. 이러한 연구목적을 달성하기 위하여 I시에 소재한 유아교육기관에 근무하고 있는 유아교사 394명을 대상으로 질문지를 사용하여 실시하였다. 응답결과에 대하여 첫째, 유아교사들의 다문화인식, 다문화태도, 다문화효능감이 근무지별에 따라 차이가 나타나지 않았다. 둘째, 유아교사들의 다문화인식, 다문화효능감에서 유의미한 상관관계가 있는 것으로 나타났다. 셋째, 유아교사들의 다문화인식과 다문화태도가 다문화효능감에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 연구결과로 볼 때, 다문화교육에 대한 유아교사들의 인식과 태도가 변화되어야 다문화효능감은 향상될 수 있으므로, 유아교사들을 위하여 다문화교육 연수프로그램 등을 지속적으로 실시할 수 있는 다양한 연구가 진행되어야 할 것으로 사료된다. The purpose of this stud is to find out what factors that multicultural awareness and multicultural attitude of early childhood teachers affect multicultural efficacy are. In order to achieve this research purpose, the survey was carried out by using questionnaires targeting 394 early childhood teachers working in Early Childhood Educational Institutions located in I city. The response results are as follows: First, multicultural awareness, multicultural attitude, multicultural efficacy of early childhood teachers did not show any difference by workplace. Second, it turned out that there is a significant correlation between multicultural awareness, multicultural efficacy of early childhood teachers. Third, it turned out that multicultural awareness and multicultural attitude of early childhood teachers have a positive influence on multicultural efficacy. In view of the results of this study, multicultural efficacy can be improved when awareness and attitude of early childhood teachers on multicultural education are changed so it is thought that various studies that can continuously conduct multicultural education training programs etc. for early childhood teachers should be conducted.

Recruitment, Retention and Professional Development of Psychologists in America: Potential Issue for Training and Performance

The need for increased practitioner diversity, multicultural awareness, sensitivity and competence in the mental health field has been addressed multiple times in the decades following ethnic minority psychologists’ and others raising concern during the 1960’s in America. Specifically, the concern highlighted the issue that the mental health profession was not meeting the needs for people of color. The resulting American Psychological Association guidelines on multicultural education training, research and practice reflect an inclusive approach to multiculturalism and diversity. The conceptualization of diversity now includes multiple aspects of identity such as gender, race, ethnicity, age, ability and disability, sexuality and sexual orientation. However, review of the profession in America highlights incomplete progress in efforts to acknowledge, respect and embrace the multi-leveled facets inherent in diversity that potentially impact on efforts for recruitment, retention, training and professional development in the field of psychology.

A study on the Program of Master of Multicultural Education Training based on the Constructivism

A study on the Program of Master of Multicultural Education Training based on the Constructivism

When values of different cultures conflict: Ethical decision making in a multicultural context.

Summary Psychologists need to respect the cultural values of their pa-tients. However, patients from diverse cultural backgrounds maypresent goals and values that appear to conflict with Westernvalues. When this occurs, psychologists should try to engage in arespectful dialogue in which they clarify the values, appreciate thatsome cultures may express a value in a manner different from howit is expressed in Western cultures, and seek a therapeutic solutionthat satisfies both their own professional values and the values oftheir patients. However, if there is a serious threat to a fundamentalvalue, such as a threat to the safety of a child or vulnerable adult,and no acceptable solution can be found, it may be appropriate toallow Western notions of beneficence to temporarily trump respectfor autonomy. References Alcohol at a glance. (n.d.). Retrieved December 6, 2006, from http://www.methodist.org/uk/static/factsheets/fs_alcohol.htmAmerican Psychological Association. (2002). Ethical principles of psy-chologists and code of conduct. American Psychologist, 57, 1060–1073.American Psychological Association. (2003). Guidelines on multiculturaleducation training, research, practice, and organizational change forpsychologists. American Psychologist, 58, 377–402.Baumrind, D. (1971). Current patterns of parental authority. Developmen-tal Psychology Monographs, 4 (1, Pt. 2).Beauchamp, T., & Childress, J. (2001). Principles of biomedical ethics.New York: Oxford University Press.Centers for Disease Control and Prevention. (2005). Behavioral risk factorsurveillance system. Retrieved December 6, 2006, from http://apps.nccd.cdc.gov/brfss/list.asp?cat AC&yr 2005&qkey 4411&state AllChen, S. W., & Davenport, D. (2005). Cognitive behavior therapy withChinese American clients: Cautions and modifications. Psychotherapy:Theory, Research, Practice, Training, 42, 101–115.Chin, J. L. (1994). Cultural preferences and children’s needs. Ethics andBehavior, 4, 81–82.Council for the Parliament of the World’s Religions. (2003). Toward adeclaration of a global ethic. Retrieved July 14, 2003, from http://www.conjure.com/CTS/ethic.htmlCulture and sex role expectation. (1994). Ethics and Behavior, 4, 75–76.Dube, S., Anda, R., Whitfield, C., Brown, D., Felitti, V., Dong, M., &Giles, W. (2005). Long-term consequences of childhood sexual abuse bygender of victim. American Journal of Preventive Medicine, 28, 430–438.Fowers, B. (2005). Virtue and psychology: Pursuing excellence in ordinarypractices. Washington, DC: American Psychological Association.Fowers, B., & Davidov, B. (2006). The virtue of multiculturalism: Personaltransformation, character and openness to the other. American Psychol-ogist, 61, 581–594.Haberman, D. (1998). Confucianism: The way of the sages. In L. Steven-son & D. Haberman (Eds.), Ten theories of human nature (pp. 25–44).New York: Oxford University Press.Harper, M. (2006). Ethical multiculturalism: An evolutionary conceptanalysis [Electronic version]. Advances in Nursing Science, 29, 110–124.Huang, C. (1997). Introduction. In The Analects of Confucius (C. Huang,Trans.) (pp. 3–13). New York: Oxford University Press.Jenkins, A. (2005). Hamlet, theoretical psychology, and “the view frommanywheres.” Journal of Theoretical and Philosophical Psychology, 25,133–152.Knapp, S., & VandeCreek, L. (2004). A principle-based analysis of theMULTICULTURALISM AND ETHICAL DECISION MAKING

Teaching Strategies and Adaptations of Teachers in Multiculturally Diverse Classrooms in Seventh-day Adventist K-8 Schools in North America

The purpose of this study was to describe the experiences of Adventist teachers—their training, their use of instructional strategies, and the challenges they encounter when teaching students of different cultures. Banks' multicultural paradigms was the theoretical framework from which a survey was developed and sent to all K-8 Adventist teachers in the United States and Canada. Strategies relating to the self-concept development and ethnic additive paradigms were used most frequently by Adventist teachers while those associated with the language paradigm were used the least. Almost half of the teachers subscribed to the goal that “students are individuals with distinct personalities regardless of their background” while about 10% of the teachers considered the goals relating to “protection of diverse groups” the most important. Their strategy use was not related to their most important goals (Nels) for multicultural education. Forty percent of the teachers had no training in multicultural education and the study recommends training so that Adventist teachers will have more effective strategies for relating to diverse students.

Multicultural Education and the Standards Movement

There is a very real possibility, the authors warn, that the current obsession with standardizing curricula and measuring output will further reduce teacher agency and further marginalize segments of our society that are already seriously cheated by the system. It is time to exert pressure on state legislatures to attend to these issues. A RECENT study of multicultural education and elementary school teachers in a large Midwestern school district, conducted by Anita Bohn, has detected early warning signs that the multicultural education reform movement is in peril. Between its inception in late 1997 and its conclusion in the early months of 1999, this study documented a marked decline in teacher and administrator concern about multicultural education. The culprit? Both teachers and administrators in the school district blame new state standards and anticipated state assessments, which have put pressure on school districts to standardize and emphasize content at the expense of any other concerns. Conversations we have had with colleagues around the country suggest that this is not an isolated phenomenon. Multicultural education appears to be in very real danger of getting shelved as the preoccupation with national and state standards and testing intensifies. Those monitoring the effects of the standards movement on multicultural education are deeply concerned that the development of new standards is occurring in an increasingly repressive climate. In California, for example, the successive passage of Propositions 187, 209, and 227 reflects a climate of growing xenophobia. Many observers believe that propositions such as these are being used to legitimate ignoring the issues that marginalized groups face and the strategies that have worked in empowering marginalized communities. Some California school administrators, for example, have been heard to comment that, now that Proposition 227 has passed, bilingual education teachers are no longer needed. This attitude, of course, ignores the fact that the children are still there, the issues are still there, and the professional and community knowledge about effective strategies is still there.1 Informal reports from the field indicate that California is not unique in this trend. State-mandated curriculum standards are clearly the order of the day. Every state except Iowa is either developing or has already established curriculum standards, and the vast majority of states also have formal assessments linked to their standards. It will take time, however, before the real extent of the impact of enforceable curriculum standards on multicultural education is known. We hope that this knowledge will not come too late to avoid wiping out the progress that has been made in democratizing and pluralizing education. How Standards Interact With Multicultural Education The interaction of standards and multicultural education is complex. Although we are deeply concerned that the standards movement today is subverting multicultural education, we want to state up front that standards per se are not necessarily antithetical to multicultural education. Standards can call attention to multiculturalism and can actually open up space for people to address it. When one of the authors was in Wisconsin, her university position was a direct result of a set of state requirements that teacher preparation programs provide teachers with a background in multicultural education. Nebraska, to cite another example, has a state requirement that the K- 12 curriculum address multiculturalism, a mandate that has caused school districts to decide what that will mean and how to develop training in multicultural education. Standards can open up that kind of discourse. Standards can also make explicit what students will be tested on, a detail that may help parents and community leaders at least know what the game is and what the students will be judged on. …

Enhancing Multicultural Education Training for the Hospitality Management Student

(1997). Enhancing Multicultural Education Training for the Hospitality Management Student. Journal of Hospitality & Tourism Education: Vol. 9, No. 2, pp. 53-55.

Multicultural Education Training for Special Educators Working with African-American Youth

Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.