An examination of educator multicultural attitudes before and after a diversity dinner dialogue

Abstract

Purpose

The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.

Design/methodology/approach

This study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.

Findings

Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.

Research limitations/implications

Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.

Originality/value

This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

Citation

Merlin-Knoblich, C. and Dameron, M.L. (2021), "An examination of educator multicultural attitudes before and after a diversity dinner dialogue", Journal for Multicultural Education, Vol. 15 No. 1, pp. 85-96. https://doi.org/10.1108/JME-05-2020-0042