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Article

Zeki Arsal

The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural

Abstract

Purpose

The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.

Design/methodology/approach

Ten teacher educators participated in the study; all of them had experience in teaching pedagogy courses in the early childhood teacher education program. Data were collected through semi-structured interviews. The open-ended questions were related to objectives, content, teaching methods and activities. Assessment procedures and methods were also asked from the participants to evaluate their teaching experiences in terms of multicultural education. Thematic analysis was used to examine data of the study.

Findings

The results of the study revealed that there were differences between the objectives, content, teaching process and assessment methods of the courses in the teacher education programs in Turkey and the USA in terms of multicultural education. The results of this study revealed that the objectives, content, teaching process and assessment methods planned and implemented by teacher educators in the USA are more multicultural and multiethnic when compared with their counterparts in Turkey.

Originality/value

This study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.

Details

Journal for Multicultural Education, vol. 9 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Content available
Article

Zeki Arsal

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

Abstract

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.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

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Article

Renae D. Mayes, Colette T. Dollarhide, Bowen Marshall and Alexis Rae

The purpose of this paper is to examine how multicultural counseling students expressed their understandings about themselves and others in relation to diversity. The…

Abstract

Purpose

The purpose of this paper is to examine how multicultural counseling students expressed their understandings about themselves and others in relation to diversity. The authors wanted to know how cognitive development, affective development, and sense of self-evolved during a multicultural counseling class to examine all aspects of growth.

Design/methodology/approach

Themes from a phenomenological qualitative analysis of journals from a multicultural counseling class suggest that students struggle with cognitive challenges (dealing with ambiguity, internalizing multicultural concepts, and self- and other-acceptance) and affective challenges (anger, guilt, and fear) in attaining multicultural growth.

Findings

This expanded view of multicultural growth that includes affective challenges can fill a prior gap in understanding how multicultural learning occurs.

Research limitations/implications

Implications are explored for counselor educators and supervisors.

Originality/value

Recent use of journals to provide empirical insights into student growth include a study by Cohen et al. (2015), who used qualitative analyses of journal contents to examine growth in student attitudes toward geriatric clients, death, and dying. Knowing that student journals can provide insights into changing multicultural attitudes, and that qualitative methodology can provide tools for analysis, the authors decided that it might be possible to better understand multicultural growth by studying the journals written in a multicultural counseling class.

Details

The International Journal of Information and Learning Technology, vol. 33 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

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Article

Hye-Seung (Theresa) Kang, Eun-Jee Kim and Sunyoung Park

The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

Abstract

Purpose

The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

Design/methodology/approach

A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.

Findings

The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.

Research limitations/implications

The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.

Practical implications

By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.

Originality/value

This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

Details

International Journal of Educational Management, vol. 33 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

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Article

Malgorzata Rozkwitalska and Beata Aleksandra Basinska

Since prior research into the effects of multiculturalism on job satisfaction in multinational corporations (MNCs) is rather scant and inconclusive, the purpose of this…

Abstract

Purpose

Since prior research into the effects of multiculturalism on job satisfaction in multinational corporations (MNCs) is rather scant and inconclusive, the purpose of this paper is to review the literature and explain why these results are inconsistent as well as propose a new model aimed at responding to these irregularities.

Design/methodology/approach

In the narrative review of the prior research and the proposed model the authors discuss how multicultural settings influence job satisfaction. A Positive Organizational Scholarship (POS) lens is applied to the model.

Findings

The effect of multiculturalism on job satisfaction is inconsistent, i.e. the authors concluded that multiculturalism may be positively related to the cognitive component, yet it appears to be negatively associated with the affective one. By applying a POS lens, the proposed model broadens the view on job satisfaction and its links with multiculturalism.

Practical implications

The authors’ model suggests that managers in MNCs should both enhance employees’ positive attitudes towards their job as well as foster positive emotions at work. They should exhibit more concern for employees’ affective states and how they affect cross-cultural interactions. Managers of MNCs need to boost thriving as it benefits both employees themselves and their organizations.

Social implications

Since today’s societies are becoming more and more multicultural, there is a need to increase individuals’ awareness of plausible positive outcomes flowing from multiculturalism, exchange views and experience among diverse individuals and ensure the conditions in which individuals can thrive.

Originality/value

By applying a POS lens to the analysis, the authors attempt to intertwine the positives experienced at work that appear to be associated with MNCs’ multicultural settings, namely job satisfaction and emotional balance. The results may contribute to the literature on job satisfaction in MNCs with regard to multiculturalism.

Details

Baltic Journal of Management, vol. 10 no. 3
Type: Research Article
ISSN: 1746-5265

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Book part

Raphael Silberzahn and Ya-Ru Chen

Purpose – Existing research in organizational behavior and social psychology focuses on comparisons in behaviors and attitudes across national groups, instead of studies…

Abstract

Purpose – Existing research in organizational behavior and social psychology focuses on comparisons in behaviors and attitudes across national groups, instead of studies on interactions among individuals with different national cultural backgrounds. In this chapter, we hope to motivate efforts within cross-national literatures to address some largely unexamined questions regarding dynamics in multicultural diverse teams.

Design/approach – Through a review of the prior perspectives on multicultural teams and a summary of findings in a recent meta-analysis study on multicultural teams in both single nation and multinational settings, we critique the limitations of the current perspectives and propose a new theoretical framework that draws on status perspectives in sociological and ethological research.

Findings – Drawing from status literatures, we explore how the status construction process and the status differential hierarchy of the team may affect trust, psychological safety, and creative problem solving of complex tasks in multicultural teams.

Originality/value – We propose a new theoretical angle of status for future research on interaction dynamics in multicultural teams, and diverse teams in general.

Details

Looking Back, Moving Forward: A Review of Group and Team-Based Research
Type: Book
ISBN: 978-1-78190-030-7

Keywords

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Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts
Type: Book
ISBN: 978-1-83867-397-0

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Article

Christa Boske

The purpose of this study is to examine the interactions among superintendents' chief executive school officers, multicultural attitudes and actions for children from…

Abstract

Purpose

The purpose of this study is to examine the interactions among superintendents' chief executive school officers, multicultural attitudes and actions for children from marginalized populations.

Design/methodology/approach

Members of the American Association of School Administrators, 945 school superintendents, completed the self‐reported, single‐staged, electronic survey. The survey consisted of four sections: a modified multicultural questionnaire; a modified diversity action survey; a national diversity leadership questionnaire; and a personal heritage questionnaire.

Findings

Respondents scored moderate (2.0‐3.0) on both multicultural attitudes and diversity actions. The study found a positive correlation between multicultural attitudes and diversity actions. Through a regression analysis, a significant model predicting diversity actions from multicultural attitudes was selected. The study found a positive significant correlation between attitudes and diversity actions.

Originality/value

There is limited theoretical and practical implications regarding the multicultural attitudes of school leaders and how these attitudes influence their decision making. This paper addresses this.

Details

International Journal of Educational Management, vol. 21 no. 6
Type: Research Article
ISSN: 0951-354X

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Book part

Laura C. Haniford and Brian Girard

This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study…

Abstract

This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Article

Yevgen Bogodistov, Moritz Botts and Florian Schlatterer

The purpose of this paper is to present the adoption and application of the causal mapping method for cognitive distances measurement in the multicultural domain.

Abstract

Purpose

The purpose of this paper is to present the adoption and application of the causal mapping method for cognitive distances measurement in the multicultural domain.

Design/methodology/approach

Causal mapping was used to estimate differences in mental models between participants. The developed method was applied in a multicultural setting for the selection of teaching cases.

Findings

In the main study, 129 people participated in the test. Overall, 7,217 relationships were tested. A set of demographic variables were used to test the reliability and external validity of the method. The method proved to be reliable and easy to apply. A smaller second study is an application example of the method.

Research limitations/implications

The main study proposes a formula for distance ratio calculation. Moreover, this formula proved to be externally valid and reliable. Thus, it is of interest for further research in this domain.

Practical implications

Practitioners are provided with a tool for the analysis of intercultural differences with the example of the perception of cultural values to develop a better understanding and improve education in a multicultural setting. Study 2 proposes an example of the methodology application.

Originality/value

This is the first application of causal mapping in the field of values research performed in a multicultural education setting. The formula for comparing causal maps is improved upon, and an application for the field of multicultural university classes is provided.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

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