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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.

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.

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.

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

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

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.

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.

Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.

This study contributes to the multicultural studies on teacher education.

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.

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.

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

Implications are explored for counselor educators and supervisors.

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

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.

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.

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.

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.

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.