Section archive - Multiculturalism & Diversity

This article examines how students engaged in the democratic processes involved in the formation of an action group intended to influence their school by making it more environmentally friendly. The goal of this article is to acquire greater understanding of influential processes in relation to gender and both individualistically and collectively oriented ideas. These ideas include understanding of which students participate in such groups, the role gender plays in the likelihood of a student participating, how they act, and their experiences of participation. The article concludes that the group represents an arena for both individual and collective performance in which both individual and collective ideas are reflected.

This paper traces themes found in the research on preservice teachers’ views of cultural diversity. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today’s millennial college students. Findings suggest that although recent studies report a shift toward more positive attitudes about teaching culturally diverse students, persistent issues plague preservice teachers’ understanding of cultural diversity.

The purpose of this study was to determine the level of intercultural sensitivity of Hong Kong secondary school teachers. Three hundred and eighty-six serving teachers were surveyed. Findings revealed that the majority of the teachers were operating in the beginning stage, denial/defense, of the Developmental Model of Intercultural Sensitivity (DMIS). They saw the world from an ethnocentric perspective and held a negative view on evaluating cultural differences.

This study explores student attitudes and learning before and after completing a course in race, culture and politics at an American university in California. Data were gathered over a three-year period from 365 students. Faculty utilized a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning. Faculty used this framework to structure opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences.