Section archive - Multiculturalism & Diversity

Two culturally responsive scales, Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale, written by author—were developed and administered to a sample of preservice teachers in the Midwest. Findings suggest preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. The preservice teachers were the lowest in letting their student maintain their native tongue to keep their cultural identity.

The study, a Participatory Action Research (PAR,) explored how preadolescent Latina girls in a Boston public school constructed their girlhood and other gender issues. But more focused, were the reflections of the team who conducted the study. All foreign born teaching students assisted by the research to understand the many issues in public education in the USA today.

The study examines teachers' attitudes towards high achieving immigrant students. The study follows one teacher's work with highly motivated and academically successful immigrant children from the former Soviet Union. The study explores the teacher's experiences, communication communication patterns between the teachers and the students, and educational treatment of academic excellence.

The article shows how the Netherlands has partly accommodated itself to greater cultural diversity through compulsory reforms like intercultural education and citizenship education and through its long-established structure of public funding for pedagogically and religiously diverse schools. It also shows the double standards applied to Christian and Islamic schools in the media and public debate.