Making Multicultural Education Effective for Everyone

1998 ◽  
Vol 26 (1) ◽  
pp. 22-32 ◽  
Author(s):  
S. Craig Rooney ◽  
Lisa Y. Flores ◽  
Chantele A. Mercier
Keyword(s):  
Graduate Students ◽  
Multicultural Education ◽  
Multicultural Training ◽  
Developmental Differences ◽  
Culturally Competent ◽  
Self Disclosure ◽  
Multicultural Perspective

The purpose of this article is to respond to and elaborate on Kiselica's article on preparing Anglo graduate students for the journey toward a multicultural perspective. This article affirms Kiselica's assertions for a balanced support-challenge model in multicultural training, for the usefulness of self-disclosure in these courses, and for articulation of the rewards of struggling to become a multiculturalist. The authors also suggest that the experiences and reactions of non-Anglo trainees in the process of developing positive multicultural attitudes must be included in the dialogue regarding the preparation of culturally competent psychologists. In addition, the authors suggest the importance of acknowledging developmental differences among trainees. Throughout this article, they provide their experiences as students who have and continue to struggle through the process of becoming multiculturally competent individuals and professionals.

Followership: A Classroom Exercise to Introduce the Concept

2017 ◽  
Vol 2 (4) ◽  
pp. 281-288 ◽  
Author(s):  
Marc Hurwitz
Keyword(s):  
Graduate Students ◽  
Multicultural Training ◽  
Senior Management ◽  
Organizational Success ◽  
Work Output ◽  
Senior Executives ◽  
Classroom Activity ◽  
Media Messages ◽  
Classroom Exercise

Followership is valuable for personal and organizational success, whether success is measured by satisfaction with work, improved team relationships, obtaining promotions, or quality and quantity of work output. Furthermore, senior executives and coaches recognize it as a critical skill. Despite this, creating effective followership training in the classroom is challenging because of media messages that preference leadership, internal schemas held by students that ignore followership, and cultural biases against it. This article presents a memorable kinaesthetic, visual classroom activity that introduces followership in a theory-agnostic way. The exercise begins with students introducing each other as leaders or followers, and then debriefing that activity using the Describe, Analyze, and Evaluate methodology from multicultural training. Over a 10-year period, the exercise has successfully engaged undergraduate and graduate students, MBA candidates, and working professionals from frontline to senior management.

From theory to practice: Jewish and Arabs students in academia practice multicultural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asmahan Masry-Herzallah ◽  
Meital Amzalag
Keyword(s):  
Graduate Students ◽  
Multicultural Education ◽  
Older Students ◽  
Content Type ◽  
Global Era ◽  
Positive Attitudes ◽  
Jewish Students ◽  
Arab Students ◽  
Research Findings ◽  
Faculty Of Education

PurposeThe research examined factors of academic studies as perceived by Jewish and Arab students in Israel, and changes in their implementation of activities in a multicultural context in the field of education, comparing between undergraduates studying for a BA in education and graduate students for MA in education and attending a course titled “Multiculturalism in the Global Era”.Design/methodology/approachThe findings are derived from a questionnaire distributed to Arab and Jewish students (N = 434), studying together in the Faculty of Education of one academic college in Israel. In total, 251 of them were graduate students, and 183 who were undergraduates.FindingsIt was found that insofar as the students from either programme acquired knowledge and tools regarding multiculturalism, they reported (1) more positive attitudes regarding the “Other” group and regarding multiculturalism, (2) implementation of a larger number of activities relating to multiculturalism in the field of education, (3) Arab students performed more activities in multicultural contexts and (4) older students performed a larger number of activities in multicultural contexts. The research findings also indicated a direct relation between participation in the course and activities conducted in the field of education. In addition, students' acquiring of knowledge on multiculturalism mediated the relation between participation in the course and implementation of multicultural activities in the field of education.Originality/valueThe research stresses the importance of higher education institutions in promoting knowledge and practice of multiculturalism in Israeli society.

scholarly journals THE CONCEPT OF “FREEDOM OF LEARNING” IN A MULTICULTURAL EDUCATION PERSPECTIVE

Ta dib ◽  
2021 ◽  
Vol 24 (1) ◽  
pp. 70
Author(s):  
Sukron Mazid ◽  
Sauqi Futaqi ◽  
Farikah Farikah
Keyword(s):  
Content Analysis ◽  
Human Resources ◽  
Multicultural Education ◽  
Educational Process ◽  
Human Resources Development ◽  
Analysis Method ◽  
Content Analysis Method ◽  
Development Context ◽  
Text Study ◽  
Multicultural Perspective

This paper seeks to examine the concept of “Merdeka Belajar” or “Freedom of Learning” which was initiated by the Indonesian Minister of Education and Culture, Nadiem Makarim. The study of freedom of learning uses text study with content analysis method. The concept of “Freedom of Learning” is very interesting when studied with a multicultural education perspective. Moreover, the two concepts have the same relevance and spirit, namely freedom and justice in the human resources development context, particularly through the educational process. Based on the results, the implementation of “MerdekaBelajar” program so far includes four aspects, namely financing, teachers / educators, assessment, and graduates. In a multicultural perspective, problems in management and assessment aspects basically caused by a misunderstanding of the meaning of standards and standardization. Meanwhile, the teacher and graduate aspects lie in the importance of developing multicultural competencies.Integrating a multicultural education perspective in the “Freedom of Learning” policy also transforms an education system that is creative, innovative, and character.

scholarly journals Developing Cross-Cultural Competency through Multicultural Perspective: An Exploratory Inquiry

2021 ◽  
Vol 17 (27) ◽  
pp. 324
Author(s):  
Yvette Pierre ◽  
Nirmaljit K. Rathee ◽  
Vikramjit S. Rathee
Keyword(s):  
Preservice Teachers ◽  
Multicultural Education ◽  
Cultural Competency ◽  
Positive Impact ◽  
Practical Aspect ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Cultural Attitude ◽  
Grade Levels ◽  
Education Coursework

For the past decade, schools at all grade levels in United States continue to consist of students who belong to different culture, and hence the need for culturally competent teachers to address the culturally diverse needs of the students is at its highest peak. One of the ways to impart the attributes of cultural competency to preservice teachers, who will become future teachers, to focus on culturally relevant coursework. This study was carried out via an undergraduate multicultural education course which focused on imparting cultural attitude awareness and cultural knowledge attributes of cultural competency to the students. The influence of this course on these attributes of the students was investigated through a Cultural Competence Survey. The results of this study indicate that experiential and practical aspect of multicultural education has a positive impact on increasing the cultural attitude awareness of the students. It is, hence, a focused, experiential, and practical multicultural education coursework to train culturally competent next generation of teachers.

scholarly journals On learning to thrive in the academy by turning outsiderness into strength

2020 ◽  
Vol 27 ◽  
Author(s):  
Christine Sleeter
Keyword(s):  
Graduate Students ◽  
Multicultural Education ◽  
Significant Contribution ◽  
Ethnic Studies ◽  
Professional Life ◽  
Round Hole ◽  
Professional Work ◽  
Personal Lives

If you don’t see things the same way as everyone else, if you feel like a square peg trying to fit into a round hole, can you succeed in the academy while staying true to yourself? Can you survive, thrive, and make a significant contribution?These personal questions connect with my professional work in multicultural education and ethnic studies, both of which interrogate institutionalized processes and structures in education that benefit groups with power at the expense of everyone else. I have spent much of my professional life trying to figure out how to transform those processes and practices to support the intellects, cultures, identities, and perspectives of students in our schools, and particularly those from communities minoritized on the basis of race. At the same time, I have had to wrestle with various dimensions of my own outsiderness, and learn how to thrive in academe without losing myself.When advising young scholars and graduate students faced with vexing choices that affect their professional and personal lives, I always tell them to listen to their gut, to follow their heart. This is something I learned to do gradually, as I waded through years of distrusting myself. I also advise them that following your heart is not necessarily easy. Academe may well not be organized to support your passions and perspectives, so to thrive, you must be willing to invest effort in learning how academe functions in order to map out a path that fits you. But ultimately, thriving in the academy begins by valuing what makes you, you.

Flexibility of Disclosure by Counselors

1983 ◽  
Vol 52 (3) ◽  
pp. 977-978 ◽  
Author(s):  
Greg J. Neimeyer
Keyword(s):  
Graduate Students ◽  
Self Disclosure

The possibility that 69 male and 20 female graduate students in counseling were more flexible in their self-disclosure than were 57 male and 32 female undergraduates was tested in mixed-sex samples. Results supported the hypothesis and suggest that different criteria for flexibility of disclosure might operate for the two groups.

scholarly journals Intrinsic Value of Self-Disclosure Across Adolescence

2019 ◽  
Author(s):  
Arian Mobasser ◽  
Nandita Vijayakumar ◽  
Diana Tamir ◽  
Jennifer H Pfeifer
Keyword(s):  
Interpersonal Relationships ◽  
Intrinsic Value ◽  
Age Groups ◽  
Social Contexts ◽  
Developmental Differences ◽  
Self Report ◽  
Deviant Peer Affiliation ◽  
Self Disclosure ◽  
Specific Target ◽  
Average Value

Adolescence is a critical period of development characterized by significant changes in social contexts. Amidst shifting networks of social support, adolescents’ decisions about how much and with whom to develop intimacy can be critical for buffering against risks of maladjustment to these changes. Prior research indicates that one such means of developing strong interpersonal relationships is self-disclosure – or sharing information about oneself with other people. The primary goal of the present study was to investigate developmental differences in self-disclosure behavior, in particular, the differential intrinsic value accorded to sharing with specific target audiences versus others. Using a behavioral paradigm, we collected data from 112 adolescents (61 female, aged 11.8-23.0 years) on value for sharing to parents, close friends and peers. Adolescents significantly valued self-disclosure, choosing to forego 33% of potential earnings to share information about themselves with others rather than to keep it private. While the average value of self-disclosure did not vary across age groups, they did differ in valuation of self-disclosure to specific target audiences. In particular, mid-adolescents valued sharing with unfamiliar peers more highly than parents or friends. In comparison, early and late adolescents did not evidence significant differential valuation of self-disclosure across the three target audiences. Male adolescents exhibited less overall value for disclosure than females, and exploratory analyses revealed that males with greater value of disclosure to friends and peers reported less engagement in substance use and deviant peer affiliation. In summary, the findings highlight continued valuation of parents and close friends across the adolescent period, but also suggest important differences in the functional implications of disclosure to different targets. These results extend both self-report and task-based assessments of the intrinsic value of self-disclosure.

scholarly journals Developing christian education by utilizing the conceptions of pluralist-multicultural value

2021 ◽  
Vol 58 (1) ◽  
pp. 4151-4163
Author(s):  
Demianus Ice
Keyword(s):  
Multicultural Education ◽  
Christian Education ◽  
Sampling Technique ◽  
Religious Community ◽  
Religious Leaders ◽  
Group Discussions ◽  
The North ◽  
Community Forum ◽  
Research Findings ◽  
Multicultural Perspective

Christian-pluralist-multicultural education is a practice (applied) of theoretical studies that are textual (consist of ideals) of the scriptures, normative theological, pedagogical, philosophical, and the values of local cultural wisdom into Christian Education practices. The purpose of this research is to develop a pluralist-multicultural Christian education in the pluralistic context of North Maluku. To achieve the objective, this research uses qualitative research methods with data collection techniques of participatory observation, in-depth interviews, document studies, and focus group discussions. The subjects in this research are religious leaders who are members of the North Maluku religious community forum (FKUB) and educators who are determined using purpose sampling technique. Data and research findings were analyzed using interactive data analysis techniques to obtain the true meaning. The results of this study found out a conception of a pluarist-multicultural in Christian education in the context of education in North Maluku. There are several themes of research findings from the results of critical dialogue between facts and theory, namely (1) the vision and mission of developing Christian education in pluralist-multicultural perspective; (2) the aims of Christian education in pluralist-multicultural perspective; (3) the elaboration of the objectives of Christian education in pluralist-multicultural perspective; (4) the content of Christian education in pluralist-multicultural perspective; (5) the characteristics of the content of Christian education in pluralist-multicultural perspective; (6) Christian education learning methods in pluralist-multicultural perspective.

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