Application of multicultural-based learning model syntax of social studies learning

This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Background: Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective: We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method: Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results: Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions. Conclusion: Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications: The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

Strengthening Tacit and Explicit Multicultural Knowledge in Elementary Schools

This study aims to develop tacit and explicit knowledge to strengthen the values and attitudes of multicultural education in elementary schools. This research method was used a case study design, and it held at the Elementary schools in Sintang regency, West Kalimantan. The Findings showed the similarity of understanding among school members to the concept of multicultural educational Catholic schools, public schools, and Islamic schools. Conceptually the understanding of multicultural education has not been formulated in an explicit multicultural idea. However, the awareness of multicultural values and attitudes has been patterned through an attitude of appreciation for diversity, respect for diversity, living brotherhood and unity rooted in the religious values of Christianity, Islam and the local traditions of Dayak’s and Malay. Strengthening explicit and tacit knowledge in the process of education and learning to improve the pedagogy of equality and social justice at the elementary school level. This effort can be realized if classrooms are innovated into a multicultural epicenter. It is recommended that the process of socialization, internalization, and the combination of learning approaches and the use of various media, supplements, and multicultural learning modules. Those can be used to develop tacit and explicit knowledge so that multicultural education in elementary schools can be realized and rooted in the education process as one of the characteristics of elementary school education in Indonesia.

Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?

Almost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used, taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.

Career Self-Management and Development of Multicultural Knowledge and Practice: Experience of Professional Counsellors

The focus of this research project explores counsellors’ experiences and application of multicultural competencies when working with diverse clients. Using a descriptive qualitative case study approach (Yin, 2009), thirty professional counsellors engaged in semi-structured interviews. They reflected on various factors drawn upon in developing and incorporating a multicultural base of knowledge to inform their practice when working with diverse clients. This research study examines what it means to be a multicultural counsellor, including their perception of challenges and outcome expectations in developing a multicultural framework to situate their practice, and cultivation of professional resilience in their work with diverse clients. The article concludes with a discussion for future work in the area and presents a broadened scope of counsellor career adaptive behaviors implemented in effectively working with diverse clients.

The influence of identity development on multicultural counselling competencies of counsellor trainees

This study investigated the influence of the phases of identity development as identified by the Optimal Theory Applied to Identity Development (OTAID) framework on multicultural counselling competencies among the counsellor trainees in Universiti Malaysia Sarawak. This proposed research utilized correlational research design. 93 counsellor trainees were recruited for data collection by using purposive sampling. Three instruments were implemented in this study, which are Self-Identity Inventory (SII), Multicultural Awareness/ Knowledge/ Skills Survey (MAKSS), and Marlowe-Crowne Social Desirability Scale- Short (MCSDS-S). SII was used to measure the phases of identity development, which are Individuation, Dissonance, Immersion, Internalization, Integration, and Transformation. MAKSS was utilized to measure self-perceived multicultural counselling competencies from 3 dimensions, which are Multicultural Awareness, Multicultural Knowledge, and Multicultural Skills. While MCSDS-S was used as measure for social desirability. The collected data were analyzed using Pearson Coefficient Correlation and Multiple Regression. The findings revealed that there is no relationship between identity development and multicultural counselling competencies. Likewise, no significant influence was found between identity development and multicultural counselling competencies. Among the six phases of identity development, the phase of Integration was a sole predictor of counsellor trainee’s perceived Multicultural Awareness and Multicultural Knowledge. Integration is positively correlated with Multicultural Awareness, with r(93)=0.25, p=0.02. Integration is also positively correlated with Multicultural Knowledge, with r(93)=0.25, p=0.02. Moreover, Integration predicted 6% of Multicultural Awareness, with F(1.92)=6.04, R2 =0.06, p<0.05. Integration also predicted 6% of Multicultural Knowledge, with F(1.92)=6.19, R2=0.06, p<0.05. While Multicultural Skills did not predict by any phase of identity development, for no significant influence of identity development was found on Multicultural Skills. The researcher suggested that training and supervision that involve immersion with people from diverse background to be considered in promoting multicultural counselling competencies of counsellor trainees. Further studies are encouraged to explore the significant factors that contribute to multicultural counselling competencies.