Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
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| Title: | Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education |
|---|---|
| Language: | English |
| Authors: | Cherng, Hua-Yu Sebastian, Davis, Laura A. |
| Source: | Journal of Teacher Education. May-Jun 2019 70(3):219-236. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Multicultural Education, Educational Change, Preservice Teacher Education, Cultural Awareness, African American Students, Hispanic American Students, Asian American Students, White Students, Racial Differences, Student Attitudes, Teacher Student Relationship, Instructional Effectiveness |
| DOI: | 10.1177/0022487117742884 |
| ISSN: | 0022-4871 |
| Abstract: | Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers' measured competencies. Using a novel dataset of 2,500 preservice teachers' beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates' competence in creating nurturing classroom environments. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1212222 |
| Database: | ERIC |
| Abstract: | Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers' measured competencies. Using a novel dataset of 2,500 preservice teachers' beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates' competence in creating nurturing classroom environments. |
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| ISSN: | 0022-4871 |
| DOI: | 10.1177/0022487117742884 |
