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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
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  Data: Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. May-Jun 2019 70(3):219-236.
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  Data: 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
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1177/0022487117742884
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  Data: 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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        Value: 10.1177/0022487117742884
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        PageCount: 18
        StartPage: 219
    Subjects:
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        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: African American Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Asian American Students
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      – SubjectFull: Racial Differences
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Student Relationship
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