Journal for Multicultural Education

Fehérvári, Anikó

2023 Journal for Multicultural Education

doi: 10.1108/jme-08-2022-0104

Inclusive education of Roma students is a priority goal of the European Union. However, synthesising analyses reveal precious little progress scored in this area. This study aims to explore the factors that have affect Roma students’ academic achievement, specifically, whether the views of their teachers have an impact on the performance besides individual and family background factors.Design/methodology/approachA large-sample questionnaire-based research study was conducted in the 2019/2020 academic year involving 4,674 seventh-grade students and 2,656 teachers from 194 Hungarian schools. On a self-admission basis, 374 of the students were Roma.FindingsIn the schools examined, the performance of Roma students is poorer, their commitment to learning is weaker, yet they have a higher opinion of their school and their teachers than their non-Roma peers. The involvement of majority students in extracurricular private tutoring, particularly foreign language learning, is greater. Roma students’ academic achievement is mainly affected by individual background factors, in particular by their school history.Originality/valueThe findings suggest that although the role of the school and pedagogical views is important, they are not predominant factors determining Roma students’ performance. The explanatory power of individual characteristics is stronger than that of school factors. The comparison between Roma and non-Roma students also shows that cooperation between different sectors (education, social and health) would be essential within and outside school in terms of home learning conditions, digital access and student well-being.

Gultekin, Mehmet

2023 Journal for Multicultural Education

doi: 10.1108/jme-10-2021-0188

In this paper, the author adapts the concept of culturally relevant pedagogy and the pedagogy of hope for Middle Eastern Muslim students' education. This paper aims to develop a new perspective for educating Middle Eastern Muslim students by focusing on Islam by considering being Muslim as a cultural way of being and living.Design/methodology/approachPedagogy of hope (Hooks, 2003), particularly the concept of healing in education and culturally relevant pedagogy (Ladson-Billings, 1995), guided this study during the research process.FindingsThree themes of culturally relevant pedagogy through a picturebook by Mobin-Uddin (2007) entitled The Best Eid Ever was examined to illustrate how this picturebook can be used as an example of culturally relevant pedagogy.Research limitations/implicationsThe limitation is the researcher’s interpretation as a Middle Eastern Muslim who lived in a Western country. The Best Eid Ever (2007) can be used in the classroom for Middle Eastern Muslim students' education to discursively build a positive identity and educate students from different backgrounds. More studies may investigate other texts (e.g. novels) with Middle Eastern Muslim characters. Further research can also explore the use of this book in the classroom.Originality/valueThis study provides qualitative description of a picturebook from culturally relevant pedagogy and pedagogy of hope to guide teachers to bolster Middle Eastern Muslim students’ schooling experiences.

Hassanpour, Ali; Azizi, Nematollah; Ahmadi, Abbas; Gholizadeh, Isa; Ramezani, Seyedeh Golafrooz

2023 Journal for Multicultural Education

doi: 10.1108/jme-06-2022-0079

Considering the role that students’ diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs).Design/methodology/approachThis paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis.FindingsFindings show that three continuous patterns are repeated throughout the documents. (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited. (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern. (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence.Practical implicationsThis research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran.Originality/valueTo the best of the authors’ knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

Yang, Shuling; Ward, Natalia A.; Hayden, Emily

2023 Journal for Multicultural Education

doi: 10.1108/jme-11-2022-0159

Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.Design/methodology/approachThe authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.FindingsThe findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.Originality/valueThe findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.

Eckert, Sarah Anne; Miller, Melodie

2023 Journal for Multicultural Education

doi: 10.1108/jme-09-2022-0113

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.Design/methodology/approachThis study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.FindingsIn most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.Originality/valueThis study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.

Ismaili, Yassine

2023 Journal for Multicultural Education

doi: 10.1108/jme-10-2022-0136

The purpose of this study is to investigate the educational experiences of sub-Saharan African undocumented students in Moroccan public schools, as well as the perceptions of instructors regarding the challenges and needs of sub-Saharan students in the capital city of Morocco, Rabat.Design/methodology/approachA qualitative interpretative case study approach was implemented to investigate this topic. This study involved seven respondents who had experience working with sub-Saharan students in their classrooms.FindingsThe findings of this study indicate that Moroccan public schools provide sub-Saharan African students with free education and a welcoming and secure learning environment. However, inadequate educational conditions, such as deficiencies in the designed programs, possibly limited competence of teachers, lack of professional instructors capable of teaching migrants and insufficient resources, can all hinder the learning process and educational integration of sub-Saharan African students.Originality/valueThis study contributes to the limited body of research on intercultural education in the Northern African region. The educational challenges and needs of hundreds or thousands of sub-Saharan African immigrants settling in Morocco are often overlooked or not given adequate consideration in scholarly works.

Pedraza, Chadrhyn A.A.; Guillaume, Rene O.

2023 Journal for Multicultural Education

doi: 10.1108/jme-04-2022-0054

The purpose of this study was to gain insight into Asian Americans’ experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity.Design/methodology/approachThis study used a qualitative research design and narrative inquiry strategy. The authors used Chang’s (1993) Asian Critical Race Theory framework to examine participant’s descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity.FindingsParticipants’ narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an “other” and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype.Originality/valueThis study contributes to the literature on Asian Americans by examining how experiences as a child shape how they have come to perceive their racial identity in relation to their overall self-concept. The authors argue that Asian American experiences have been excluded from discourse on race in education as the model minority and perpetual foreigner stereotypes have allowed for this marginalization.

Martinez Calvit, Adriana I.; Ford, Donna Y.

2023 Journal for Multicultural Education

doi: 10.1108/jme-11-2022-0148

The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.Design/methodology/approachThis conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.FindingsThe authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.Originality/valueThis paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

Gülüm, Başak; Türker, İbrahim Halil

2023 Journal for Multicultural Education

doi: 10.1108/jme-11-2022-0142

The purpose of this study is to develop a valid and reliable scale that can measure the level of respect for differences of middle school students. The validity and reliability studies of the scale draft prepared as a result of the opinions received were carried out on 964 middle school students.Design/methodology/approachThe sequential exploratory mixed method was used. In the study, attitude items were created by examining the studies in the literature with qualitative methods, and the scale was then finalized by applying tests for the attitude scale prepared with quantitative methods.FindingsAs a result of the exploratory factor analysis made on the data obtained, a structure consisting of 20 items and four factors as “gender”, “disability status”, “physical appearance” and “cultural identity” were reached. Also, it was seen that the scale identified 56% of the total variance. Confirmatory factor analysis that was performed on another sample showed that the sample fit of the scale was at an acceptable level. The reliability coefficient of the scale was calculated as Cronbach’s α = 0.815; composite reliability was ranged between 0.766 and 0.894 and the internal consistency of the scale was quite high. It was concluded that the scale developed to determine the level of respect for differences is a valid and reliable measurement tool.Originality/valueThis study is considered significant in terms of presenting a valid and reliable scale that will reveal the attitudes of middle school students towards differences in the literature.

Liu, Wei

2023 Journal for Multicultural Education

doi: 10.1108/jme-08-2022-0106

Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development.Design/methodology/approachAs a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development.FindingsThis paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research.Research limitations/implicationsLinguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper.Practical implicationsThe paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students.Originality/valueSecond language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.

Strayhorn, Terrell Lamont

2023 Journal for Multicultural Education

doi: 10.1108/jme-09-2022-0118

The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?Design/methodology/approachThis paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.FindingsMultivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.Practical implicationsAs colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.Originality/valueThis paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.