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An examination of educator multicultural attitudes before and after a diversity dinner dialogue

An examination of educator multicultural attitudes before and after a diversity dinner dialogue The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.Design/methodology/approachThis study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.FindingsFindings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.Research limitations/implicationsFurther research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.Originality/valueThis study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

An examination of educator multicultural attitudes before and after a diversity dinner dialogue

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-05-2020-0042
Publisher site
See Article on Publisher Site

Abstract

The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.Design/methodology/approachThis study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.FindingsFindings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.Research limitations/implicationsFurther research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.Originality/valueThis study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Jun 4, 2021

Keywords: Multicultural education; Dialogue; Professional development; Multicultural competence; In-service teachers

References