An Analysis of How the Gender and Race of School Principals Influence Their Perception of Multicultural Education

Abstract

The purpose of this study was to investigate secondary school principals’ perceptions of multicultural education in a rural southeastern state. The researchers wanted to ascertain whether or not the race or gender of school principals have a role in how those principals view multicultural education in theory (its theoretical value). For the purpose of this study, multicultural education in theory was defined as the belief that multicultural education is for all students, elevates students’ self-esteem, is embedded in cultural pluralism, and recognizes the social, political, and economic community and societal constructs on students of color (Fernandez, 1996). Three hundred and two secondary school principals were surveyed in a designated southeastern state. A significant difference was discovered with regard to the gender of the school principals and their perceptions of the theoretical value of multicultural education.

A Comparative Study on Multicultural Attitude of University Students: Austria, Hungary and Turkey Sample

“…Because both Turkey and Hungary do not have a good level of gender equality situation opposite to Austria, those women may have a tendency to understand "others" better than men (United Nations, 2018). However, there are still some studies showing a significant difference in favor of male participants (McCray & Beachum, 2010) or no difference (Breugelmans & Van De Vijver, 2004;Nadelson et al, 2012;Schalk-Soekar & Van de Vijver, 2008). Therefore, we cannot assert a conclusive result with regard to gender differences.…”

Saving Our Future by Reducing Suspensions and Expulsions among African American Males

“…Cultural collision is the notion of students bringing their cultural values and mores with them to the educative process. Unfortunately, such values, beliefs, and mores do not always coincide with educators and other school officials' views of the world (McCray & Beachum, 2010;McCray, Wright, & Beachum, 2006). In many instances, educators and school leaders are operating from a deficit theory perspective toward Black males and take liberty of assigning adult consequences on their behavior.…”

Öğretmenlerin Çok Kültürlü Eğitim Uygulamalarını Etkileyen Faktörler

“…Teachers, who are aware that they have different backgrounds and accept the differences naturally, have different backgrounds and offer high quality and different learning opportunities to students (Atwater, 1995;Atwater and Brown, 1999;Foster, 1997). It can be said that students are required to have different gender, nationality, ethnic origin, beliefs, traditions and learning experiences until they come to class with different experiences and to accept it as natural in multicultural classroom teaching practices (McCray and Beachum, 2010;Ramirez and Gallardo, 2001). Teachers' acceptance and respect of differences, believing that multiculturalism is wealthy, will open the door to applications to reduce the differences of achievement among students.…”