"Desperately Looking for Meaning": Reading Multiethnic Texts

Center, Carole

doi:10.1093/melus/30.2.225

Cited by 3 publications

(2 citation statements)

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“…Among the five dimensions, content integration has been the most widely researched in relation to student functioning. Studies report that when the curriculum includes references to students' cultural backgrounds and lives (e.g., languages, histories, issues like discrimination), students feel more valued and intellectually competent (Bean, Valerio, Senior, & White, 1999;Center, 2005;Gay, 2003;Sleeter, 2011). Consequently, they are more engaged, and perform significantly better in various skills such as language and literacy (Cummins, 2015;Sleeter, 2011).…”

Section: Prejudice Reduction As a Dimension Of Multicultural Educationmentioning

confidence: 99%

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Abacioglu

Zee

Hanna

et al. 2019

Teaching and Teacher Education

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h i g h l i g h t sUsing multilevel models, we examined the relationship between teachers' prejudice reduction practices and students' engagement. Prejudice reduction practices focused on engaging in dialogue about diversity and confronting intergroup bias. Teachers' explicit multicultural attitudes and implicit attitudes towards ethnic minorities were possible moderators. Prejudice reduction predicted increases in student engagement for teachers with above-average positive explicit attitudes. Our models did not support such an interaction effect for implicit ethnic attitudes.

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Section: Prejudice Reduction As a Dimension Of Multicultural Educationmentioning

confidence: 99%

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Abacioglu

Zee

Hanna

et al. 2019

Teaching and Teacher Education

View full text Add to dashboard Cite

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“…As Center (2005) points out, readers of multiethnic texts may feel disoriented and uncomfortable with the encounter. Merely having good texts is not enough.…”

Section: Discussionmentioning

confidence: 99%

Different Drummers: International Perspectives on Multicultural Education

Yao

Buchanan

Chang

et al. 2009

IJME

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This study compares social studies textbooks used in elementary schools of Canada, China, Mexico, Taiwan, and the U.S. in terms of how multicultural education is integrated into the curriculum. Based on Banks' framework of multicultural curriculum reform, the researchers examined the dimensions of content integration, knowledge construction, and prejudice reduction to assess the level of multicultural education represented in each textbook. The results were interpreted in the cultural, historical, and political contexts of each society.

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The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations

Zirkel

2008

Teachers College Record: The Voice of Scholarship in Education

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Background How best to serve a racially and ethnically diverse student body has been a topic of intensive theory development for the past 30 or 40 years. We have strong theoretical models regarding the need for and practice of multicultural education, the goals of which include both increased educational achievement for students of color and improved inter-group relations. Nevertheless, there are few places where one can find a broad examination of the empirical support for the influence of multicultural educational practice on either student outcomes or intergroup relations. Purpose In this article, I use James A. Banks's widely used conceptualization of the five components of multicultural educational practice—content integration, knowledge construction, prejudice reduction, equity pedagogies, and empowering school cultures—to examine the empirical evidence for the influence of each of these five different components on the academic outcomes of students of color and intergroup relations in schools. Conclusions The empirical research reveals that all five components of multicultural educational practice outlined by Banks to have a strong, positive impact on the educational outcomes of students of color and to improved intergroup relations, although research has been stronger in some areas (e.g., prejudice reduction and some equity pedagogies such as cooperative learning) than others (e.g., the specific effects of content integration and knowledge construction). The evidence suggests several additional conclusions: (1) Multicultural educational practice has benefit for the academic outcomes of all students, not just students of color. (2) Multicultural educational practice is most effective when implemented with careful attention to issues of race and power. (3) The academic and intergroup relations outcomes are linked, such that efforts designed to improve one improve the other. Implications for future research on the effects of multicultural educational practice on students, as well as teacher and administrator education programs, are discussed.

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"Desperately Looking for Meaning": Reading Multiethnic Texts

Cited by 3 publications

References 0 publications

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Different Drummers: International Perspectives on Multicultural Education

The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations

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