Multicultural Education Courses and the Student Teacher: Eliminating Stereotypical Attitudes in our Ethnically Diverse Classroom

Tran, MyLuong T.; Young, Russell L.; Lella, Joseph D. Di

doi:10.1177/0022487194045003004

Cited by 39 publications

(24 citation statements)

References 5 publications

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“…Typical measures of attitudinal outcomes considered in the studies were self-assessments of attitudes toward ethnic groups (e.g., Europeans, Mexican-American, African-American; Tran, Young, & Di Lella, 1994), gender, social class, sexual orientation, language, ability and other differences (e.g., the Beliefs About Diversity scale; Middleton, 2002), or intercultural issues ( (Klak & Martin, 2003). Another example of an attitudinal measure that has been used in the past (e.g., Stella, Forlin, & Lan, 2007) includes the ATIES (Wilczenski, 1992).…”

Section: Diversity Training Outcomesmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

243

214

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We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.

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Section: Diversity Training Outcomesmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

243

214

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“…The great majority of the participants in these studies were White women. These studies reported that after a course, students' attitudes are generally more positive than before (Baker, 1973(Baker, , 1977Bennett, 1979;Bennett, Niggle, & Stage, 1990;Hennington, 1981;Martin & Koppelman, 1991;Rios, McDaniel, & Stowell, 1998;Tran & Young, 1994). However, some studies found only small gains (Baker, 1973(Baker, , 1977.…”

Section: Stand-alone Multicultural Education Coursesmentioning

confidence: 99%

Preparing Teachers for Culturally Diverse Schools

Sleeter

2001

Journal of Teacher Education

1,268

230

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This article reviews data-based research studies on preservice teacher preparation for multicultural schools, particularly schools that serve historically underserved communities. In this article, the author reviews 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring. Although there is a large quantity of research, very little of it actually examines which strategies prepare strong teachers. Most of the research focuses on addressing the attitudes and lack of knowledge of White preservice students. This review argues that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.

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“…As human resource development is expensive, organizations must decide which competencies should be focused upon during skill development. Even though most diversity trainings have positive effects (e.g., Murphy, Park, & Lonsdale, 2006;Whitt, Edison, Pascarella, Terenzini, & Nora, 2001), there are also some diversity trainings that show no effect (e.g., Dogra, 2001;Tran, Young, & Di Lella, 1994) or even negative effects (e.g., Bush & Ingram, 2001;Von Bergen, Soper, & Foster, 2002). Our results suggest that the training of social competencies in the context of team diversity could focus on the social competences of the team members.…”

Section: Practical Implicationsmentioning

confidence: 67%

That’s not my place: The interacting effects of faultlines, subgroup size, and social competence on social loafing behaviour in work groups

Meyer

Schermuly

Kauffeld

2015

European Journal of Work and Organizational Psychology

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Taking a social relations approach to team diversity, we propose that faultlines-hypothetical dividing lines that split a team into relatively homogeneous subgroups-impact the team members' propensity to exhibit social loafing behaviour. We further propose that this individual-level reaction to the faultline structure of the team can differ among team members, depending on the size of their subgroup and on their individual social competence. We tested the assumptions with a sample of real teams working on an intellective task during which social loafing behaviour was video-coded. In partial support of the hypotheses, generalized mixed models revealed that social loafing behaviour was most common for team members who were part of a team with strong faultlines, who belonged to the larger subgroup in their team, and who exhibited low levels of social competence. The results therefore highlight the benefits of taking a multilevel approach to the effects of faultlines.

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Multicultural Education Courses and the Student Teacher: Eliminating Stereotypical Attitudes in our Ethnically Diverse Classroom

Cited by 39 publications

References 5 publications

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Preparing Teachers for Culturally Diverse Schools

That’s not my place: The interacting effects of faultlines, subgroup size, and social competence on social loafing behaviour in work groups

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