Multiculturality Attitude Scale: A Sample from Turkey

Özgen, Nurettin; Köşker, Nilüfer

doi:10.15345/iojes.2015.02.009

Cited by 2 publications

(2 citation statements)

References 12 publications

(5 reference statements)

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“…The main demographic information concerning the participants is given in Table 1. The data was collected by using the Multiculturality Attitude Scale developed by Özgen and Köşker (2015). The Multiculturality Attitude Scale were determined via Exploratory Factor Analysis, which determined the validity of the scale.…”

Section: Participantsmentioning

confidence: 99%

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Köşker¹,

Özgen²

2018

Review of International Geographical Education Online

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The current study investigated the multiculturality attitudes of high school students using the Multiculturality Attitude Scale. The determination of the dynamics affecting students' multiculturality attitudes will provide opportunities for reconstructing the educational settings accordingly. The sample of the study was 2237 students from 24 high schools from 14 provincial centres in 7 geographical regions of Turkey. The data analysis was carried out using descriptive and inferential statistics. The analyses examined the relationships between the multiculturality attitudes of the students and their gender, class level, family income status, education level of the parents, and the geographic region of residence. The findings indicated significant differences between all dimensions of the scale (i.e., anxiety, richness, tolerance, threat, and discrimination) and the variables of the study. The findings indicated that the female students' attitude mean scores were more positive than those of the male students. Students in Central Anatolia, Southeastern Anatolia, and Marmara regions had higher attitude scores than students from other regions. As students' family income level increases, they regard multiculturality as a threat (ethnicity-based). Students whose parents have a high level of education regard multiculturality as a threat (ethnicity-based). In order to minimize these negative attitudes towards multiculturality in the society, people's awareness of different life practices by various groups within a country or community offers richness that should be recognized. To achieve this, the regulation of educational experiences considering cultural diversity and normalizing transitions, the differences in the educational institutions that serve as foundation in the society-building process are of the utmost importance.

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Section: Participantsmentioning

confidence: 99%

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Köşker¹,

Özgen²

2018

Review of International Geographical Education Online

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“…It is therefore vital that the education system functions as a platform for students to interact so that mutual understanding and tolerance may be achieved (Santhiram & Tan, 2010;Gomes & Holmberg, 2010;Özgen & Köşker, 2015).…”

Section: Ethnic Diversity and The National Education Systemmentioning

confidence: 99%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

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Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study's findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.

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Multiculturality Attitude Scale: A Sample from Turkey

Cited by 2 publications

References 12 publications

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Social Interactions among Multi-Ethnic Students

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