Principals' Perceptions of Multicultural Education and School Climate

Abstract

Scholars of multicultural education urge school administrators to produce curricula in which the heterogeneity found in our public schools becomes an asset and not a barrier. In this survey research, we examined the extent to which secondary school principals in a southeastern state positively viewed the values and principles of multicultural education with regard to shaping their school climate to make certain it reflects the ideals of respect, trust, and high morale for all students. We found that secondary school principals’ perceptions as to whether multicultural education can have a positive effect on the school climate were significantly influenced by the socioeconomic status ofthe administrator’s community. These findings suggest that when it comes to issues of diversity and multicultural education, outside influences that exist in public education can play a major role in principals’ perceptions as to whether or not multiculturalism is seen as something of value.

Educational Considerations, vol. 34(1) Full Issue

“…Despite educational reforms that have attempted to address these issues, inequities in education for diverse students with special needs continue to dominate (Daniels, 1998). To address this issue, school administrators must ensure teachers are prepared with an understanding of the benefits of multiculturalism and a realization of how ignoring students' culture could contribute to their placement in special education programs (McCray, Alston, & Beachum, 2006;Williams, Beachum, Obiakor, & McCray, in press). Hence, school administrators must understand their roles in the teaching and learning process of multicultural students, especially those with special education needs.…”

“…At the school level, the school administrator is the designee appointed to ensure that each student receives a quality education (Williams et al, 2002). The effectiveness of a school's educational program is ultimately determined by the leadership and attitude of the school administrator (McCray, Alston, & Beachum, 2006). Earlier, Goor and Schwenn (1997) asserted that educational leadership is the number one variable associated with effective schools.…”

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs

“…Thus, these theories will only be valid in cultures where cultural dimensions are similar to those of the U.S. culture. The growing international commonality in educational policy and in institutional structures makes culture and cultural differences an important area gaining increased significance (Leeman, 2003;McCray, Alston, & Beachum, 2006).…”

“…It is, therefore, assumed if leaders in intercultural schools are to make a difference then they must leam to understand the cultural influences affecting their schools. This calls for the development of leader authenticity (McCray, Alston, & Beachum, 2006).…”

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

“…Unfortunately, the idea of implementing any form of a multicultural curriculum in schools was not the main priority of many school administrators, especially in schools in the Deep South. In fact, some of the administrators' goals during the apex of school integration were to prevent the formation of a unitary school system (McCray, Alston, & Beachum, 2006). Capper (1993) observed that, even today, "to some administrators, the idea of education that is multicultural and social reconstructionist conjures up images of teaching their students how to be radical student demonstrators, reminiscent of the sixties" (p. 288).…”