Multicultural Learning and Teaching最新文献_第2页

Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs) 传统黑人学院和大学(HBCUs)地质学和地球物理学学位课程的多样性

Multicultural Learning and Teaching Pub Date : 2023-06-26 DOI: 10.1515/mlt-2023-0012

I. J. Aluka

引用次数: 0

Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project 从多元文化儿童文学项目看职前教师对教师自我认同的思考

Multicultural Learning and Teaching Pub Date : 2023-05-30 DOI: 10.1515/mlt-2022-0021

Yuko Iwai

{"title":"Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project","authors":"Yuko Iwai","doi":"10.1515/mlt-2022-0021","DOIUrl":"https://doi.org/10.1515/mlt-2022-0021","url":null,"abstract":"Abstract This study examined how 44 preservice teachers reflected on their teacher self-identities through exploring multicultural children’s books, which are published in different time periods, with a focus of analyzing characterization of main characters. The researcher collected data, including a multicultural book project, pre- and post-surveys on multicultural children’s literature and teacher identities, and a reflection paper. Data analysis consisted of looking for and coding emergent themes. The findings of the study showed that preservice teachers analyzed multicultural books from authentic perspectives, focused on how the authors used appropriate language, and examined trends in cultural details and illustrations published in different time periods. They analyzed characteristics of main characters by parsing the facts, by examining the context of the story, and by examining the personalities of main characters. They also refined their teacher identities and strengthened their commitment to become culturally responsive teachers by reflecting on the importance of equity, diversity, and inclusion and embedding high-quality multicultural children’s books into the curriculum. Implications and recommendations are also shared.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124840990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint 阿拉伯高等教育机构的社会心理教育实践简介:第一人称视角

Multicultural Learning and Teaching Pub Date : 2023-05-30 DOI: 10.1515/mlt-2022-0025

Yasser A. Al-Hilawani

引用次数: 0

Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges 新土地上的养育:英语水平对移民父母代际挑战经历的影响

Multicultural Learning and Teaching Pub Date : 2023-05-18 DOI: 10.1515/mlt-2022-0008

T. Roose, Meng-Ting Lo

{"title":"Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges","authors":"T. Roose, Meng-Ting Lo","doi":"10.1515/mlt-2022-0008","DOIUrl":"https://doi.org/10.1515/mlt-2022-0008","url":null,"abstract":"Abstract The purpose of this survey study was to explore how the English language proficiency of Asian and Latin American immigrant parents influenced their levels of intergenerational challenges as reflected in their experiences with diminished parental authority, role reversal, acculturation gap, value discrepancy, family conflict, and emotional distance. The 86 participants were Asian and Latin American immigrant parents from eight classes at three adult ESL programs in Southern California. They reported lower levels of intergenerational challenges than was expected based on the extant literature, and their experiences were quite similar regardless of their adult ESL class levels. Overall, the parents from different ethnic backgrounds shared more commonalities than differences as language and cultural learners raising children in a new land. This study sheds light on the experience of immigrant parents raising children in ethnic enclaves and pushes against common discourses about immigrants’ acculturation. The findings suggest that preserving their linguistic and cultural heritage has become increasingly important to many immigrant communities and may play a crucial role in how they navigate their roles as parents.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116941744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing culturally responsive teachers: a systematic review 培养对文化有反应的教师:系统回顾

Multicultural Learning and Teaching Pub Date : 2023-05-18 DOI: 10.1515/mlt-2023-0004

Rhonda D. Miller, Lydia Gerzel-Short, Jerae Kelly, Nicole M. Uphold, Yun-Ju Hsiao, Katrina A. Hovey, Yan Wei

引用次数: 1

Cultural competency training for the social service professions: A systematic literature review 社会服务专业的文化胜任力训练:系统的文献回顾

Multicultural Learning and Teaching Pub Date : 2023-04-10 DOI: 10.1515/mlt-2022-0024

Alyssa Uher, M. Fisher, C. K. Josol

{"title":"Cultural competency training for the social service professions: A systematic literature review","authors":"Alyssa Uher, M. Fisher, C. K. Josol","doi":"10.1515/mlt-2022-0024","DOIUrl":"https://doi.org/10.1515/mlt-2022-0024","url":null,"abstract":"Abstract Social justice movements have sought public awareness and positive change for marginalized communities, including the intersection of Black, Indigenous and People of Color (BIPOC) and disabled students. Despite significant strides made to decrease the inequities experienced by marginalized communities, gaps still exist. Increasingly, the fields of special education and related services (e.g., social services providers who support disabled students in schools) have been encouraging and requiring their practitioners to be taught culturally relevant content, such as cultural competency. Despite the push to incorporate cultural competency training, no systematic approach to providing this training has been identified. The current systematic literature review was conducted to identify common practices for training cultural competency within social service professions. A search across five databases yielded 53 studies that met inclusion criteria. The results demonstrate that cultural competency content and knowledge is taught and measured using a variety of methods and assessments; cultural competency was most often taught within academic programs and assessed using the Multicultural Counseling Inventory. This review contains a variety of methods that have been shown to teach cultural competency and thus can be used by educational programs and organizations across the social service professions to aid in creating trainings for their practitioners.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"0 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129275810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Beyond fraudulent multiculturalism in higher education: moving forward 超越高等教育中的欺诈性多元文化主义:向前迈进

Multicultural Learning and Teaching Pub Date : 2023-03-02 DOI: 10.1515/mlt-2023-0001

F. Obiakor, I. J. Aluka, Emmanuel I. Mbagwu, S. Obi

{"title":"Beyond fraudulent multiculturalism in higher education: moving forward","authors":"F. Obiakor, I. J. Aluka, Emmanuel I. Mbagwu, S. Obi","doi":"10.1515/mlt-2023-0001","DOIUrl":"https://doi.org/10.1515/mlt-2023-0001","url":null,"abstract":"Abstract Recent demographic changes in the United States have shown that we live in a multicultural society. However, for some reason, colleges and universities are still floundering in mediocrity when it comes to multiculturalism. What we see in higher education is multiculturalism that is fraudulent and unaccountable and the fact that individuals from culturally and linguistically diverse (CLD) and vulnerable backgrounds consistently endure White supremacy, racism, discrimination, and xenophobia, to say the least. In addition, we consistently see that proactive and measurable efforts are not made in the recruitment, retention, graduation, continuation, tenure, and promotion of students, faculty, staff, and leaders from CLD, immigrant, and vulnerable backgrounds. While there are well-written and documented policies, mission and vision statements, and goals and objectives in institutions of higher learning, there appears to be deficits in applicability and accountability measures of equity, diversity, quality, goodness, and fairness. Most strategies seem to be feel-good, look-good, fake, bandaid, and fraudulent approaches that are divorced from realities. How do we reverse these moves while respecting the traditional roles of higher education? This article responds to this critical question.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122718420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Frontmatter 头版头条

Multicultural Learning and Teaching Pub Date : 2023-03-01 DOI: 10.1515/mlt-2023-frontmatter1

引用次数: 0

Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers 实现更多样化的特殊教育教师队伍:研究人员和政策制定者的指导性问题

Multicultural Learning and Teaching Pub Date : 2023-02-09 DOI: 10.1515/mlt-2022-0007

Christopher J. Cormier, LaRon A. Scott, Kyena E. Cornelius, M. Rosenberg

引用次数: 0

Executive editor’s comments: fraudulent multiculturalism as an anti-multicultural phenomenon 执行编辑评论:欺骗性的多元文化主义是一种反多元文化的现象

Multicultural Learning and Teaching Pub Date : 2023-02-07 DOI: 10.1515/mlt-2023-2001

F. Obiakor

引用次数: 1