Multicultural Learning and Teaching最新文献

{"title":"Exploring the Experiences of Male Intercollegiate Soccer Coaches who are People of Color","authors":"Patrice Parris, Jamie Workman, J. Archibald, Eugene F. Asola","doi":"10.1515/mlt-2023-0003","DOIUrl":"https://doi.org/10.1515/mlt-2023-0003","url":null,"abstract":"Abstract The purpose of this study was to explore and discuss the lived experiences and stories of people of color male intercollegiate soccer coaches, and to make meaning of their experiences to better understand why there are a lack of people of color male coaches in the NCAA soccer community. Critical race theory served as the theoretical framework. Through the use of narrative inquiry, the researchers interviewed people of color male soccer coaches in the NCAA. The researchers analyzed, categorized, and coded into themes using procedures for conducting and analyzing narrative research. Several themes emerged from interviews with six people of color college male soccer coaches. In this article, the authors discuss two major themes, relationships and race, and provides implications for intercollegiate coaches and administrators as well as directions for future research.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115533292","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}

{"title":"Reflecting on the differences between young offenders and their typically developing and low achieving peers: a comparative study","authors":"Yasser A. Al-Hilawani, Asmaa S. M. Al-Subhi","doi":"10.1515/mlt-2022-0010","DOIUrl":"https://doi.org/10.1515/mlt-2022-0010","url":null,"abstract":"Abstract This study examined the differences among the typically developing, low-achieving, and young offender participants on indices of oral and silent reading, listening comprehension, the Raven and behavior scales, and parental status. A convenient sample of 81 males and females from the same geographical region in the Sultanate of Oman took part in this study. Analyses showed that the typically developing participants obtained a higher Raven score, achieved better on the behavior scale, and performed commensurately with their current grade placement in oral, silent, and listening skills when compared with both the young offenders and low-achieving participants. The academic skills of the young offenders were better than those of the low-achieving participants, a strong indication that the low-achieving group had more serious academic difficulties when compared with the young offenders. The young offenders living with married parents obtained a better score on the adjustment disorder domain than those who had divorced or deceased parents. The results suggested that the young offender and underachieving participants were not entirely identical in their profiles. Implications and limitations are discussed.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130679814","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}

{"title":"Exploring the experiences of international Chinese students at a UK university: a qualitative inquiry","authors":"A. Holliman, Amanda S. Bastaman, Hiu S. Wu, Shuyue Xu, D. Waldeck","doi":"10.1515/mlt-2022-0020","DOIUrl":"https://doi.org/10.1515/mlt-2022-0020","url":null,"abstract":"Abstract The largest group of international students pursuing their overseas higher education in the UK come from China; and yet, little qualitative research has explored the experiences of Chinese students who have recently made this transition, with even less focusing on the experiences of both undergraduate and postgraduate students. The present article set out to explore the unique perspective of a small sample of first-year undergraduate and first-year postgraduate students (N = 18), on their experience of transitioning to a higher education institution in the UK. Semi-structured interviews were conducted, and thematic analysis was used to explore their experiences in greater depth. Two superordinate themes are reported here: “Education Dialogues and Scholarship” and “Intercultural Relations and Notions of Difference.” The findings suggest that despite advances in institutional practices to support international students’ transition to higher education in the UK, more work needs to be done to redress the sociocultural (and other) challenges that continue to exist for international Chinese students.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127369113","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}

{"title":"International graduate students’ campus and social adjustment experiences at a Japanese university","authors":"Takahiro Sato, Ryan T. Miller, R. Rakwal, Takafumi Tomura, Koyo Fukasawa","doi":"10.1515/mlt-2022-0011","DOIUrl":"https://doi.org/10.1515/mlt-2022-0011","url":null,"abstract":"Abstract The purpose of this study was to analyze international graduate students’ study abroad experiences at a university in Japan. In this qualitative study, in-depth, semi-structured interviews (Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). Teacher College Press) grounded in the concept of the sojourner (Siu, P. C. P. (1952). The sojourner. American Journal of Sociology, 58, 34–44) were conducted with international students studying in an English-medium graduate program at a university located in the Kanto region of Japan. The five participants, ranging from 25 to 42 years of age, were from Nigeria, India, Peru, and the United States and were enrolled in a master’s program in physical education, health and sport sciences. Three recurrent themes were identified: (a) challenges in overcoming loneliness on campus, (b) importance of participation in extracurricular activities (on and off campus), and (c) language barriers and cultural differences in daily living. To better support international graduate students at Japanese universities, we encourage faculty, international education office staff, and all students to respect, value, and embrace the languages and cultures of international students.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124415398","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}

{"title":"Life, learning, and legacy: retired Black educators and the quest for education","authors":"Floyd D. Beachum, Tashina L. Khabbaz, Kadia Hylton-Fraser","doi":"10.1515/mlt-2022-0017","DOIUrl":"https://doi.org/10.1515/mlt-2022-0017","url":null,"abstract":"Abstract Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development, 17, 21–32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., & Still, M. (2020). Categorical inequalities between Black and White students are common in US schools—but they don’t have to be. Brookings Center Chalkboard. https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/21/categorical-inequalities-between-black-and-white-students-are-common-in-us-schools-but-they-dont-have-to-be/). Further, changing student demographics across the United States makes it imperative that students’ experiences within the classroom are positive, affirming, and reflective of their cultures and realities (Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78). While research in education has focused on the various teaching and leadership experiences of CLD educators, there are only a few which have specifically explored those of Black educators who taught in the era after the Great Migration. Unearthing such stories would be instructive for informing and improving current pedagogical practices for Blacks and other CLD students. Further, centering Black educators’ narratives is a way to disrupt the pervasive hegemonic narratives that typically focus on the experiences of White educators. Consequently, this small-scale study sought, through qualitative inquiry, to explore the perspectives of Black educational leaders and educators who attended segregated schools and then taught in more integrated settings after the Great Migration. Data collected through semi-structured interviews revealed three main themes: boundaries, community, and enhanced education. Importantly, the findings also revealed that as these Black educators shared their teaching and leadership experiences after migrating, they somehow could not escape the physical or psychological burden associated with being Black. The study has implications for how current educators interface with Black and CLD students to help them navigate a system that is still marked by anti-Black racism.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125026988","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}

{"title":"We Gotta Have It: Black and Brown ideologies on solidarity","authors":"S. D. Sankofa, Natalie Muñoz, Deanna Philippe, Soribel Genao, Cristóbal Rodríguez","doi":"10.1515/mlt-2022-0019","DOIUrl":"https://doi.org/10.1515/mlt-2022-0019","url":null,"abstract":"Abstract Amid the global COVID-19 pandemic, which highlighted the disparities of healthcare for Black and Brown communities, the tragic and senseless deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, Tony McDade, and Rashard Brooks took place before we were halfway into 2020. Furthermore, while Black deaths at the hands of police are the highest rate compared to all groups, Latinos follow right behind at almost twice the rate compared to Whites, which highlight how both Black and Brown communities face the same crisis and oppression, and both face the greater need for solidarity. Reflecting on a recent historical period of our socio-political culture, this article endeavors to expose how the media’s influence has amplified the need to reignite a rallying cry of race and identities across the globe. Utilizing our educational backgrounds and classroom experiences, we examine what can be learned by amplifying the importance of culturally relevant pedagogy and solidarity through the lens of Spike Lee’s She’s Gotta Have It series on Netflix. We specifically explore the oneness of Black and Brown people and highlight how solidarity is key for upliftment and well-being.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126756986","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}

{"title":"Black voices and thoughts in general and special education: introducing the special issue","authors":"Lenwood Gibson","doi":"10.1515/mlt-2022-0013","DOIUrl":"https://doi.org/10.1515/mlt-2022-0013","url":null,"abstract":"Abstract At this current time in history, many Black people in the United States are in perilous positions. Moreover, Black students find themselves in similar situations in regards to their education. Over the past two years, the effects of the global Covid-19 pandemic and on-going police violence against Black people have created an atmosphere that is suffocating and demoralizing. Strong and continued discourse is needed to provide solutions to on-going social and educational inequities that our students face. These inequities have only been further exacerbated by the pandemic and turbulent political atmosphere. This introduction to the special issue provides the context for why the voices and thoughts of Black scholars matter so much at this time. As it appears, it is wise too not stand idly by when the future of Black students is at stake. Scholars in this special issue are standing up to represent at a time when freedom seems to be in danger at all levels.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121634037","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}

{"title":"Executive editor’s comments: education and survival of blacks matter: beyond narrow confines","authors":"F. Obiakor","doi":"10.1515/mlt-2022-0012","DOIUrl":"https://doi.org/10.1515/mlt-2022-0012","url":null,"abstract":"","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130744409","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}

{"title":"“Life is in the Ears”: what Black learners should hear from general and special educators","authors":"F. Obiakor","doi":"10.1515/mlt-2022-0015","DOIUrl":"https://doi.org/10.1515/mlt-2022-0015","url":null,"abstract":"Abstract What Black learners hear from their general and special education professionals affect how they communicate and interact in classrooms and other learning situations and environments. Most students, no matter how young, are very perceptive—they can tell if the teacher or the learning environment is welcoming or unwelcoming. When the environment is not welcoming, Black learners feel psychologically disenfranchised, disadvantaged, and disillusioned. And, when the environment is welcoming, these learners feel motivated and inspired to maximize their fullest potential. Rather than engage Black learners with implicit and explicit messages that are results of negative assumptions, unrealistic expectations, illusory generalizations, and systemic racist statements, general and special educators should send inspiring messages to their learners while also trying to hear from them to allow their silenced voices to be visible in school programs. This is the premise of this article.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117102183","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}

{"title":"Over represented – under represented: the juxtaposition of Black males in special education programs","authors":"Lenwood Gibson","doi":"10.1515/mlt-2022-0014","DOIUrl":"https://doi.org/10.1515/mlt-2022-0014","url":null,"abstract":"Abstract The disproportionate, over-representation of Black boys in special education continues to be a matter of social injustice and inequity in education. Many Black students are placed in special education due to subjective identification processes. This is especially true when it comes to classifications such as Emotional Behavior Disorders (EBD). Black boys classified with EBD are more likely to be educated in exclusionary settings, and once placed, are less likely to return to integrated environments. This often leads to poor educational and life outcomes. The topic of disproportionality in special education has been studied and discussed over the past several decades, yet the problems persist. The purpose of this article is to discuss reasons for the over representation of Black boys who are identified as having EBD. Moreover, this discussion is extended to include the disproportionate, under-representation of Black men as special education professionals, classroom teachers and full-time faculty members in special education teacher preparation programs. The impact of this juxtaposition continues to exacerbate both sides of disproportionality of Black males in special education.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122986946","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}