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Multicultural Learning and Teaching最新文献

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“Danger of a single story”: Pre-service teachers’ of color use of an online discussion board to discuss the essentialization of culture “单一故事的危险”:职前有色教师利用在线讨论板讨论文化的本质化
Multicultural Learning and Teaching Pub Date : 2020-05-20 DOI: 10.1515/mlt-2019-0008
Lauren B. Braunstein, Ozgur Ozdemir, Chad Garcia
{"title":"“Danger of a single story”: Pre-service teachers’ of color use of an online discussion board to discuss the essentialization of culture","authors":"Lauren B. Braunstein, Ozgur Ozdemir, Chad Garcia","doi":"10.1515/mlt-2019-0008","DOIUrl":"https://doi.org/10.1515/mlt-2019-0008","url":null,"abstract":"Abstract The current demographic gap that exists between a predominantly white and female teacher force and an increasing diverse K-12 student population has prompted a focus on the recruitment and retainment of teachers of color. These recruitment and retainment efforts at times come at “the expense of preparation” (Gist, 2014, p. 266). Further, education scholars have critiqued teacher education due to the exclusion of the voices and experiences of pre-service teachers of color (Sleeter & Thao, 2007; Takimoto Amos, 2016). With the goal of improving the preparation of pre-service teachers of color, this article offers a concrete pedagogical strategy to build on the cultural and linguistic resources of pre-service teachers of color. In addition, the authors discuss how pre-service teachers of color enrolled in Diversity in Education course responded to the TED Talk Danger of a Single Story (Adiche, 2009). In response to the prompt “What do you wish people really knew about your identity”, three themes were illuminated: 1 – Resisting Essentializing, and Racializing Discourses, 2 – Hybrid Identities, 3 – Solidarity, and Community Building. The authors discuss how constructivist learning and culturally responsive pedagogies should be utilized to build equitable teacher education programs for all pre-service teachers. Additionally, best practices, recommendations, and strategies are included for the use of the online discussion boards as productive sites for critical thought.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128527703","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
Increasing Awareness and Knowledge among Adult Latinos regarding Sexually Transmitted Infections 提高拉丁裔成年人对性传播感染的认识和知识
Multicultural Learning and Teaching Pub Date : 2020-02-20 DOI: 10.1515/mlt-2019-0004
I. S. Eze, M. Brady, B. Keely
{"title":"Increasing Awareness and Knowledge among Adult Latinos regarding Sexually Transmitted Infections","authors":"I. S. Eze, M. Brady, B. Keely","doi":"10.1515/mlt-2019-0004","DOIUrl":"https://doi.org/10.1515/mlt-2019-0004","url":null,"abstract":"Abstract Latinos in the United States are disproportionately affected by Human Immunodeficiency Virus and sexually transmitted infections (STIs). They account for about 24 % of newly diagnosed AIDS cases each year and are two to three times more likely to develop STIs when compared with non-Latino whites. Limited knowledge of STIs has remained one of the contributing factors to the disparity. The purpose of this study was to implement an educational bundle and evaluate its effectiveness in increasing STI knowledge and consistent condom use among adult Latinos seen in an outpatient clinic that serves low income patients. A pre- and post-test design was used to evaluate changes in STI knowledge and consistency of condom use. The educational bundle consisted of YouTube STI-related videos, a pre-designed one to one educational session, provision of condoms and STI-related educational materials. Self-administered questionnaires were used to collect data at baseline and one week post implementation of the educational bundle. Forty-six Latinos (18 females and 28 males) ranging in ages 19 to 60 years participated in the project. The total mean STI knowledge and condom use frequency improved from pre-test (M = 1.67, M = 3.09) to post-test (M = 3.80, M = 5.33). Results of paired samples t-tests demonstrated statistically significant differences between total mean STI knowledge (t(45) = –15.48, p < 0.001) and condom use frequency (t(45) = –7.09, p < 0.001) at pre-test and post-testing. The educational bundle was effective in increasing STI knowledge and consistent condom use among adult Latinos in an outpatient clinic. Further study needs to be done to determine the long-term effect of this mode of education for this population.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129932962","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
Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap 利用差异:解开学业成绩差距的关键
Multicultural Learning and Teaching Pub Date : 2020-02-11 DOI: 10.1515/mlt-2019-0003
M. Byrd
{"title":"Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap","authors":"M. Byrd","doi":"10.1515/mlt-2019-0003","DOIUrl":"https://doi.org/10.1515/mlt-2019-0003","url":null,"abstract":"Abstract Closing the U.S. academic achievement gap is as complex as it is comprehensive due to the disproportion of instructional opportunities available to underserved student populations. Underserved student populations are defined as minority and/or students of color from low-socioeconomic families and communities, English language learners and recent immigrants (Wolniak, Flores, & Kemple, 2016). Raising the academic achievement of culturally, racially and ethnically diverse students from high poverty and/or high-risk communities will require more than national and/or state policies and mandates. It necessitates a transformative view of the teacher as a change agent with the ability to alter the culture, climate and level of student achievement in a classroom. This capacity-based method extends beyond what is readily identifiable by acknowledging the variances in approaches to teaching all students through research-based best practices to capitalize on differences. The approach presented allows for the focus on student variation in an inclusive setting to enhance academic achievement.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127841826","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: 2
Multiculturalism Still Matters 多元文化仍然很重要
Multicultural Learning and Teaching Pub Date : 2019-12-19 DOI: 10.1515/mlt-2019-2013
F. Obiakor, B. Algozzine
{"title":"Multiculturalism Still Matters","authors":"F. Obiakor, B. Algozzine","doi":"10.1515/mlt-2019-2013","DOIUrl":"https://doi.org/10.1515/mlt-2019-2013","url":null,"abstract":"","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115479523","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
Cultural Contexts in Science and Mathematics Teaching to Young Children 幼儿科学与数学教学中的文化背景
Multicultural Learning and Teaching Pub Date : 2019-11-14 DOI: 10.1515/mlt-2019-0006
Gina C. Obiakor, Kristen E. Obiakor, Charles C. Obiakor, F. Obiakor
{"title":"Cultural Contexts in Science and Mathematics Teaching to Young Children","authors":"Gina C. Obiakor, Kristen E. Obiakor, Charles C. Obiakor, F. Obiakor","doi":"10.1515/mlt-2019-0006","DOIUrl":"https://doi.org/10.1515/mlt-2019-0006","url":null,"abstract":"Abstract Science and mathematics have international and global origins and impacts that are intertwined with national origin, race, culture, religion, language, and gender, to mention a few. This means that scientific and mathematical knowledge goes beyond myopic narrow confines. Put another way, teaching science and mathematics without explicating their phenomenal foundations and influences is tantamount to “scotching the snake, but not killing it.” In this article, we use cases to discuss cultural contexts in teaching science and mathematics. Embedded in our discussion are issues of teacher preparation, innovative teaching, and disparities in public health and environmental health.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121717894","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
Using College Football as an Analogy in Teaching College Diversity Courses 以大学足球为例进行大学多元化课程教学
Multicultural Learning and Teaching Pub Date : 2019-11-12 DOI: 10.1515/mlt-2018-0008
Adam C. Jones, Kelsie Krupitzer, Kiarra Watts, Gary McCrory
{"title":"Using College Football as an Analogy in Teaching College Diversity Courses","authors":"Adam C. Jones, Kelsie Krupitzer, Kiarra Watts, Gary McCrory","doi":"10.1515/mlt-2018-0008","DOIUrl":"https://doi.org/10.1515/mlt-2018-0008","url":null,"abstract":"Abstract Diversity can be a difficult subject to teach in higher education, especially in settings where exposure to diverse cultures can be limited The use of analogies or metaphor can be particularly useful to provide students with opportunities to think critically about new topics while relating the material to familiar subjects. In this article, we propose the use of an analogy of college football as a way to better integrate diversity topics into college classrooms. The broad appeal of college football on college campuses lends itself as a great platform to discuss otherwise challenging topics such as privilege, racism, sexism, sexuality, and power in the United States. The use of analogies can create a non-confrontational and less defensive environment in college classrooms. We outline the potential use of this analogy with a fictional case study in a university setting. Potential benefits and limitations of the approach are discussed.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114801369","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
Reflections on America’s Higher Education: My Hmong Voice 对美国高等教育的反思:我的苗族声音
Multicultural Learning and Teaching Pub Date : 2019-08-30 DOI: 10.1515/mlt-2019-2028
Tong T. Xiong
{"title":"Reflections on America’s Higher Education: My Hmong Voice","authors":"Tong T. Xiong","doi":"10.1515/mlt-2019-2028","DOIUrl":"https://doi.org/10.1515/mlt-2019-2028","url":null,"abstract":"Abstract Hmong people in the United States of America have started to emerge on the national scene thanks to the recent rise of Hmong politicians winning State representative, senate, and assembly seats. The Hmong-American experience in the United States is a rollercoaster experience. While we have made America our home for the past 45 years, our presence is still largely unknown to the majority of the American people. The struggle of every Hmong person living in a relatively unknown land, unknown culture, and unknown people is very real, it represents that of the whole community struggles to survive. This article focuses on my graduate school experience through the so called multicultural education system. I provide a brief history of the Hmong people, why we are here in the United States, Hmong people’s overall educational experience, and my personal experience in maneuvering through the bureaucratic institution of graduate school. My story represents the larger story of the Hmong people experience in the United States. Portions of this story have appeared as a chapter in the book, Voices of Asian American in higher education: The unheard stories (Obiakor & Hui-Michael, 2018).","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129696321","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
Interactions with Asians in Higher Education: Beyond Multicultural Myths 高等教育中与亚洲人的互动:超越多元文化神话
Multicultural Learning and Teaching Pub Date : 2019-08-20 DOI: 10.1515/MLT-2019-2029
F. Obiakor
{"title":"Interactions with Asians in Higher Education: Beyond Multicultural Myths","authors":"F. Obiakor","doi":"10.1515/MLT-2019-2029","DOIUrl":"https://doi.org/10.1515/MLT-2019-2029","url":null,"abstract":"Abstract One of the critical issues in education today is how to help all students to maximize their fullest potential. Achieving this goal seems to be difficult for many people who come from culturally and linguistically diverse (CLD) backgrounds. At all levels, they endure direct and indirect disenfranchisements, disadvantages, and disillusionments, especially if they learn differently, are racially different, demonstrate different behavioral patterns, have different personal idiosyncrasies, or come from different countries. Despite these apparent impediments, Asians are viewed by many as “model” minorities when compared to African Americans, Latinos, and Native Americans. This view has continued to affect how Asians view themselves and how the society as a whole views them. Coming originally from Nigeria to the United States, I have had myriad interactions with Asians as student, professor, scholar, leader, and professional. In this article, I share my experiences with Asians and how these experiences have exposed multicultural realities and myths.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115530426","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 Knowledge to Applying Multiculturalism 超越知识，运用多元文化主义
Multicultural Learning and Teaching Pub Date : 2019-08-20 DOI: 10.1515/mlt-2019-2024
F. Obiakor, B. Algozzine
{"title":"Beyond Knowledge to Applying Multiculturalism","authors":"F. Obiakor, B. Algozzine","doi":"10.1515/mlt-2019-2024","DOIUrl":"https://doi.org/10.1515/mlt-2019-2024","url":null,"abstract":"","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"589 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134004193","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
Bridging Cultural Gaps: My Voice 弥合文化鸿沟:我的声音
Multicultural Learning and Teaching Pub Date : 2019-08-20 DOI: 10.1515/mlt-2019-2026
L. Cheng
{"title":"Bridging Cultural Gaps: My Voice","authors":"L. Cheng","doi":"10.1515/mlt-2019-2026","DOIUrl":"https://doi.org/10.1515/mlt-2019-2026","url":null,"abstract":"Abstract My goal in this article is to share my experiences as an academic in an institution of higher education in the United States. To a large measure, I provide insight into a world that contains multiple complexities for those who have come from a different shore. These experiences were based on my not, at first, understanding the prevailing cultural rules of the new context, with some experiences being humorous and others less so. This article presents lessons that were learned over the years that have allowed me to continue to strengthen my understanding of myself as a stranger from a different shore.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117137176","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
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