Journal for Multicultural Education最新文献

{"title":"Fostering newly resettled refugee-background adolescents’ self-efficacy and advocacy in a community-based youth program","authors":"Grace Hui-Chen Huang, Monica Miller Marsh","doi":"10.1108/jme-04-2024-0047","DOIUrl":"https://doi.org/10.1108/jme-04-2024-0047","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to explore the experiences of newly resettled refugee-background high school students participating in the Teen Response program, a community-based initiative to assist refugee-background adolescents (RBAs) in navigating educational and career opportunities in the midwestern USA.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a mixed-methods approach, this study examined twenty-two RBAs through survey and focus groups.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal significant growth and transformation in the students' self-efficacy and advocacy skills. This growth underscores the critical role of social support and community engagement in helping RBAs, empowering them to advocate for themselves and others in pursuing educational and career goals.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes new insights into the community-based support programs for RBAs, focusing on enhancing self-efficacy and advocacy. It offers valuable implications for developing effective support frameworks and recommends future research on these approaches.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"17 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142269032","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":"Venezuelan migration to Brazil: teachers and students co-constructing multicultural education inside classrooms","authors":"Gabrielle Oliveira, Carolina Barbosa Lindquist, Estela Sato Shiratori, Leila Baptaglin","doi":"10.1108/jme-02-2024-0023","DOIUrl":"https://doi.org/10.1108/jme-02-2024-0023","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (&lt;em&gt;N&lt;/em&gt; = 57) and Brazilian (&lt;em&gt;N&lt;/em&gt; = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public educ","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"39 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142252973","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":"The relationship between classroom racial/ethnic composition and teacher perceptions of work conditions","authors":"Fabian Barch, Hua-Yu Sebastian Cherng","doi":"10.1108/jme-08-2023-0083","DOIUrl":"https://doi.org/10.1108/jme-08-2023-0083","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Prior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions – and the increasing diversity of students beyond a Black/White binary – may matter. This study aims to examine the relationship between teachers’ perceptions of work conditions and the racial/ethnic compositions of the classes they teach.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study leverages data from the Measures of Effective Teaching (MET) study. Analyses consist of both descriptive statistics and multilevel regression modeling.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Findings show that teachers’ satisfaction with working conditions varies in relation to the racial/ethnic composition of their students. Increase in the percent of Black, Latinx and Asian American students in a teacher’s classroom, was associated with a decrease in satisfaction with community involvement and student behavior. For increase in Latinx and Asian American students, this study finds significant decrease in satisfaction with measures of pedagogical and job support. For measures of school leadership and responsiveness to professional development needs, this study sees no significant relationship, which suggests that perceptions of some working conditions are more strongly tied to classroom demographics than others.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This work adds nuance to previous research on teacher job satisfaction by exploring satisfaction with various working conditions and how it varies in relation to classroom racial composition. This study concludes with a discussion of potential explanations for observed differences in teacher satisfaction, as well as potential ways to address these differences.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"59 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215786","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":"“I am afflicted with the evil eye!” How Islamic cultural beliefs influence college students’ perceptions of their academic experience","authors":"Alanoud Alrashidi, Sara Alnufaishan","doi":"10.1108/jme-05-2024-0054","DOIUrl":"https://doi.org/10.1108/jme-05-2024-0054","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Islamic culture believes the evil eye can cause distress, mental illness, physical illness and even death through envious glances. However, the gap was highlighted about the influence of college students’ religious beliefs, particularly those of the evil eyes, on their academic failures. Based on this notion, this study aims to explore how evil eye beliefs affect students’ academic experiences with failures in a culturally diverse educational environment.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study included 18 female Sunni-Muslim students from Kuwait University by using Heidegger’s phenomenological framework. The study conducted 18 face-to-face interviews over four weeks and analyzed the data using NVivo 14 with thematic analysis and phenomenological assumptions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This in-depth study shows how the pervasive belief in the evil eye in academic settings challenges students. The study found how this cultural belief affects students’ mental health, academic performance and social interactions. The study also explored cultural sensitivity’s wider implications, how educational institutions face the psychological stress this belief causes, cultural effects on academic failure and student coping mechanisms.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Because the study was qualitative and exploratory, the findings provide depth rather than breadth of understanding about students’ evil eye perceptions. The study does not consider the possibility that “evil eye” beliefs might be psychological delusions, complicating cultural beliefs and mental health symptoms. This oversight makes it challenging to select participants who have genuinely experienced evil eye effects. Teachers interviewed students who might withhold private information or alter their responses due to power dynamics or a desire to appear positive. This setting might bias data, reducing its authenticity and depth.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study suggests that academic institutions should address cultural beliefs to support students’ education and academic performance rather than promoting hate, evil eye and oppression.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study highlights the need for academic environments to address and mitigate the evil eye belief’s unique challenges, creating a more inclusive and supportive learning environment for all students.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"47 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141938087","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":"The significance of ethnomathematics learning: a cross-cultural perspectives between Indonesian and Thailand educators","authors":"I Putu Ade Andre Payadnya, I Gusti Ayu Putu Arya Wulandari, Kadek Rahayu Puspadewi, Sompob Saelee","doi":"10.1108/jme-05-2024-0049","DOIUrl":"https://doi.org/10.1108/jme-05-2024-0049","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Ethnomathematics can help understand math concepts but is challenging in countries like Indonesia and Thailand due to its complexity. This study explores how math educators in these countries view integrating ethnomathematics into teaching. The purpose of this study is to see its importance in helping students understand and apply math concepts in different cultural settings. By looking at educators’ opinions, the study seeks strategies to effectively use ethnomathematics in education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research used a mixed-methods approach with questionnaires and interviews to gather data from 138 Indonesian and 145 Thai educators, including lecturers, teachers and preservice teachers. Quantitative data were analyzed using descriptive statistics to classify responses. Qualitative data analysis involves reducing, presenting, concluding and validating data to ensure accuracy. This approach aimed to provide a complete understanding of educators’ views on ethnomathematics.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The quantitative results showed strong support among Indonesian educators (average score 4.77) for integrating cultural elements in math education. Thai educators were slightly less enthusiastic (average score 4.57), but still positive. Interviews revealed unique cross-cultural perspectives and emphasized the need for theoretical and practical applications of ethnomathematics in the classroom. This perspective highlights the importance of social context and interaction in learning and calls for innovative teaching methods that use students’ cultural backgrounds.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study offers new insights into how Indonesian and Thai educators view ethnomathematics, considering their cultural contexts. It underscores the importance of adapting teaching approaches to fit each country’s cultural characteristics, showing the close link between ethnomathematics and cultural development.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141938364","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":"Preschool teachers’ perspectives about diversity in nation-state country: a glimpse from Türkiye","authors":"Vahide Yigit Gencten, Mehmet Gultekin","doi":"10.1108/jme-04-2024-0041","DOIUrl":"https://doi.org/10.1108/jme-04-2024-0041","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to investigate preschool teachers' perspectives on diversity in the unique educational context of Türkiye, a nation-state often underrepresented in the predominantly Western-centric diversity literature.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Recognizing teachers as critical content integrators, the study involved semi-structured interviews to explore their views on diversity within early childhood education.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Analysis of the interviews revealed two key themes: first, the challenge of maintaining nation-state ideology, where teachers balance fostering a national identity with acknowledging diverse cultural backgrounds; and second, a willingness among educators to embrace diversity, highlighting their efforts to create inclusive, multicultural classrooms.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The authors call for developing context-specific teacher education programs addressing diversity in depth, equipping teachers to effectively promote context-specific multicultural education that would be different from Western countries.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors’ knowledge, this study is original in researching preschool teachers’ understandings of multicultural education in a nation-state country.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"50 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873340","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":"Multicultural online science resources: exploring preservice teachers’ perspectives","authors":"Prince Olufunke Olufunke","doi":"10.1108/jme-11-2023-0122","DOIUrl":"https://doi.org/10.1108/jme-11-2023-0122","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Curriculum supplementation by teachers is an agelong tradition, and the widespread use of the internet has increased the use of online resources in the classroom. This paper aims to explore preservice teachers’ views on multicultural science resources and make a case for the representation of the changing demographics of the American classroom in online resource development.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a qualitative interpretive approach, this study explored the perceptions of preservice teachers on their access to and use of online science resources through the conceptual lens of the pedagogical design capacity framework (Brown, 2009) and the first two principles of critical and cultural approaches to ambitious science teaching (C²AST) (Thompson <em>et al.</em>, 2021).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Participants in this study have not accessed culturally relevant online science resources. They adapt the resources to meet the demographic needs of their class.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study aims to support the need for content creators of online educational repositories to develop multicultural science resources.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This work not only gives a background to why preservice early childhood science teachers could not access multicultural online resources, but it also makes a case for integrating skills needed for teachers to create culturally relevant resources into teacher training programs.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"66 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769558","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":"Diversity’s (in)visibility at two Hispanic Serving Institutions: how the whiteness of higher education constrains racially diversifying the K-12 teaching force","authors":"Tara Schwitzman-Gerst","doi":"10.1108/jme-02-2024-0014","DOIUrl":"https://doi.org/10.1108/jme-02-2024-0014","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Most research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions’ potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Drawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Both institutions enacted diversity commitments. However, findings demonstrated that institutional support neglected the multiple oppressive systems impacting students of color. Additionally, prioritizing (White) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Findings address lesser known analyses of how the intersections between institutional climate, teacher education programs and the unique Hispanic Serving Institutional context impact student/preservice teacher and faculty/teacher educator racial diversity, demonstrate the necessity of using an intersectional lens when analyzing preservice teacher and teacher educator of color experiences, and demonstrate how racially diverse, multicultural higher education contexts can still invisibilize diversity.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769652","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":"“African root and American fruit”: African American families and culture in college choice","authors":"Teranda Donatto","doi":"10.1108/jme-06-2023-0052","DOIUrl":"https://doi.org/10.1108/jme-06-2023-0052","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Research shows that family is influential to African Americans in college choice (Chapman <em>et al.</em>, 2018; Chapman <em>et al.</em>, 2020; Freeman, 2005; Hines <em>et al.</em>, 2019; Lowry, 2017; Williams, 2018). However, it often overlooks unique, African-rooted characteristics of African American families and culture. This study aimed to explore whether and how these characteristics shape college choice for these students.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected through semi-structured interviews with six, first-year African American students at an urban university. The data were analyzed using theoretical thematic analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The major themes showed the influence of family, community and spirituality in shaping participants’ college choice decisions and perception of higher education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>In addition to identifying specific family members who were influential to African Americans in college choice, this work highlighted the role of communities as a whole in shaping these students’ decisions and creating supportive environments. It also showed the importance of these students’ relationship with God through the college choice process. The work can guide researchers and educators in considering African American families and culture as strengths in helping these students through college choice.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"44 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717784","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":"Applying the anthropological theory of didactics to enhance a multicultural approach to statistics education for engineering students","authors":"José Luis Díaz Palencia","doi":"10.1108/jme-04-2024-0043","DOIUrl":"https://doi.org/10.1108/jme-04-2024-0043","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This work aims to introduce basic principles of the Anthropological Theory of Didactics applied to enhance the multicultural sensitivity in engineering statistics classroom. The approach emphasizes understanding learners’ socio-cultural backgrounds to tailor educational practices that resonate more effectively with engineering students.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper examines the application of the Anthropological Theory of Didactics within the context of statistics education for engineering students. This study aims to explore how integrating socio-cultural dimensions of learning can make teaching statistics more effective and engaging.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The application of the Anthropological Theory of Didactics reveals significant potential for enhancing the educational experience in statistics. By acknowledging and incorporating the diverse cultural perspectives of students, educators can develop teaching methods that are not only more inclusive but also more engaging. This methodology encourages a deeper connection between statistical concepts and engineering practices, aiding in the conceptualization of statistics among future engineers.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The paper contributes to the field by providing concrete activities and pedagogical strategies that use the Anthropological Theory of Didactics in a novel context. These activities are designed to foster a better integration of statistical education with engineering, highlighting the theory’s versatility and its relevance to modern educational challenges. This innovative approach promises to enhance how statistics is taught to engineering students, potentially leading to more profound educational outcomes and a stronger grasp of statistical applications in engineering.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"14 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611697","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}