An Analysis of How the Gender and Race of School Principals Influences Their Perceptions of Multicultural Education

Autor/inn/en	McCray, Carlos R.; Beachum, Floyd D.
Titel	An Analysis of How the Gender and Race of School Principals Influences Their Perceptions of Multicultural Education
Quelle	In: International Journal of Education Policy and Leadership, 5 (2010) 4, S.1-10 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Multicultural Education; Cultural Pluralism; Principals; Attitude Measures; Racial Differences; Gender Differences; Rural Schools; Administrator Attitudes; Social Attitudes; Secondary Schools; African Americans; Asian Americans; Hispanic Americans; American Indians; Whites; School Size; Institutional Characteristics + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Kulturpluralismus; Principal; Schulleiter; Rassenunterschied; Geschlechterkonflikt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Social attidude; Soziale Einstellung; Sekundarschule; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanoamerikaner; American Indian; Indianer; White; Weißer
Abstract	The purpose of this study was to investigate secondary school principals' perceptions of multicultural education in a rural southeastern state. The researchers wanted to ascertain whether or not the race or gender of school principals have a role in how those principals view multicultural education in theory (its theoretical value). For the purpose of this study, multicultural education in theory was defined as the belief that multicultural education is for all students, elevates students' self-esteem, is embedded in cultural pluralism, and recognizes the social, political, and economic community and societal constructs on students of color (Fernandez, 1996). Three hundred and two secondary school principals were surveyed in a designated southeastern state. A significant difference was discovered with regard to the gender of the school principals and their perceptions of the theoretical value of multicultural education. (Contains 3 tables.) (As Provided).
Anmerkungen	Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10