Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education

Autor/inn/en	Cherng, Hua-Yu Sebastian; Davis, Laura A.
Titel	Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
Quelle	In: Journal of Teacher Education, 70 (2019) 3, S.219-236 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117742884
Schlagwörter	Multicultural Education; Educational Change; Preservice Teacher Education; Cultural Awareness; African American Students; Hispanic American Students; Asian American Students; White Students; Racial Differences; Student Attitudes; Teacher Student Relationship; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Cultural identity; Kulturelle Identität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Rassenunterschied; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg
Abstract	Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers' measured competencies. Using a novel dataset of 2,500 preservice teachers' beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates' competence in creating nurturing classroom environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01