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Reflection On Multicultural Teacher Education

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Manikuty, Anuradha, and Hansen, (2007) affirmed that as students migrated, they brought with them, their home cultures, and learning styles, which could differ significantly from the academic culture in U.S. schools and colleges. These authors submitted that the knowledge, beliefs, and attitudes that students brought to the classroom, significantly influenced how they organized, filtered, and interpreted instruction.
Gorski (2009) in a qualitative content analysis of teacher education programs evaluated 45 syllabi from multicultural education classes. Gorski focused on how course descriptions conceptualized multicultural teacher education (MTE) course goals, course objectives, and other conceptual and descriptive text. He collected data using a snowball-sampling procedure. This meant that …show more content…

Examining the perceptions of 315 sixth- through 12th-grade students in public schools across the US, using an online survey to gather data, Byrd hypothesized that students’ perception of a more culturally relevant learning environment would be associated with better academic outcomes and improved racial attitudes. Byrd’s results supported Ladson-Billings, (1995) analysis that culturally relevant teaching was “good teaching,” and he further found that a direct focus on race and culture in the classroom was beneficial. His findings suggest that school racial socialization was particularly important for the development of students’ ethnic-racial identity, and both cultural socialization and critical consciousness socialization, were positively related to identity exploration and commitment. The implications of Byrd’s study were that the instructor’s fundamental beliefs and values about teaching, learning, and knowledge making, mattered to student performance and ultimately their

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