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Journal of Multicultural Affairs
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2639-8346
Published by Stephen F. Austin State University Homepage  [5 journals]
  • Exploring the Experiences of Male Early Childhood Aspiring Teachers

    • Authors: Tingting Xu
      Abstract: This exploratory study investigated the reasons why males chose early childhoodeducation and their lived experiences in a teacher education program. Qualitative datawere collected through interviews with twelve male early childhood pre-serviceteachers. Results demonstrated that: Participates were passionate about teachingyoung children. They were mostly supported by their relatives and friends in theirdecision to become an early childhood teacher. They were positive about future careeropportunities but still had an underlying fear of losing job or being seen as sexualpredators. Meanwhile, participates indicated some conflicts might exist between thefield experience and program learning experience. They also highlighted a need torecruit male pre-service teachers in early childhood education programs.
      PubDate: Wed, 04 Sep 2019 17:44:43 PDT
  • Exposing Preservice Teachers to Emergent Bilinguals

    • Authors: Deborah J. Williams Ed.D. et al.
      Abstract: This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported Theme 3 related to strengths and weaknesses of the educator preparation program regarding emergent bilingual content and pedagogy.
      PubDate: Wed, 04 Sep 2019 17:44:33 PDT
  • Understanding Equitable Assessment: How Preservice Teachers Make Meaning
           of DisAbility

    • Authors: Melissa K. Driver
      Abstract: Disproportionality of historically marginalized populations in special education continues to be a critical concern. The identification of students with disabilities is reliant on valid and reliable assessment that is free of bias. The extent to which this is possible given measurement constraints and an increasingly diverse student population is unclear. How teachers are trained to design, select, administer, score, and interpret assessment data related to the identification of students with disabilities is vastly under-researched considering the significant implications of assessment practices. In this study, six special education preservice teachers engaged in an assessment methods course during their second semester of an initial certification program. This study focuses on shifts in preservice teacher understanding and the associated learning experiences in the course. Findings from this study have the potential to inform general and special education teacher preparation coursework.
      PubDate: Wed, 04 Sep 2019 17:44:24 PDT
  • White Pre-Service Teachers’ Perceptions and their Development of
           Culturally Relevant Literacy Practices

    • Authors: Lakia M. Scott et al.
      Abstract: Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual understanding of culturally relevant pedagogy while teaching reading at an urban middle school. Findings were consistent with previous literature that White pre-service teachers are more interested and comfortable teaching in suburban and private schools and held implicit about teaching in urban schools. However, through the course and urban field experience, pre-service teachers were able to develop teaching behaviors that were deemed culturally relevant(Ladson-Billings, 1995) for teaching reading, and were better prepared to work with students from diverse backgrounds.
      PubDate: Wed, 04 Sep 2019 17:44:15 PDT
  • Effects of Movement, Growth Mindset and Math Talks on Math Anxiety

    • Authors: Christina J. Peterman et al.
      Abstract: Mathematical anxiety is prevalent in our schools. This research provides insight into how mathematical anxiety develops and how it affects students throughout their lives. This study focuses on the mathematical anxiety and mathematical self-concept of five second grade classes at an economically disadvantaged school in rural North Texas. The study looked to see if adding the interventions of movement, mathematical growth mindset and math talks to a classroom would improve the mathematical self-concept of the children in the classrooms which participated. The study contained three classrooms of students who participated in the interventions and two classrooms which were used as a control group. All five second grade classrooms completed a pre and post-intervention survey of mathematical self-concepts. The three main categories measured by the survey were math self-concept, comfort using different mathematical strategies and comfort level with discussing and using math concepts in front of peers. The children received mathematical movement lessons on Mondays, growth mindset journaling and discussions on Tuesdays and mental math number talks on Wednesdays. After the four-week study, the results showed an overall gain in positive responses for the three categories, which were measured for this study in the intervention group. The control group did not show as much of a positive gain as the intervention group did, and in some cases actually went down in positive responses.
      PubDate: Wed, 04 Sep 2019 17:44:06 PDT
  • Facilitating Pre-Service Teachers to Engage Emergent Bilinguals in
           Productive Struggle

    • Authors: Benjamin T. Dickey et al.
      Abstract: This study utilized a multiple case study with qualitative research to examine how Pre-service teachers (PSTs) might engage Emergent Bilinguals (EBs) in productive struggle—grappling to solve problems (Warshauer, 2015). The researchers created a rubric based on Warshauer’s (2015) case study to record the types of questions PSTs asked as they tutored fourth grade EBs. Warshauer (2015) claimed PSTs should allow students more wait time and ask questions. She referred to such questions as affordance and probing guidance, which facilitates productive struggle. In order to discover more about the PSTs’ thinking, the researchers interviewed the PSTs before and after their first, third, and seventh lesson. The researchers’ findings are that the PSTs struggled to incorporate more affordance and probing guidance-based questions as the semester progressed. However, PSTs use of telling based questions decreased during the semester. Another finding was two of the EBs spoke only English at the beginning of the semester, but later used code switching during the lessons. Perhaps the students felt more comfortable with their surroundings, and speaking in Spanish helped facilitate them to engage in productive struggle. Furthermore, PSTs utilized culturally relevant teaching strategies during their lessons and created an environment to encourage positive mindsets for learning mathematics. Implications are teacher educators should teach PSTs how to engage all students in productive struggle.
      PubDate: Thu, 20 Dec 2018 12:18:17 PST
  • Representation of English Language Learners in Special Education: A
           Campus-level Study

    • Authors: Ruby López et al.
      Abstract: This study utilized relative risk ratios to examine the representation of English language learners in special education programs in elementary, middle, and high school campuses in a school district in South Texas. Results indicated that English language learners were both underrepresented and overrepresented in the school district. Furthermore, underrepresentation was greater at the elementary campuses and overrepresentation was greater at the secondary campuses. The use of disaggregated data on the campus level continues to be of importance in understanding the representation of English language learners in special education programs as it provides critical information that cannot be gleaned from data that is aggregated at the district, state, or national-levels.
      PubDate: Thu, 20 Dec 2018 12:18:08 PST
  • Higher Education Experiences of International Faculty in the U.S. Deep

    • Authors: Elizabeth Omiteru et al.
      Abstract: Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of study may or may not have prepared them for, was how their lives will be impacted by the U.S. American culture and their new Deep South environment. The purpose of this study was to determine the obstacles and opportunities for foreign born college faculty to contribute to the internationalization and globalization of the higher education in U.S., in Southeastern colleges. Data were collected from face-to-face interviews and online surveys. The researchers provided an overview of what International Faculty feel about colleagues, students, and the educational system in a region known for its Southern Hospitality, along with politics and racial biases. Interviews provided insight into International Faculty’s positive and negative experiences and what administrators can offer to help new International Faculty become more comfortable in their new environments. Findings also provided insight about International Faculty’s perceptions about the Southern culture, the people, and the community.
      PubDate: Thu, 20 Dec 2018 12:17:58 PST
  • An Analysis of Black, Latinx, Multicultural and Asian/Pacific Islander
           Fraternity/Sorority Organizational Values

    • Authors: Ashley Tull et al.
      Abstract: The purpose of this study was to examine the espoused values of historically Black, Latinx, Multicultural and Asian/Pacific Islander fraternity/sorority organizations. This study reports the types of values discovered, as well as their alignment with universally accepted values that included: self-enhancement, openness to change, self-transcendence and conservation. Further examination included comparisons between the espoused universally accepted values of the above-identified organizations with those of historically White fraternity/sorority organizations.
      PubDate: Thu, 20 Dec 2018 12:17:46 PST
  • Introduction to Constellar Theory in Multicultural Education Pedagogy

    • Authors: Antonio Garcia
      Abstract: The majority of education and social science ideas subscribe to a hierarchical ideology that not only necessitates but also obligates an always-already dialectic. Such a dialectical fetish and intellectual relegation is grounded in Marxist ideology, which has influenced a vast majority of cultural studies and social science theories. Constellar Theory challenges the hierarchical model ideology in concept and pedagogy to complicate and exhibit a more intricate matrix of considerations to move the multicultural education discourse in possible new directions.
      PubDate: Thu, 20 Dec 2018 12:17:37 PST
  • Illegal; Dreamer; Home for Refugees

    • Authors: Ana Herrera
      Abstract: A collection of three poems focusing on the critical social issue of immigration in order to educate young children. Each poem consists of a different issue in the wide range of topics of immigration. The topics include: deportation of illegal immigrants, the DREAM Act, and homing refugees in the United States from countries of war.
      PubDate: Wed, 01 Aug 2018 15:23:42 PDT
  • Lessons; Our Dream

    • Authors: Chelsie B. Wilson
      Abstract: Lessons: This poem highlights the critical social realities African American's face daily. I wanted to be the voice for many people who feel like they are not and will never he heard.Our Dream: This poem signifies the stereotypes labeled to African Americans. I wanted to embrace that aspect by creating a relevant and relatable component which is why I decided to use the phrase "I have a dream" from the late, the great Dr. Martin Luther King Jr.
      PubDate: Wed, 01 Aug 2018 15:23:35 PDT
  • Summarizing Instruction in 11th-Grade U.S. History Course

    • Authors: Robin A. Belue et al.
      Abstract: The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student engagement results showed higher levels of engagement from the summarizing instruction group. Based on the findings, the implications of this study are important in supporting the use of summarizing instruction strategies to promote the improved attitudes and active engagement of students toward learning U.S. History.
      PubDate: Wed, 01 Aug 2018 15:23:25 PDT
  • Hong Kong Adolescents’ Perceptions of Selected Aspects of the Job
           Interview Process

    • Authors: Bob Spires et al.
      Abstract: Increasingly, new labor market entrants must understand and be adequately prepared to engage in the interview process. This exploratory, descriptive case study examined the naïve and informed perceptions of disadvantaged youths in Hong Kong who participated in a job-seeking skills workshop on job interviewing. Qualitative data was coded using an emergent design, through multiple phases of coding to develop thematic findings. Pre- and post- survey data were compared to illustrate changes as a result of the workshop intervention. Participants identified five main themes or groups of questions as being important in a job interview. Two themes were deemed most critical; (a) reasons for being interested in the job and (b) reasons to hire the interviewee. Post-workshop perceptions about interview questions appeared to be less externally-oriented than those obtained before the workshop. Personal traits and work-related skills were perceived as the most important information to relate to potential employers. Workshop participants were better able to identify important elements of the job interview and articulate ways to present personal skills and qualities in appropriate ways. This exploratory study contributes to the discourse on job-seeking youth by highlighting potential areas for further study, as well as potential targeting and improving of job-seeking skills through focused workshop interventions.
      PubDate: Wed, 01 Aug 2018 15:23:16 PDT
  • Cultivating Contextual Attributes in the Integration of Latin@ Educational

    • Authors: Yuleinys A. Castillo et al.
      Abstract: Although the Latino population is growing rapidly in the United States, there is a disproportionate paucity of literature on the perspectives and challenges of Latino/a educational leaders. Culturally aware educational leadership can help to improve retention and student engagement of Latino students. The purpose of this article is to explore the factors influencing the educational experience and perspective of Latino/a students and leaders to expand the understanding of Latinos within the education system. Identifying role models, creating network and professional development opportunities, as well as offering training programs are practices to enhance the training and expertise of Latino educational leaders. Implications and recommendations for practice and research are discussed.
      PubDate: Wed, 01 Aug 2018 15:23:07 PDT
  • Travel for Transformation: Embracing a Counter-Hegemonic Approach to
           Transformative Learning in Study Abroad

    • Authors: James A. Gambrell
      Abstract: This article reviews literature from 2006-2016 on study abroad (and other forms of travel) to investigate frameworks that create the best plausible opportunities for transformative learning within study-abroad experiences. According to the literature reviewed, in order to be considered travel for transformation, the travel experience must respect the values and knowledge of the host culture, acknowledge the presence of differences in privilege among study-abroad participants, and utilize environmentally sustainable practices. In addition, the duration, purpose of travel, and degree of immersion plays a significant role in perspective transformation. A repeated benefit to study-abroad programs among the articles indicate that study abroad is better positioned for transformative learning than the traditional classroom environment is that it situates the student in a new context where the place, culture, people, and hopefully the language are “other.” While almost all of the literature reviewed for this article included cautions to avoid essentializing and exploiting the host culture, very little could be found on the possible negative outcomes to participants—and especially the host culture—when students from the United States study in other contexts. Therefore, the author recommends that future research investigate the possibility of study abroad as exploitation of both the host culture and the participants of the study-abroad program.
      PubDate: Wed, 01 Aug 2018 15:22:58 PDT
  • Diversity Of Diagnoses And Student Learning Experiences In An On-Campus
           School Psychology Assessment Center: Future Directions And Focus

    • Authors: Nina M. Ellis-Hervey Ph.D; N.C.S.P, L.S.S.P, P.L.P. et al.
      Abstract: School Psychology Assessment Centers (SPAC) developed at the University-level are crucial in developing competent school psychologists. While many models on how to develop mental health centers are in existence, a new model exists for creating a SPAC on a University campus that is specifically designed to serve the diverse surrounding community and postsecondary students (see Ellis-Hervey et al., 2016). The community’s needs were reviewed, including missing service links in the region, and identification of potential clients who would benefit most from services provided. Senior students who work with clients in the SPAC gain assessment skills and build supervision skills through close interactions and consultation with junior students. New goals of the SPAC is to develop and implement academic, behavioral, social skills and therapy/counseling services.
      PubDate: Wed, 15 Nov 2017 11:31:30 PST
  • Effects Of Human Cadaveric Dissections In High School Biology

    • Authors: Brandi Pratt et al.
      Abstract: This study was conducted in a suburban public high school, which had a connection to the local university, to measure the achievement of dual enrollment senior students using traditional hands-on (THO) cadaveric dissections compared to non-traditional (NT) virtual dissections of the human body. The outcomes of this study may assist multicultural science educators and administrators, students and parents, to understand the importance of THO cadaveric dissections compared to NT virtual dissections tools in learning gross anatomy. Also, noted is the importance of public and higher education collaboration to help bridge the science resource gaps between educational settings.
      PubDate: Wed, 15 Nov 2017 11:31:24 PST
  • Elementary Teachers’ Ideologies On The Experience Of A Mixed-Race

    • Authors: Dawn M. Campbell et al.
      Abstract: With bi/multi-racial students existing within a nebulous racial categorization that has been historically defined to support an economic agenda, creating a positive self-identity for students in this group can be challenging. This article examined those challenges by exploring the reflections of elementary level teachers’ classroom practices and perceptions of the collective elementary educational experience of one bi-racial student in a southeastern U.S. public school.
      PubDate: Wed, 15 Nov 2017 11:31:20 PST
  • “We Ain’t Come Over Here For That!”: Critical Moments On Racial
           Identity Development While Learning And Serving In Tanzania

    • Authors: Mariah Bender et al.
      Abstract: In this narrative two Black women, one a recent college graduate and the other a tenured college professor from Jesuit institutions describe their experiences studying and engaging in service while in Tanzania. Both provide snapshots illustrating how engaging in heritage seeking while experiencing whiteness affected their racial identity development. Recommendations are included for students and faculty planning future study abroad and service trips in an international context with peers from different racial backgrounds.
      PubDate: Wed, 15 Nov 2017 11:31:15 PST
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