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Journal of Multicultural Affairs
Number of Followers: 0  Open Access journalISSN (Print) 2639-8346 Published by Stephen F. Austin State University  [5 journals]
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- The Diversity in Creating a New Dream: A Black Man’s Journey from
Sports to Human Resources
Authors: Sagirah Wheeler
Abstract: Issues of diversity explores a variety of social, political, and educational issues as it relates to the education of individuals in a culturally diverse world. Through the process of reading, reflection, and discussion, individuals are able to learn about trends and challenges individuals face related to their experiences and cultural backgrounds. This article explores the author’s narrative interview with Cameron (a pseudonym) as he discusses his life experiences on his path as an athlete and as a professional. This article explores Cameron’s experiences and obstacles he overcame to transition from athletics to the workforce. Additionally, this article investigates the issues of diversity as it relates to stereotypes he had to endure as a Black Man and athlete. This article will recap our firsthand experiences and reflections through our interview.
PubDate: Tue, 07 Feb 2023 11:21:17 PST
- Bridging the Cultural Divide: A Single Case Study to Describe the Lived
Experiences of a High School Senior from a Mexican American Working-Class
Family
Authors: Nadine E. Franz
Abstract: ABSTRACTBridging the Cultural Divide:A Single Case Study to Describe the Lived Experiences of a High School Senior from a Mexican American Working-Class FamilyThe United States’ education system lacks a commitment to multicultural education. This failure to validate all students’ cultural assets is problematic. Multicultural education challenges the status quo to change schools to validate the diverse backgrounds of students of color (Banks, 1993; Banks & Banks, 2015). The United States education system must adopt a multicultural education policy that focuses on equity, freedom, and diversity to ensure students’ success (Grant & Tate, 1995). Consequently, schools and students benefit academically and socially when schools validate, incorporate, and respect underrepresented students’ cultures as an integral part of the school curriculums and classroom cultures. This inclusion is crucial because multicultural education benefits teachers and administrators (Ladson-Billings, 1994). This paper explores the lived experiences of a bilingual Mexican American high school senior and first-generation college student as she navigated school and a hegemonic society that fights cultural and linguistic diversity. This paper describes the student’s lived experiences and the influences of hegemony on her and her family’s lives. The researcher audio-recorded the participant’s interview in her home. The participant responded to three primary questions and 30 supporting questions. In addition, the researcher asked questions that solicited details about her school experiences as a child of immigrants. The study’s findings conceivably inform school administrators, curriculum designers, teachers, boards of education, and other K-12 decision-makers of the need to implement multicultural education.Keywords: multicultural education, cultural capital, funds of knowledge, white privilege, marginalization, hegemony, macroculture, segmented assimilation theory, critical race theory (CRT), anti-racist education, linguistic diversity, hegemony, DEI
PubDate: Tue, 07 Feb 2023 11:21:08 PST
- Bridging the Cultural Divide: A single case study exploring connections
between multi-cultural education, identity, self-esteem and leadership
Authors: Amy Britton
Abstract: This qualitative single case study explores connections between multicultural education, identity development, self-esteem, and leadership. The study focuses on the lived experiences of a lifelong learner, educator, and leader in higher education with the pseudonym, Rachel. The interview with Rachel traced how she experiences diversity within her academic experiences as a learner and her professional experiences as an educator and leader.
PubDate: Tue, 07 Feb 2023 11:16:18 PST
- Student, Teacher, Mother, Wife: A Constant Learner’s Education and
Call to Action
Authors: Taylor D. Bunn
Abstract: The purpose of this reflective single case study was to explore one woman’s perspectives on learning from childhood to adulthood. Though friendly, gregarious, and well-liked, she never quite fit in with others. Well into adulthood, she realized she was gay, prompting her to reflect on her formal and informal education, professional experiences, and personal relationships. Qualitative data were collected via semi-structured interviews and analyzed using Freire’s (1970) conscientization as an underlying framework. The subject openly discussed her struggles, successes, and worldview, candidly reflecting on where the system failed her and how she hopes educators will seize opportunities to learn alongside students left behind by heterocisnormative hegemony in the classroom.
PubDate: Tue, 07 Feb 2023 11:16:09 PST
- Not 'Fit in More,' I Would Say 'Stand Out Less':
Dialogical Learning with a Filipino-American High School Student in a
Predominantly White High School: A Case Study
Authors: Cristofer G. Slotoroff Ed.D.
Abstract: This piece seeks to amplify the voice of Jamie: a Filipino-American student in a predominantly White high school. Through a series of dialogues, the researcher seeks to take an intentional, purposeful step toward uncovering how Jamie's understanding of her school's cultural makeup influences her education, her self-conception, and her identity.Through a series of qualitative interviews, the researcher seeks to value the singularity of Jamie's experience while, alternatively, taking note of how a better knowledge of her circumstances lends insight into the nuanced educational experiences of minority students in predominantly White schools. Using Shields's (2004) dialogical leadership for social justice as a framework, this study positions—to the extent that it is possible—the student and researcher on an equal plane as learners, equal partners in pedagogy and learning.The study seeks to answer the following questions: To what extent does a first-generation American high school student who is not part of her school’s dominant culture identify with, or feel included/excluded by this culture' What effect does this identification, inclusion, or exclusion have on her education'To answer these research questions, the researcher uses as evidence a series of interviews conducted with Jamie. Her commentaries revealed several findings: disparate extents to which she felt included and excluded from dominant culture-sharing at home as opposed to her life at school, disparate regard for Tagalog and Ilocano language fluency according to different contexts, teachers’ lack of culturally responsive pedagogy, and several additional themes that transcended her home, her workplace, and her academic pursuits. The study finishes with the researcher's reflection.
PubDate: Tue, 07 Feb 2023 11:11:05 PST
- Bridging the Cultural Divide: Learning with Kayla
Authors: Ashley Gibson
Abstract: Originally written as a doctoral paper in the fall of 2018 when the researcher was a doctoral student in Baylor University’s School of Education program, this article is an account of a single-subject case study as a mini-research project for a course titled EDC 5392, or Issues in Diversity. As a teacher, the doctoral student and emerging researcher chose one of her students as the subject for this study. This article aims to share the learning of an emerging adult scholar throughout the research process and to contribute an example of a teacher building critical consciousness around multicultural and anti-bias/antiracist education practices.
PubDate: Tue, 07 Feb 2023 11:10:55 PST
- Mathematics Tracking: Policy Brief
Authors: Melissa P. Donham
Abstract: Tracking is a long-standing practice in schools. Students are often placed in tracks beginning in upper elementary or middle school. The tracks in which students are placed in earlier grades set them up for the mathematics courses they are able to take in high school. The number of mathematics tracks for students can differ from school to school, but the policy of having mathematics tracks is common throughout schools in the United States. This policy brief will discuss the arguments for and against mathematics tracking policies, implications for educators and policymakers, and future directions.
PubDate: Tue, 07 Feb 2023 09:46:06 PST
- Policy Brief: Exploring Response to Intervention’s Effectiveness
with Students of Color
Authors: Camille S. Talbert
Abstract: This policy analysis explores the effectiveness of Response to Intervention (RTI) at diminishing racial disproportionalities in special education. It includes a brief review of the legislative context of RTI. It also examines one contributing factor to the effectiveness of RTI—educator ideologies. The analysis concludes with implications and future policy directions.
PubDate: Tue, 07 Feb 2023 09:45:56 PST
- The Intersection of Academic Freedom and Trigger Warnings
Authors: Ashleigh Maldonado
Abstract: The purpose of this policy brief is to explore the intersection of academic freedom and trigger warnings. The author argues that the vague language within academic freedom policies and the blurred lines between judicial jurisdiction over first amendment rights and institutional jurisdiction over academic freedom policies sets the stage for future limitations on teachers’ rights within the classroom. Te author also argues that while much attention is given to the academic freedoms of instructors, more attention should be afforded to the academic freedoms of students when considering their requests for trigger warnings.
PubDate: Tue, 07 Feb 2023 09:41:24 PST
- Reporting of Doctoral Student Attrition: A Policy Brief
Authors: Cece Lively
Abstract: Roughly half of all doctoral students in the United States will never complete their degree requirements (Council of Graduate Schools, 2020). That staggering number is larger for ethnic minority and female students, particularly for Black students who have the lowest completion rate (47 percent) and who make up only 13 percent of doctoral degrees (Lovitts, 2001). Additionally, retention rates for online students are an additional 10 to 20 percent lower than students who attend in-person (Rovai & Wighting, 2005). Thus, ethnic minority students in online doctoral programs are at a higher risk of not finishing their degrees compared to other genders and races (American Psychological Association, 2020).While research has focused on understanding undergraduate student persistence (Astin, 1999; Bean, 1982; Tinto, 1988) graduate student persistence, particularly doctoral student persistence has been largely underresearched. Given the staggeringly low percentage rate of doctoral student completion, particularly in online doctoral programs, more research is needed to explore this phenomenon. These attrition rates have maintained at steady unacceptable levels for decades and research is starting to identify corrective measures. Accountability for reporting retention rates largely does not exist in the U.S. unless reported to a specific academic governing body or by the university itself. There is no mandatory reporting policy for this student data and data for these retention statistics often goes unreported or underreported by means of a self-report to the NCSES each year (NCSES, 2021).
PubDate: Tue, 07 Feb 2023 09:41:15 PST
- Out of Left Field' Requiring Expertise to Teach Secondary Science: A
Policy Brief
Authors: Dana Morris
Abstract: Teachers are considered the most influential factor in student learning outcomes (Burroughs et al., 2019; Luft et al., 2015, 2020). Their influence in the modern science classroom affects academic opportunities and the overall scientific literacy of our future society. Nonetheless, high school science teacher shortages exist across the United States, and low standards are the norm for new teachers entering the field. Compounding the problem is the presumption by most states that obtaining the expertise to teach one discipline in science qualifies a teacher to teach any area of science (National Council on Teacher Quality, 2010). Although No Child Left Behind (NCLB) requires teachers to be highly qualified, the definition of this term includes only state certification and strong content knowledge of each subject taught. Clarifying these requirements is left to each state's interpretation of the mastery of subject matter, resulting in various measurement methods for teacher preparedness (Sheppard et al., 2020) and, subsequently, certification. So, how important is discipline-specific science knowledge for teachers' What role does subject matter expertise play in science teacher certification'
PubDate: Tue, 07 Feb 2023 09:41:06 PST
- The Emerging Scholars Issue: Insights on Teaching and Leading through
Reshaping Policy and Practice
Authors: Lakia M. Scott et al.
Abstract: The Emerging Scholars program began at the 2019 Texas-NAME conference with five graduate students, four of which were enrolled in a doctoral program. Students participated in preconference workshops on establishing a research agenda, understanding academia and higher education institutions, and creating a network as an education researcher. Since its inception, the program has continued introducing students to collaborations and publication opportunities through Texas-NAME. This special issue provides doctoral students (some of whom have since graduated) with an opportunity to be single-authors in their scholar. Organized in three distinct sections, readers will be exposed to research and policy briefs and critical reflections that center on the experiences of difference to provide educational access, equity, and opportunity to historically minoritized populations.
PubDate: Tue, 07 Feb 2023 09:36:03 PST
