Multicultural Education. ZLATA VOLLER Education 703.22, Spring 2008 Professor O’Connor-Petruso. Table of Contents. Introduction Statement of the Problem Review of Related Literature Statement of the Hypothesis Method Participants Instruments
Education 703.22, Spring 2008
Statement of the Problem
Review of Related Literature
Statement of the Hypothesis
This study addresses the question, Does the implementation of MIS increase social justice and equity for culturally diverse students?
The advocates of ME envision education that is based on the ideals of social justice and equal education opportunities for all students:
Neito(1992); Baptiste (1979); Bennett (1990); Banks (2001);
Tonette & Nevin (2007); Lalas (2007); Gorski, 2006; Gay, 1994; Hill-Jackson, Sewell, & Waters, 2007; Grant & Sleeter, 1998.
The teacher who understands the relationship between culture, instructional methods, and the value of educational equity, demonstrates his/her commitment to increasing social justice for students from diverse cultural backgrounds by implementing a variety of multicultural strategies:
Suarez-Orozco & Sattin, 2007; Perez, 2000; White-Clark, 2005; Lalas, 2007; Richards, Brown, & Forde, 2006; Plessis & Bisschoff, 2007; Leonard & Leonard, 2006; Chamberlain, 2005; Burnette, 1999; Gay, 1994; Hill-Jackson, Sewell, & Waters, 2007; Banks, 2001; Correa & Tulbert, 1991; Garii, 2000; Gorski, 2006; Ndura, 2006; Villegas & Lucas, 2007; Walker & Jones, 1997; Chou, 2007; Tonette & Nevin, 2007; Leonard & Leonard, 2006.
Various literatures emphasize the implementation of specific multicultural strategies in increasing social justice and academic success for CD students. These strategies include:
a. Cooperative learning (Gay, 1994; McNeal, 2005; Lalas, 2007; Gorski, 2006; Correa & Tulbert, 1991; Richards, Brown, & Forde, 2006; Chamberlain, 2005; Suarez-Orozco & Sattin, 2007; Plessis & Bisschoff, 2007);b.Real lifeapplication(McNeal, 2005; Gay, 1994; Gorski, 2006; Correa & Tulbert, 1991; Suarez-Orozco & Sattin, 2007; Lalas, 2007; Villegas & Lucas, 2007; Whit-Clark, 2007; Richards, Brown, & Forde, 2006);c.Multicultural literature(Ndura, 2006; Alexander, 2006; Landt, 2006; Lalas, 2007; McNeal, 2005; Correa & Tiulbert, 1991; Walker & Jones, 1997; Hinton-Johnson & Dickinson, 2005; Wan, 2006).
Multicultural instructional approaches and strategies (MIS) implemented by a culturally responsive teacher at P. S. 153 will increase social justice and educational equity for 24 fifth grade students from culturally diverse backgrounds.
The sample class consists of 24 fifth grade students
The teacher participated in the demographic and attitude survey, and took part in the researcher’s observation process.
Data for this study were collected through:
3 items on the frequency of implementation of three MIS;
17 items on attitudes toward cultural diversity and ME
15 items on attitudes toward social justice and educational equity for students as a result of membership in the classroom;
3 items ask students to reflect on the effectiveness of three MIS employed by their teacher,
documents the implementation of three MIS: cooperative learning, real-life application, multicultural literature.
Observed: CL, RLA - 2x a week; ML- 3x a week.
Although results indicating influence of MIS on social justice and equity in this sample size were statistically significant, it is evident that further research is essential for evaluating the effectiveness and the appropriate degree of implementation of MIS in maximizing values of social justice and equity for culturally diverse students.