This qualitative, multisite case study, framed by a constructivist perspective, addresses a deficit in the literature regarding multicultural consciousness of culturally responsive novice teachers. Existing studies identify the importance of culturally responsive pedagogy and the impact of the field of multicultural education on pedagogy that considers teaching and learning of nonmainstream student populations. These studies are inadequate due to their: lack of specific strategies for gaining and sustaining multicultural consciousness in P-12 schools, quantitative nature, or emphasis on preservice teacher education as opposed to in-service teachers in contact with nonmainstream students in the school context. The significance emphasized was the impact of culturally responsive pedagogy and its impact for narrowing the achievement gap regarding nonmainstream students. The themes that emerged, dimensions of multicultural consciousness, led to implications for: education, an ethic of care, “Otherness,” intrinsic motivation, advocacy, and reflexivity. It was concluded that the sustainability of a multicultural consciousness in context is less persuasive than the case findings for gaining consciousness for culturally responsive pedagogues, yet, all dimensions should be expounded upon for further study and better understanding of the relevant and persisting concern for nonmainstream student achievement. / Department of Educational Studies

The primary purpose of this study was to examine the extent to which preservice elementary education students participating in Ball State University's Urban Education Semester would evidence a change in attitudes toward multicultural teaching and learning based on their experiences in the program. A treatment group of 22 Urban Semester participants was compared to a control group of 21 preservice teachers engaged in coursework and field experience in a traditional, on-campus setting. Employing a case study approach, both quantitative and qualitative methods were used to explore the phenomenon under investigation.The qualitative aspect of the study examined treatment and control group pretest and posttest scores on the Teacher Multicultural Attitude Survey (TMAS) (Ponterotto, Baluch, Grieg, & Rivera, 1998), to ascertain the extent to which attitudes would change as a result of curricular and experiential treatments. A follow-up administration of the TMAS occurred approximately six weeks following the intervention to determine the extent to which attitude change in the treatment group was either lasting or transitory in nature. The treatment group evidenced a highly significant difference in pretest / posttest scores on the TMAS (p = 0.002**), and the change was retained in follow-up measures.Qualitative methodology included analysis of student journals, content of two focus groups conducted throughout the semester, student discussion observed in Ball State courses, and personal interviews conducted at the end of the Urban experience. Analysis revealed common themes including the importance of direct experience with diversity, personal reflection, professional mentoring and teaching opportunities for student multicultural growth. Additionally, the experience served to dispel myths and stereotypes regarding urban teaching and encouraged movement from a color denial perspective to an appreciation for and respect of cultural differences.The present study illustrates the potential of curricular intervention to alter student attitudes toward multicultural teaching and learning. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, opportunities for personal reflection, infusion of multicultural content across curricular areas, and carefully planned student / mentor teacher pairings in order to affect such change. / Department of Elementary Education

Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this study: What administrative policies and procedures are in place in the school and district to meet the educational needs of ELL students?