International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Multiculturalism & Diversity
Page 6/22
212 items
51
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Published: 2012
Updated: Jun. 17, 2013
52
The author discusses schooling in the neighbourhoods typically associated with problems and challenges, in order to explore young people’s responses to their schooling and social positions.
Published: 2012
Updated: Apr. 25, 2013
53
This article is concerned with the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. The authors focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled.
Published: 2012
Updated: Apr. 25, 2013
54
Each of the social sciences that contribute to the field of education has a history of racialized understandings that make their way to both our research and practice.
Published: 2012
Updated: Mar. 24, 2013
55
This article examines the intersections among state policy, school reform, and the educational experiences of military children.
Published: 2012
Updated: Mar. 24, 2013
56
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Published: 2013
Updated: Mar. 06, 2013
57
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Published: 2013
Updated: Feb. 26, 2013
58
This research examine the association of family income with SAT performance. Results suggest the effects of family income on SAT scores are substantial, non-linear, and nearly twice as large for Black students.
Published: 2013
Updated: Feb. 26, 2013
59
This study investigates how notions of human diversity and difference are understood by education students in Spain, England and the United States. The authors developed the Beliefs and Attitudes Toward Difference Scale (BATD). This instrument was constructed using nine dimensions of diversity thought to have significant implications for education: culture/ethnic origin, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and giftedness/special talents. The data suggest that attitudes toward people who differ include etic (universal), emic (cultural), and individual properties.
Published: 2010
Updated: Nov. 20, 2012
60
The purpose of this paper is to examine how three preservice teachers who supported the tenets of critical multicultural citizenship negotiated the constraints they encountered when trying to teach for this kind of citizenship in an urban school classroom. Participants in this study negotiated constraints, mostly contextual, by de-emphasizing teaching to the test, finding ways to sneak in critical and multicultural social studies knowledge and contemporary issues into the curriculum, and incorporating multiple perspectives as a way to increase critical inquiry while teaching the facts necessary for standardized tests.
Published: 2010
Updated: Jun. 20, 2012