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ERIC Number: ED405315
Record Type: Non-Journal
Publication Date: 1995
Pages: 11
Abstractor: N/A
Reference Count: N/A
Middle School Multiculturalism: What Is Being Taught and Why.
Lennex, Lesia C.
The purpose of this study was to examine the cultural content practices of middle school teachers. A survey was mailed to 94 teachers and 5 intern teachers in one Southeastern United States urban school system; 71 percent responded. A survey with Likert-type scaled responses and qualitative questions was used. The public school system was selected due to its large student population and its socioeconomic and cultural diversity. Seventy-five percent of the teachers used the state curriculum framework and textbook programs to the exclusion of other resources in planning cultural inclusion. Reasons cited by the respondents indicated that the curriculum was required, that using it was necessary to keep their jobs, that state testing was based on the curriculum, and that limited availability of other materials and time constraints restricted choice of content. Several responses indicated personal second language knowledge as an influence on their cultural inclusion and/or teaching strategies. Curriculum constraints perceived by the teachers surveyed may be resulting in fewer cultures actually being taught. An expansion of professional development and certification requirements in the social sciences are needed to ensure adequate delivery of cultural content. (JLS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A