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ERIC Number: ED519514
Record Type: Non-Journal
Publication Date: 2010
Pages: 141
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-8397-1
ISSN: N/A
Increasing Multiculturalism in Education through Teacher Self-Assessment and Training
Smith, Lisa A.
ProQuest LLC, Ed.D. Dissertation, Walden University
A superintendent's mandate required that teachers in a Midwestern U.S. city public school system tailor their lessons to be culturally sensitive. Teachers at one high school lacked training to support their implementation of this initiative. This project study evaluated participating teachers' racial awareness, determined how this awareness related to Bennett's intercultural sensitivity, and provided paradigms for participants to increase their intercultural sensitivity in the classroom. The framework for this project study was derived from Bennett's six stages of intercultural sensitivity and Banks's four levels of increasing multicultural education in the classroom. The rationale for this project study was that teachers' lack of cultural awareness and sensitivity can adversely affect students. Ten teachers participated in this case study, which included three data collection points: a preevaluation self-assessment of intercultural sensitivity, focus group interviews based on teachers' individual responses to the first self-assessment, and a postevaluation self-assessment for intercultural sensitivity. Data analysis procedures consisted of transcribing focus group interview recordings, using open and axial coding to evaluate transcript and self-assessment documents, and identifying themes based the codes that emerged. Key findings included a reported increased openness among the teachers to explore their own and their students' race and ethnicity and willingness to acknowledge differences among students in response to the training provided. This project study has the potential to create social change by supporting greater use of multicultural practices in the classroom and subsequently encouraging higher levels of intercultural sensitivity. In a highly diverse population increased intercultural sensitivity could bolster student learning and enhance relationships among students and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Secondary Education; High Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A