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Understanding multicultural education: Perceptions of elementary preservice teachers
Abstract
The focus of this instrumental case study was on the specific issue of understanding a cohort of preservice teachers' perceptions of multicultural education. Data for the study were collected from 15 students enrolled in the Elementary Teacher Education Program at the University of Nebraska-Lincoln. At the time of the study, participants were completing their final methods courses and practicum field experience prior to student teaching. Data analyzed in the study were derived from focus group and individual interviews, and the diversity section in the participants' application form to the Elementary Teacher Education Program. Two inductive processes were used to analyze the data. The results of the data analysis are presented in Chapter 4. The following five themes emerged from the results: (1) experience, (2) rationale for multicultural education, (3) cultural identity, (4) implementation, and (5) context. The five themes are presented in Chapter 5. The five major themes that emerged provided a view of the participants' perceptions of multicultural education. The experience theme describes participants' experiences with diversity and multicultural education. The rationale for multicultural education theme illustrates participants' perceptions that multicultural education serves to promote attitudes and acceptance and reduce sterotyping and biases. The cultural identity theme describes participants' different levels of understanding what constitutes cultural diversity. The implementalion theme illustrates participants' perceptions that multicultural education is adding materials to the existing curriculum so diversity is viewed as the "norm" and providing opportunities for students to be exposed to experiences that represent cultural diversity. The context theme depicts the degree of diversity, availability of resources and internal and external constituents as major areas of concern for participants anticipating their role with multicultural education. Implications from the study suggest teacher education programs; provide for individual differences; establish multiple field experiences that involve high levels of direct contact with diverse populations; require in-depth study of culture and cultural diversity; and promote a program-wide approach to multicultural education that includes on-going assessment of preservice teachers' development with multicultural education.
Subject Area
Teacher education|Bilingual education|Multicultural education
Recommended Citation
Reed, Kristine Kompelien, "Understanding multicultural education: Perceptions of elementary preservice teachers" (1998). ETD collection for University of Nebraska-Lincoln. AAI9908483.
https://digitalcommons.unl.edu/dissertations/AAI9908483