Cross-Cultural Schooling Experiences and the Construction of Identity: How Curriculum Impacts Educational Outcomes for Foreign Students

Authors

Yuri Wellington, Doctoral Candidate, Language, Reading and Culture, University of Arizona

Date of this Version

October 2001

Abstract

Using both qualitative and quantitative measures, this session will examine the case of one department within one academic institution of higher learning. Using data from a ten-year follow-up study of a federally funded Title VII Training, Development and Improvement Program Grant, this presentation considers whether the increase in use of multicultural materials reflects an increase in the integration of multicultural and second language acquisition knowledge and methodology into the curricula; and how such a quantitative increase in the integration of multicultural and second language acquisition knowledge and methodology into the curricula is qualitatively perceived by students. Through data collected from itemized analysis of the syllabi, faculty and student interviews and faculty and student needs assessments, it examines the curriculum closely for evidence of "institutionalized multiculturalism."