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A multiple case study: Middle school teachers' perceptions and practices of multicultural education
Abstract
The purpose of this multiple case study was to examine teachers' perceptions about multicultural education and also examine the observed patterns of practice in their classrooms. This study employed a grounded theory approach to examine this construct. Data were analyzed following Strauss and Corbin's (1990) procedures of open, axial, and selective coding. A typology of teachers' perceptions and practices of multicultural education was developed primarily from interviews and observations of three teachers in one middle school, in an urban public school district. A theoretical model of teachers' perceptions and practices of multicultural education was developed, which identified a core phenomenon of providing educational equity for all students. The critical multicultural practices that emerged from this study included the following: multicultural content integration, instructional methods, language dynamics, and positive climate. Four theoretical propositions were derived from the model of teachers' perceptions and practices of multicultural education: (1) If multicultural content is integrated in the existing curriculum, then educational equity is enhanced for all students. (2) If a variety of instructional methods are used, then educational equity is enhanced for all students. (3) If effective language dynamics are used, then educational equity is enhanced for all students. (4) If a positive school climate is fostered, then educational equity is enhanced for all students. Conclusions regarding each multicultural practice were stated. Recommendations and implications for teachers and the school district were identified, along with implications for future research.
Subject Area
Bilingual education|Multicultural education|Secondary education
Recommended Citation
Holcomb, Mary Jean, "A multiple case study: Middle school teachers' perceptions and practices of multicultural education" (1995). ETD collection for University of Nebraska-Lincoln. AAI9614987.
https://digitalcommons.unl.edu/dissertations/AAI9614987