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Stakeholders' Perceptions of Multicultural Education in a Monoracial and Monoethnic School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Stakeholders' Perceptions of Multicultural Education in a Monoracial and Monoethnic School./
Author:	Gonzalez, Leonor Coralia.
Description:	1 online resource (124 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Multicultural education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379546106

Stakeholders' Perceptions of Multicultural Education in a Monoracial and Monoethnic School.
Gonzalez, Leonor Coralia.

Stakeholders' Perceptions of Multicultural Education in a Monoracial and Monoethnic School. - 1 online resource (124 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--University of Louisiana at Monroe, 2023.

Includes bibliographical references

Multicultural education is more commonly found within schools that are racially and ethnically diverse. However, within homogenous schools, multicultural education is extremely limited or nonexistent. The purpose of this study was to investigate students', teachers', and parents' perceptions of multicultural education in a monoracial and monoethnic school; the value these stakeholders place on multicultural education; and how these perspectives align with James Banks's (1993b) dimensions of multicultural education. The study employed a qualitative, descriptive phenomenological approach to examine 24 participants' responses to open-ended research questions administered online. The survey responses were thematically analyzed employing Braun and Clarke's (2006) approach.The results concluded that multicultural education should be part of the curriculum at this monoracial and monoethnic school. Participants regarded this type of curriculum as valuable, necessary, and vital in creating students ready for the diverse world in which they will inhabit beyond the walls of high school. Overall, stakeholders' perceptions aligned with James Banks' five tenets of multicultural education.Recommendations for scholars, professionals, and future research imply that conversations among educators and administrators should be conducted to further multicultural education to the higher levels of transformative action. Crossover studies in different monoracial and monoethnic schools that examine other stakeholders' perspectives of multicultural education and its value within the curriculum should be explored.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379546106Subjects--Topical Terms:

556370
Multicultural education.
Subjects--Index Terms:

Monoethnic schoolIndex Terms--Genre/Form:

554714
Electronic books.

Stakeholders' Perceptions of Multicultural Education in a Monoracial and Monoethnic School.
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520 $a Multicultural education is more commonly found within schools that are racially and ethnically diverse. However, within homogenous schools, multicultural education is extremely limited or nonexistent. The purpose of this study was to investigate students', teachers', and parents' perceptions of multicultural education in a monoracial and monoethnic school; the value these stakeholders place on multicultural education; and how these perspectives align with James Banks's (1993b) dimensions of multicultural education. The study employed a qualitative, descriptive phenomenological approach to examine 24 participants' responses to open-ended research questions administered online. The survey responses were thematically analyzed employing Braun and Clarke's (2006) approach.The results concluded that multicultural education should be part of the curriculum at this monoracial and monoethnic school. Participants regarded this type of curriculum as valuable, necessary, and vital in creating students ready for the diverse world in which they will inhabit beyond the walls of high school. Overall, stakeholders' perceptions aligned with James Banks' five tenets of multicultural education.Recommendations for scholars, professionals, and future research imply that conversations among educators and administrators should be conducted to further multicultural education to the higher levels of transformative action. Crossover studies in different monoracial and monoethnic schools that examine other stakeholders' perspectives of multicultural education and its value within the curriculum should be explored.
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