The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the teachers’ experience in PDME improves TSMC, as well as whether TSMC mediates the relationship between PDME and teachers’ perceptions of school climate in secondary schools in the United States and South Korea. We find a significant positive relationship between PDME and TSMC and that TSMC plays a mediating role between PDME and school climate. The findings suggest that PDME not only plays a key role in enhancing TSMC but also promotes a positive school climate.
Within postsecondary education, we often equate students' need for support with socioeconomic status (SES). There is also recognition of the challenges faced by Black students while navigating higher education. Programmatic and policy efforts to address these issues often focus on singular aspects of students' identities, particularly for low-SES students and Black male students. The purpose of this study was to explore SES and sex differences in the relationship between Black college students' involvement and their educational outcomes, as measured by graduation. Results show statistically significant differences between Black male and female students in the impact of involvement on degree attainment. Findings also have implications for the impact of high-impact practices, as a specific form of involvement, on students' outcomes. There are significant implications for policy and practice based on findings that can improve efforts to improve collegiate outcomes for all Black students. Results also demonstrate the need to shift thinking in higher education about how to effectively support students and identify their needs.
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