A More Diverse Circle of Friends

Thompson, Jacqueline; Byrnes, Deborah A

doi:10.1080/15210960.2011.571552

Cited by 10 publications

(25 citation statements)

References 10 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a similar vein, the literature of CRT, CRP, and multicultural education supports the idea that teachers with high TSMC contribute to students' engagement, motivation, and competence in learning (Y. Choi, 2013;Nykiel-Herbert, 2010;Rodriguez et al, 2004) and that they help students develop cultural identity and expand social relationships that cross racial, gender, and socioeconomic lines (Gutstein, 2003;Milner, 2011;Thompson & Byrnes, 2011). Teachers with high TSMC are also able to support students in understanding sociopolitical issues and questioning existing social inequality and injustice by bridging home and school culture (Banks, 2001;Gay, 2002;Ladson-Billings, 1995).…”

mentioning

confidence: 89%

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Choi

Lee

2020

AERA Open

View full text Add to dashboard Cite

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.

show abstract

mentioning

confidence: 89%

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Choi

Lee

2020

AERA Open

View full text Add to dashboard Cite

show abstract

“…choosing integration over separation), which may also be applicable to understanding international students' acculturation experiences and intercultural relations (see review by Smith & Khawaja, ). The education literature suggests that cultural inclusiveness is an environmental condition that can contribute to increasing acceptance, interactions and friendship building amongst students from different cultures (Thompson & Byrnes, ). According to McLoughlin (), a culturally inclusive educational environment is a setting that recognises, values and promotes diversity, and enables the worldviews of all students to be expressed through teaching and learning.…”

Section: Cultural Inclusiveness For Increasing Intergroup Contactmentioning

confidence: 99%

Cultural Inclusiveness Contributing to International Students' Intercultural Attitudes: Mediating Role of Intergroup Contact Variables

Tawagi

Mak

2014

Community & Applied Soc Psy

View full text Add to dashboard Cite

This study sought to examine the relationships among Asian‐born international students' perceived cultural inclusiveness and intercultural contact, along with the contributions these variables made to the students' attitudes towards culturally different domestic students. Based on Pettigrew's (1998) intergroup contact theory and previous research on educational cultural climate, we hypothesised that more positive intercultural attitudes would be associated with perceptions of a culturally inclusive educational environment and higher levels of intergroup contact as indicated by quantity of contact, quality of contact, and extent of intercultural friendships. Anonymous survey participants were 190 (76 male and 113 female) Asian‐born international university students at an Australian university. Results showed small to moderate relationships among perceived cultural inclusiveness, all the dimensions of intercultural contact, and intercultural attitudes, except for an unexpected insignificant association between intercultural friendship and attitudes. Hierarchical regression analysis showed that cultural inclusiveness and quality of contact were the only significant predictors of intercultural attitudes. Mediation analysis indicated that quality of contact partially mediated the relationship between cultural inclusiveness and intercultural attitudes. The importance of an inclusive educational environment on intergroup contact and attitudes, from international students' viewpoint, is discussed. Copyright © 2014 John Wiley & Sons, Ltd.

show abstract

“…Training in the use of data might support advocacy efforts so that school counselors can demonstrate to school stakeholders how their multicultural education efforts support student social/emotional development, which in turn promotes academic achievement. Although research on such professional development in school counseling is lacking, related research in teacher education supports the idea (Thompson & Byrnes, 2011).…”

Section: Discussionmentioning

confidence: 99%

A Consensual Qualitative Research Exploration of School Counselor Multicultural Education Behaviors

Merlin‐Knoblich

Moss

Cholewa

et al. 2019

Professional School Counseling

View full text Add to dashboard Cite

In this consensual qualitative research study, we explored how school counselors enact multicultural education behaviors by studying the experiences of 10 practicing school counselors. We also examined barriers that prevent school counselors from implementing multicultural education. Participants described acknowledging their contexts, being influenced by intrapersonal factors and awareness of others, and implementing different types of interventions. We discuss implications for practicing school counselors to navigate barriers and enact multicultural education in their schools.

show abstract

A More Diverse Circle of Friends

Cited by 10 publications

References 10 publications

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Cultural Inclusiveness Contributing to International Students' Intercultural Attitudes: Mediating Role of Intergroup Contact Variables

A Consensual Qualitative Research Exploration of School Counselor Multicultural Education Behaviors

Contact Info

Product

Resources

About