Introduction

Cha, Yun-Kyung; Gundara, Jagdish S.; Ham, Seung‐Hwan

doi:10.1007/978-981-10-2222-7_1

Cited by 3 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Introductionmentioning

confidence: 99%

“…To explain the need to move toward a multicultural education approach in Iran, we examine the perspective of (cha et al , 2017). According to Cha et al (2017), socio-cultural, international economic and world-polity perspectives explain the need for multicultural education in different countries. The first and most famous account of a country's adoption of a multicultural education policy comes from a socio-cultural perspective, in which the formulation of a multicultural education policy is comprehended as a necessary step toward accommodating the cultural diversity that exists within a given country to maintain its social cohesion.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Barriers to multicultural education in Iran

Hasanpour

Batmani

Bolandhematan

2022

JME

View full text Add to dashboard Cite

Purpose This paper aims to identify and investigate barriers to multicultural education in Iran. Design/methodology/approach This research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data. Findings The interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods. Originality/value To the best of the authors’ knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Barriers to multicultural education in Iran

Hasanpour

Batmani

Bolandhematan

2022

JME

View full text Add to dashboard Cite

show abstract

“…Studies focusing on immigrant youth have reported inconsistent observations. Some studies have provided evidence that multiculturalism policies can reduce educational disparities between immigrant and non-immigrant youth (Buchmann & Parrado, 2006; Cha et al, 2017; Filindra et al, 2011). However, other studies have raised doubts, illustrating limited or conditional effects of multiculturalism policies on immigrant youth (Ham et al, 2020; Schotte et al, 2018; Vertovec, 1996).…”

Section: Introductionmentioning

confidence: 99%

The Multicultural Politics of Opportunity: A Comparative Analysis of the Occupational Aspirations of Immigrant Adolescents

Ham

Lee

2023

Youth & Society

View full text Add to dashboard Cite

Despite the growing volume of research on multiculturalism, disagreements abound regarding whether multiculturalism is truly effective for the integration of immigrant youth. However, little effort has been made to make sense of these disagreements. In the present study, we raise the possibility that multiculturalism is more likely to achieve its intended goal in countries that have developed egalitarian structures of opportunity. Cross-national multilevel data were used to analyze the occupational aspirations of 41,235 immigrant adolescents from 31 countries. The data reveal that immigrant adolescents tend to show a higher level of occupational aspirations in countries with stronger multiculturalism, but this pattern holds only among countries that have developed egalitarian economic systems. We conclude that the aspirations of immigrant adolescents depend not only on the “politics of identity” but also on its interplay with the “politics of opportunity”—the politico-economic landscape of the distribution of opportunities.

show abstract

“…Furthermore, ELL students may experience psychological distress due to family separation during migration, adjustment to a new cultural norm, navigating U.S. immigration laws (Pagan-Rivera, 2014), and discrimination distress (Roche & Kuperminc, 2012). Relevant to their social/emotional needs, ELL students also reported feeling less connected to their schools as compared to nonimmigrant students (Cha, Ham, & Yang, 2017). This is particularly concerning because Cha, Ham, and Yang (2017) argued that a lack of school connectedness or belonging is linked to a decrease in academic motivation among students from underrepresented or economically disadvantaged groups.…”

mentioning

confidence: 99%

“…Relevant to their social/emotional needs, ELL students also reported feeling less connected to their schools as compared to nonimmigrant students (Cha, Ham, & Yang, 2017). This is particularly concerning because Cha, Ham, and Yang (2017) argued that a lack of school connectedness or belonging is linked to a decrease in academic motivation among students from underrepresented or economically disadvantaged groups.…”

mentioning

confidence: 99%

English Language Learners and School Belonging: Implications for School Counselor Practice

Shi

Watkinson

2019

Professional School Counseling

View full text Add to dashboard Cite

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

show abstract

Introduction

Cited by 3 publications

References 1 publication

Barriers to multicultural education in Iran

Barriers to multicultural education in Iran

The Multicultural Politics of Opportunity: A Comparative Analysis of the Occupational Aspirations of Immigrant Adolescents

English Language Learners and School Belonging: Implications for School Counselor Practice

Contact Info

Product

Resources

About