The Institutionalization of Multicultural Education as a Global Policy Agenda

Cha, Yun-Kyung; Ham, Seung‐Hwan

doi:10.1007/s40299-013-0088-7

Cited by 19 publications

(4 citation statements)

References 26 publications

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“…One of the advantages of TALIS is that it allows us to explore our research questions in different educational systems. Scholars have noted that multicultural education has been widely institutionalized across the world, chiefly due to transnational isomorphism in multicultural education policy (Cha & Ham, 2014). The Korean government has also adopted PDME as a means of teacher training to respond to the increase in diversity in schools (Mo & Lim, 2013).…”

mentioning

confidence: 99%

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

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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.

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confidence: 99%

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

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“…The present study's three hypotheses and methodology design were developed based on the previous works of two of the authors, namely [14,15]. An additional analysis was undertaken to explore the potential moderating effects of other variables on the significant main effect observed in Model 2.…”

Section: Notesmentioning

confidence: 99%

The Global Institutionalization of Multicultural Education as an Academic Discourse

2023

Self Cite

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Multicultural education has been widely recognized as an educational approach to deal with social and cultural diversity towards a more inclusive and just society. Conventional perspectives tend to assume that multicultural education would be of greater interest as a research topic in countries with growing levels of diversity. However, based on a macro-phenomenological perspective, this study accounts for influences from the wider institutional environment that gives collective meaning and value to legitimize multiculturalism as an academic discourse topic. Using a cross-national research design, this study examined the national-level characteristics associated with the formation of academic discourse on multicultural education. Scholarly articles on multicultural education published in the field of education by 2020 were collected using the research platform Web of Science. A total of 105 countries with 14,220 articles were analyzed using multiple regression analysis. Our results showed that countries with stronger ties to global civil society were more likely to have articles on multicultural education, indicating a higher institutionalization level of relevant academic discourse within the country. These findings suggest that the popularity of multicultural education as an academic discourse may not solely be in response to national-level societal demands but rather may be an institutional embodiment of universalistic norms and values.

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“…Multicultural policies have sustained high institutional legitimacy worldwide over the past decades (Cha & Ham, 2014; Kymlicka, 2012). However, disagreements persist regarding whether these policies have led to desirable outcomes as originally intended.…”

Section: Introductionmentioning

confidence: 99%

Does multiculturalism help immigrant youth engage in school? Multicultural paradox in the welfare state

Ham

Kyung-Eun

2022

Soc Policy Adm

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Research thus far has presented inconsistent findings regarding the effect of multiculturalism on the integration of immigrant youth; however, few studies have focused on making sense of these inconsistencies and further developing research in this field. In the current study, we focus on the possibility that policy arrangements for social welfare may condition the effect of multiculturalism in different directions. Specifically, we hypothesize that the policy mix of generous welfare spending and strong multiculturalism may not aid in the acculturation of immigrant youth in the host country. Cross‐national multilevel data from 28,879 immigrant youth in 29 countries were analysed. The results indicate that immigrant youth show higher school engagement in countries with stronger institutionalised multiculturalism. However, this pattern varies depending on the social welfare policies of individual countries. When strong multiculturalism is combined with generous welfarism in a country, it does not positively affect the school engagement of immigrant youth. These findings align with our speculation that multiculturalism is likely to work better in liberal economies than in generous welfare states.

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The Institutionalization of Multicultural Education as a Global Policy Agenda

Cited by 19 publications

References 26 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

The Global Institutionalization of Multicultural Education as an Academic Discourse

Does multiculturalism help immigrant youth engage in school? Multicultural paradox in the welfare state

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