The light in their eyes: creating a multicultural education course for doctoral-level students

Abstract

Purpose The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida. Design/methodology/approach A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics. Findings The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills. Research limitations/implications Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics. Practical implications The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students. Originality/value Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

The Perceptions of Culturally Diverse Graduate Students on Multicultural Education: Implication for Inclusion and Diversity Awareness in Higher Education

“…Teachers take few multicultural education courses and typically feel unprepared to teach in a culturally diverse context (Castro, 2010;Halpern & Aydin, 2020;Holm & Zilliacus, 2009;Taylor et al, 2016). Teachers feel that they lack the skills to identify pertinent concepts or how to implement multicultural education.…”

The Perceptions of Culturally Diverse Graduate Students on Multicultural Education

“…It was expressed that the outlook of a doctoral student was only impacted after taking these courses; however, if they were offered earlier, students could pursue more diversity and multicultural education-based classes as electives. Additionally, offering multicultural education courses at the graduate level to engage students in thoughtful considerations to work against racism actively toward an equal society (Halpern & Aydin, 2020).…”

“…With knowledge of this widening of this ethnic and cultural gap, doctoral students must receive an education emphasizing multiculturalism and diversity. With the American society and student population becoming more diverse and multicultural, doctoral students must understand the necessity of multicultural education while preparing their minds on how they can impact culturally and linguistically diverse student populations (Halpern & Aydin, 2020).…”

Distant Learning: The Experiences of Brazilian Schoolteachers during the COVID-19 School Closures

“…This study's implications consist of a call to improve Brazil's teacher education programs to include technology-driven strategies and a more considerable emphasis on inclusive and culturally relevant curriculum and instruction that serves each student population's needs. Indeed, multicultural and culturally responsive teaching skills are fundamental in different levels of teacher education programs (Halpern & Aydin, 2020). The study's findings also call for changes in education policies that include access to the internet and technology and alternative plans for curriculum and instruction adaptability and flexibility to be applied in the event of other critical situations similar to a global pandemic.…”