The Literature on Multicultural Education: review and analysis

Grant, Carl A.; Sleeter, Christine E.

doi:10.1080/0013191850370202

Cited by 41 publications

(12 citation statements)

References 79 publications

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“…To make people of color feel less invisible and more as if they belong in academia, Steele (1997) and Majors and Billson (1992) have argued for developing a truly multicultural curriculum in which the contributions of people of color are infused throughout the school curriculum (for more on different types of multculturalism, see Grant and Sleeter 1985). Such a curriculum could counter stereotypes and anxiety and help people of color find their "place" in education.…”

Section: Fostering a Sense Of Belongingnessmentioning

confidence: 96%

Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

2011

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Authors since William James (1892/1968) have implied that the structure of the selfconcept can influence motivation and outcomes in particular domains. The value or importance an individual places on a domain influences how motivated that individual is to expend effort in that domain, ultimately influencing the positivity or negativity of the outcomes in that domain (the outcomes then likewise influence the valuing of that domain). Taking the example of identification with academics (selectively valuing an academic domain as central to the selfconcept), we review the importance of psychological centrality and present a theoretical model directly linking the structure of the self to motivation and outcomes, something not explicitly discussed in the literature to date. Finally, strategies are suggested for how to increase a student's identification with academics, which this theoretical framework suggests should lead to improved motivation to achieve in academics and improved outcomes for students.

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Section: Fostering a Sense Of Belongingnessmentioning

confidence: 96%

Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

2011

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“…Multicultural education has been considered a theory and method for the preparation of teachers for social justice and urban classrooms (Atwater 1993(Atwater , 1995Banks 1993Banks , 1994Banks , 2004Banks 1995, 2001;Cochrane-Smith 2001Grant and Sleeter 1986;Moore 2006bMoore , 2007a. Multicultural education builds on the foundational goal "to improve race relations and to help all students acquire the knowledge, attitudes, and skills needed to participate in cross-cultural interactions" which may lead to "personal, social, and civic action that will help make our nation more democratic and just" (Banks 2004, pp.…”

Section: Social Justice and Multicultural Educationmentioning

confidence: 99%

Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Moore

2007

Res Sci Educ

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Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers' emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers' conceptions as "agents of change" and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in urban elementary classrooms. Their identity in the moment as elementary preservice teachers-not yet teachers-influences how they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms. Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing preservice teachers in developing science teacher identities and a stance toward social justice.

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“…(See, for example, Gay, 1983;Gollnick & Chinn, 1990;Sleeter & Grant, 1987, 1988 Here, Grant and Sleeter's five approaches to multicultural education were used to analyze the studies reviewed and to assign them to a multicultural education framework (Grant, Sleeter, & Anderson, 1986;Sleeter & Grant, 1988). Race, class, gender, and language are the ascribed characteristics included in the definition.…”

Section: Definitionsmentioning

confidence: 99%

The Literature on Multicultural Education: review and analysis

Cited by 41 publications

References 79 publications

Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Best Practices in Teacher Preparation for Urban Schools: Lessons from the Multicultural Teacher Education Literature

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