Teacher Education, and Attitudes about Multicultural Issues

Written by 
Karen Lea, Ph.D. 
Richard Parrott, Ph.D 

For colleges of teacher education, imparting the competencies of providing multicultural education in the classroom is more than knowledge and skill transfer; it is a set of beliefs expressed in behavior and attitudes. What is the attitude of teachers in preparation and teachers in the field toward multicultural education in the classroom? 

When one applies Gordon Allport’s Social Contact Theory (1954) in the classroom, the attitude of the teacher toward multiculturalism and multicultural education is foundational.  The teacher models and expects equal status, structures common goals, and sanctions positive interactions.  Such a model presupposes a set of beliefs that are translated into action, an attitude.  

Multicultural education in the United States is based on democratic values and beliefs that affirm cultural pluralism (Bennett, 2007).  Bennett (2001) presents a four-frame concept of multicultural teaching: 1) providing fair and equity-based pedagogical opportunities for students, 2) reforming curriculum to include multiethnic and global perspectives, 3) developing competencies in multiple ways of perceiving, evaluating, believing, and doing (Gibson, 1976), and 4) teaching social justice with attitudes and social action skills that affirm human rights and dignity. 

Such an approach to education cannot simply be legislated, but requires the full attitudinal support of teachers.  Teachers, by virtue of power and position, must carry the weighted responsibility of “judges of deviance,” a phrase coined by Sara Lawrence-Lightfoot (1976).  Two decades of research following Rosenthal and Jacobson’s famous “Pygmalion” study (1968) “leads to a consensus that teacher’s expectations can and sometimes do affect teacher-student interaction and student outcomes; however the processes are much more complex than originally believed” (Good, 1987, p. 33).  The interaction of the attitudes of students and teachers influences the learning environment, social interaction, acceptance, and achievement (Bennett, 1981); indeed, these are many of the goals of multicultural education. 

For colleges of teacher education, imparting the competencies of providing multicultural education in the classroom is more than knowledge and skill transfer; it is a set of beliefs expressed in behavior and attitudes.  What is the attitude of teachers in preparation and teachers in the field toward multicultural education in the classroom?

Research about multicultural education is not a new topic in teacher education. Researchers such as Banks (2006), Irvine (2001), Darling-Hammond, French and Garcia-Lopez (2002), and Gollnick and Chinn (2009) are a few who have embraced the task of researching multicultural education and advocating for multicultural education in our schools and in our teacher education institutions. In addition to these well-known researchers, teachers in all fields have started to explore and research professional dispositions in relation to multicultural issues and education. This knowledge base will focus on some of those studies.

Hill, Phelps, and Friedland (2007) conducted a study on preservice teachers’ perceptions about teaching in an urban setting. The researchers interviewed six preservice teachers to determine how being part of a multicultural unit helped prepare them to teach in an urban setting. These preservice teachers give insight into attitudes about multicultural issues. The researchers found the preservice teachers were concerned about a loss of control when discussing multicultural issues in the classroom. This leads to questions about teachers who demonstrate attitudes about needing to be in control, and how much control results in a structured classroom and how much control results in intimidation.

Lee and Dallman (2008) conducted a similar study on preservice teachers’ attitudes toward diversity issues. The research sample consisted of three preservice teachers with goals of teaching in early childhood settings. The research found that while these individuals had classes on multicultural education, they still failed to consider the hidden assumptions. The preservice teachers reported that they “feel that people's lack of understanding or misconceptions is the root cause of prejudice about cultural groups, and they emphasize the need for teachers to take into account individual children’s personal backgrounds” (p. 8). One of the researcher’s findings relates to experiences in diverse classrooms. The preservice teachers indicated that knowledge is not sufficient; experience is necessary.

Elhoweris (2008) conducted a study to determine if teacher perceptions about individuals influenced identifying gifted and talented students. This study determined there was a bias when teacher responses indicated that teachers place a higher percentage of middle socioeconomic level students than of lower socioeconomic level students in enhanced or accelerated programs. Elhoweris (2008) concluded, "Teachers can be multicultural agents only if they truly believe that children who are culturally diverse are fully capable to benefit from instruction that is rich with powerful ideas. Therefore, teachers may need to broaden their perspectives of other cultures and to be aware of how their own personal values can affect their evaluation of the economically disadvantaged gifted child" (p. 38).

Not all the research is conducted in the classroom. Other researchers, such as Eberly, Rand, and O’Connor (2007), used case studies. Eberly, Rand, and O’Connor guided their research by asking the following questions:

“Why do some teachers demonstrate great cultural sensitivity in their work with children while others seem mired in stereotypes, perpetuating a view of diversity as exotic or denying that race is an issue in their classrooms?”

“Why is it so difficult to change these dispositions of teachers?”

“What can we do in teacher education to further the cultural responsiveness we claim we want teachers to develop?” (p. 31)

References 

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       Unpublished doctoral dissertation, University of Notre Dame, Notre Dame, IN.