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Attitudes toward intentionally multicultural content: a mixed methods study
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Pashkovskiy, Igor. Attitudes toward intentionally multicultural content: a mixed methods study. Retrieved from https://doi.org/doi:10.7282/t3-m8rf-gq51

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TitleAttitudes toward intentionally multicultural content: a mixed methods study
NamePashkovskiy, Igor (author); Rubin, Beth (chair); Sargent, Tanja Carmel (internal member); Chaney, Ryan (internal member); Rutgers University; Graduate School of Education
Date Created2020
Other Date2020-01 (degree)
SubjectEducation, Culture and Society, Education, Higher, Multicultural education
Extent1 online resource (viii, 110 pages)
DescriptionThis study gauged student attitudes toward intentionally multicultural content in introductory anthropology courses. Particularly, the goal of this mixed methods study was to develop a deeper understanding of the phenomenon while capturing the intricacies of teaching diversity content at a community college. The interview protocol used as part of this study consisted of open-ended questions developed using Patton’s (1990) six question types to gather data on student experiences and interpretations of a curriculum imbued with intentionally multicultural content. Additionally, implementation of a modified self-report questionnaire developed by Pascarella, Edison, Nora, Hagedorn, and Terenzini (1996) helped measure the quantitative relationship between exposure to intentionally multicultural content and perspectives toward multiculturalism. Situated in the theoretical frameworks of Boas’ (1963) principle of cultural relativism and Banks’ (1997) dimensions of multicultural education, qualitative and quantitative data was analyzed concurrently. The results of this study suggest that there is a general, positive relationship between exposure to intentionally multicultural content and growth of pluralistic tendencies among students. However, the results of this study also suggest that not all enrolled students experienced multicultural content the same way. Fluctuation and regression of multicultural values varied based on racial/ethnic affiliation as well as preexisting knowledge brought into the classroom by adult learners.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-m8rf-gq51
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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