Identity and *difference in multicultural education: A social-psychological analysis of college diversity practices.
Item
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Title
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Identity and *difference in multicultural education: A social-psychological analysis of college diversity practices.
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Identifier
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AAI3213238
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identifier
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3213238
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Creator
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Martin, Daniela.
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Contributor
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Adviser: Colette Daiute
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Date
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2006
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Social | Education, Bilingual and Multicultural | Education, Higher
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Abstract
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The aim of this study was to assess how multicultural educational practices shape students' learning, intergroup relations, and identity development. Multicultural education reflects the diversity of students' backgrounds to make learning relevant to students' lives and models positive intergroup relations by examining diverse perspectives. It is hypothesized that these effects are associated with the development of students' own identities. Dialogical Self theory (Hermans, 2001) conceptualizes identities as relational, rather than individual, constructs embedded in particular practices and interactions. This study tested the capacity of dialogical theory to identify those practices that foster the development of all students equally.;The research questions guiding this study were: (1) What educational practices are produced as a function of a multicultural curriculum? (2) How do these practices structure student processes, including students' identities, attitudes towards others, and learning? The study focused on a single multicultural course at Hunter College, Sociology 217: Race and Ethnicity. A within-subject longitudinal design examined student outcomes before and after their participation in the course. A between-subject design examined differences between students attending the target course and a comparison group. A quantitative survey assessing the major constructs was supplemented by a narrative task where students explored a conflict scenario. Additional data assessed the educational framework: (a) weekly class observations, (b) teacher interviews, and (c) archival data describing the history of the school's multicultural policy.;The results demonstrated the benefits of multicultural education, specifically in the areas of identity development, understandings of democracy, and intergroup relations. The dialogical basis of student development was illustrated by a detailed analysis of student processes, describing relationships among perspective-taking, identity development, academic development, and engagement in discussions and conflicts. These results were further expanded by an examination of how multicultural education operates in classrooms and what pedagogical and institutional practices support its effectiveness. Additionally, the study found differences in the experiences of majority and minority students attending the multicultural class. These differences illustrated the need to tailor multicultural education to its diverse recipients, by linking theoretical content to class pedagogy and the wider institutional climate.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
