Journal of Research in Innovative Teaching - National University

successful in hiring enough qualified diverse teachers to make a difference. Schools rely on
university programs to prepare teachers to be successful in working with diverse students. In
reality, this preparation is ongoing.
Multicultural Education
This paper draws its theoretical framework from the theory of multicultural education. Although
conceptualizations of multicultural education vary, theorists and leaders in the field agree that the
goal is to provide quality, equitable education for all students while working to eliminate
prejudice and injustice (Cochran-Smith, 2004; Nieto, 2000). There are three broad goals to which
most multicultural theorists ascribe (Banks, 1991–1992. 1992, 1993, 1994, 1997a, 1997b; Cortes,
1996; Dunn, 1997; Grant & Sleeter, 1997; Heller, 1995; Pai, 1993; Pang, 1992; Placier, Hall, &
Davis, 1997; Tomlinson, 1992). These goals include teaching stakeholders in schools to
appreciate diversity and accept pluralism, reduce prejudice, and infuse the curriculum with
multicultural materials and concepts.
Teachers do not feel adequately prepared to teach multicultural topics or to understand
differences in behavior, customs, language, and attitudes of students from diverse cultures
(Cannella & Reif, 1994; Gayle-Evans & Michael, 2006). Lack of knowledge and understanding
can lead to developing stereotypes and perceptions of cultural diversity as being intellectually
inferior. Also, teachers often have limited knowledge about and experience with people from
cultural/ethnic backgrounds different from their own and with individuals of different racial and
ethnic backgrounds (Howard & Nieto, 1999; Sleeter, 2001). This discrepancy may hinder
teacher’s ability to successfully teach all students.
Most research prior to the 1990s, according to Bryk and Thum (1989) and Coleman
(1966), focused on the lack of success of diverse students. One study (Irvine & Jordan, 1993)
demonstrated that teachers did not perceive teacher-related and school-related factors as
important causes of their students’ failure. Today, however, schools and teachers are held
accountable for the low proportion of success by diverse students. Many theorists and
researchers (Bull, Fruehling, & Chattergy, 1992; Darder, 1993; Gay, 1995; Grant & Sleeter,
2007; Ladson-Billings, 1994) believe that for schools to be successful, teachers need this
knowledge base and change in their beliefs and dispositions toward race and ethnicity. Change in
teacher beliefs is essential. Unfortunately, when new ideas or strategies are presented that are not
compatible with or that challenge their beliefs, teachers generally dismiss the ideas on the
grounds that they are too theoretical, too impractical, or simply wrong (Raths, 2001). The
required changes in teacher beliefs are defined as “fundamental changes which seek to reform
core normative beliefs about race, class, intelligence and educability held by educators and
others involved with our schools” (Oakes, Welner, Yonezawa, & Allen, 1998, p. 968). These
changes are difficult as they require that teachers examine their beliefs about students, equality,
race, and cultures. Fortunately, these attitudes and beliefs can be altered (Diez, 2007).
Teacher beliefs and expectations about students and their abilities along with teachers’
personal prejudices impact their interactions with students and their ability to learn. Multicultural
theorists and researchers (Ahlquist, 1991; Brown, 2004; Eberly, Rand, & O’Connor, 2007;
Gayle-Evans & Michael, 2006; Ukpokodu, 2004; Villegas, 2007) are particularly concerned with
teachers’ and administrators’ expectations that students adapt to the culture of the school.
Stanton-Salazar (1997) related that diverse students have to be able to decode the dominant
115