Multicultural children’s literature and teacher candidates’ awareness and attitudes toward cultural diversity
Keywords:
Multicultural Education, Teacher Candidates, Multicultural Children’s Literature, Cultural Diversity, Teacher EducationAbstract
The purpose of this study was to look at elementary/middle school pre-service teachers’ perceptions of multicultural and diversity issues through multicultural children’s literature. Nineteen pre-service teachers in a foundation of literacy course explored multicultural children’s literature and involved group/class discussions and a project over the semester. Data was collected using the pre- and post-Cultural Diversity Awareness Inventory (CDAI), open-ended responses, quick writings, projects, and class interactions. The results showed that while they were not familiar with multicultural children’s literature at the beginning of the semester, at the end of the semester they developed positive attitudes toward learning about them, identified them as crucial to foster children’s awareness of diversity, and planned to use them in their future classrooms. They also increased their positive attitudes toward multicultural and diversity issues. In particular, they were most aware of two categories, cultural diversity and multicultural environment, in the CDAI.
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References
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Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. The Negro Educational Review, 57(1-2), 85 – 100.
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Botelho, M., & Rudman, M. (2009). Critical multicultural analysis of children's literature. New York, NY: Routledge.
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Brown, E. L. (2004b). The relationship of self-concepts to change in cultural diversity awareness: Implications for urban teacher educators. The Urban Review, 36(2), 119 – 145.
Cai, M. (1998). Multiple definitions of multicultural literature: Is the debate really just “Ivory Tower” bickering? New Advocate, 11(4), 311-324.
Cai, M. (2008). Transactional theory and the study of multicultural literature. Language Arts, 85(3), 212-220.
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Chicola, N.A. (2007). A view beyond tolerance: Teacher candidate experiences with culturally responsive education. International Journal of Learning, 14(8), 211-219.
Colby, S. A., & Lyon, A. F. (2004). Heightening awareness about the importance of using multicultural literature. Multicultural Education, 11(3), 24-28.
Cullinan, B., & Galda, L. (1994). Literature and the child (3rd ed.). New York, NY: Harcourt Brace.
DeNicolo, C. P., & Franquiz, M. E. (2006). “Do I have to say it?”: Critical encounters with multicultural children’s literature. Language Arts, 84(2), 157-170.
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Evans, S. (2010). The role of multicultural literature interactive read-alouds on student perspectives toward diversity. Journal of Research in Innovative Teaching, 3(1), 92-104.
Ford, T. N., & Quinn, L. (2010). First year teacher education candidates: What are their perceptions about multicultural education? Multicultural Education, 17(4), 18 – 24.
Frye, B., Button, L., Kelly, C., & Button, G. (2010). Preservice teachers’ self-perceptions and attitudes toward culturally responsive teaching. Journal of Praxis in Multicultural Education, 5(1), 1 – 22.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
Gay, G. (2003). The importance of multicultural education. Educational Leadership, 61(4), 30-35.
Hefflin, B. R., & Barksdale-Ladd, M. A. (2001). African American children’s literature that helps students find themselves: Selection guidelines for grades K-3. The Reading Teacher, 54(8), 810-819.
Henry, G. B. (1986). Cultural Diversity Awareness Inventory. Mainstreaming Outreach Project. Hampton University, Hampton, VA.
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Howrey, S. T., & Whelan-Kim, K. (2009). Building culturally responsiveness in rural, preservice teachers using multicultural children’s literature project. Journal of Early Childhood Teacher Education, 30, 123-137.
Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the sensitivity of preservice teachers. Action in Teacher Education 12(3), 23 – 30.
Lowery, R. M., Sabis-Burns, D.L. (2007). From borders to bridges: Making cross-cultural connections through multicultural literature, Multicultural Education, 14(4), 50-54.
Milner, H., Flowers, L. A., Moore, J., Moore, J. L., & Flowers, T. A. (2003). Preservice teachers’ awareness of multiculturalism and diversity. The High School Journal, 87(1), 63 – 70.
Montero, M.K., & Robertson, J.M. (2006). Master class in teaching children’s literature. Journal of Children’s Literature, 32(2), 27-35.
Nieto, S. (2000). Affirming diversity: Sociopolitical context of multicultural education (3rded.). New York, NY: Longman.
Norton, D. E. (1995). Through the eyes of a child: An introduction to children’s literature (4thed.). Englewood Cliffs, NJ: Merrill
Singleton, D. L. (1996). Multicultural education: The key to global unity. Paper presented at the Annual Meeting of the World Council for Curriculum and Instruction, Amritsar, India.
Sleeter, C. E., & Grant, C.A. (1987). An analysis of multicultural education in the United States. Harvard Educational Review, 57(4), 421– 444.
Smith, E. B. (2009). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S.C. (2010). Transforming teacher cultural landscapes by reflecting on multicultural literature. Multicultural Education, 17(4), 44-48.
Yokota, J. (1993). Issues in selecting multicultural literature for children and adolescents. Language Arts,70, 156-167.
Ukpokodu, N. (2002). Breaking through preservice teachers’ defensive dispositions in a multicultural education course: A reflective practice. Multicultural Education, 9(3), 25-33.
Banks, J.A. (2010). Multicultural education: Characteristics and goals. In J.A. Banks & C.A. Banks (Eds.), Multicultural education: Issues and perspectives (7th ed.), 3-30. Hoboken, NJ: John Wiley & Sons.
Barksdale, M.A., Richards, J., Fisher, P., Wuthrick, M., Hammons, J., & Grisham, D. (2002). Perceptions of preservice elementary teachers on multicultural issues. Reading Horizon, 43(1), 27-48.
Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. The Negro Educational Review, 57(1-2), 85 – 100.
Bishop, R. S. (1997). Selecting literature for a multicultural curriculum. In V.J. Harris (Ed.), Using multiethnic literature in the k-8 classroom (pp.1-19). Norwood, MA: Christopher-Gordon.
Botelho, M., & Rudman, M. (2009). Critical multicultural analysis of children's literature. New York, NY: Routledge.
Brown, E. L. (2004a). What precipitates change in cultural diversity awareness during a multicultural course: The message or the method? Journal of Teacher Education, 55(4), 325 – 340.
Brown, E. L. (2004b). The relationship of self-concepts to change in cultural diversity awareness: Implications for urban teacher educators. The Urban Review, 36(2), 119 – 145.
Cai, M. (1998). Multiple definitions of multicultural literature: Is the debate really just “Ivory Tower” bickering? New Advocate, 11(4), 311-324.
Cai, M. (2008). Transactional theory and the study of multicultural literature. Language Arts, 85(3), 212-220.
Cai, M. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
Chicola, N.A. (2007). A view beyond tolerance: Teacher candidate experiences with culturally responsive education. International Journal of Learning, 14(8), 211-219.
Colby, S. A., & Lyon, A. F. (2004). Heightening awareness about the importance of using multicultural literature. Multicultural Education, 11(3), 24-28.
Cullinan, B., & Galda, L. (1994). Literature and the child (3rd ed.). New York, NY: Harcourt Brace.
DeNicolo, C. P., & Franquiz, M. E. (2006). “Do I have to say it?”: Critical encounters with multicultural children’s literature. Language Arts, 84(2), 157-170.
Dillon, S. (2006, August 27). In schools across U.S., the melting pot overflows. New York Times, A7, 16.
Escamilla, K., & Nathenson-Mejía, S. (2003). Preparing culturally responsive teachers: Using Latino children’s literature in teacher education. Equity & Excellence in Education, 36, 238–248.
Evans, S. (2010). The role of multicultural literature interactive read-alouds on student perspectives toward diversity. Journal of Research in Innovative Teaching, 3(1), 92-104.
Ford, T. N., & Quinn, L. (2010). First year teacher education candidates: What are their perceptions about multicultural education? Multicultural Education, 17(4), 18 – 24.
Frye, B., Button, L., Kelly, C., & Button, G. (2010). Preservice teachers’ self-perceptions and attitudes toward culturally responsive teaching. Journal of Praxis in Multicultural Education, 5(1), 1 – 22.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
Gay, G. (2003). The importance of multicultural education. Educational Leadership, 61(4), 30-35.
Hefflin, B. R., & Barksdale-Ladd, M. A. (2001). African American children’s literature that helps students find themselves: Selection guidelines for grades K-3. The Reading Teacher, 54(8), 810-819.
Henry, G. B. (1986). Cultural Diversity Awareness Inventory. Mainstreaming Outreach Project. Hampton University, Hampton, VA.
Henry, G. B. (1995). Determining the reliability and validity of the Cultural Diversity Awareness Inventory. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9539219)
Howrey, S. T., & Whelan-Kim, K. (2009). Building culturally responsiveness in rural, preservice teachers using multicultural children’s literature project. Journal of Early Childhood Teacher Education, 30, 123-137.
Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the sensitivity of preservice teachers. Action in Teacher Education 12(3), 23 – 30.
Lowery, R. M., Sabis-Burns, D.L. (2007). From borders to bridges: Making cross-cultural connections through multicultural literature, Multicultural Education, 14(4), 50-54.
Milner, H., Flowers, L. A., Moore, J., Moore, J. L., & Flowers, T. A. (2003). Preservice teachers’ awareness of multiculturalism and diversity. The High School Journal, 87(1), 63 – 70.
Montero, M.K., & Robertson, J.M. (2006). Master class in teaching children’s literature. Journal of Children’s Literature, 32(2), 27-35.
Nieto, S. (2000). Affirming diversity: Sociopolitical context of multicultural education (3rded.). New York, NY: Longman.
Norton, D. E. (1995). Through the eyes of a child: An introduction to children’s literature (4thed.). Englewood Cliffs, NJ: Merrill
Singleton, D. L. (1996). Multicultural education: The key to global unity. Paper presented at the Annual Meeting of the World Council for Curriculum and Instruction, Amritsar, India.
Sleeter, C. E., & Grant, C.A. (1987). An analysis of multicultural education in the United States. Harvard Educational Review, 57(4), 421– 444.
Smith, E. B. (2009). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S.C. (2010). Transforming teacher cultural landscapes by reflecting on multicultural literature. Multicultural Education, 17(4), 44-48.
Yokota, J. (1993). Issues in selecting multicultural literature for children and adolescents. Language Arts,70, 156-167.
Ukpokodu, N. (2002). Breaking through preservice teachers’ defensive dispositions in a multicultural education course: A reflective practice. Multicultural Education, 9(3), 25-33.
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Published
2017-07-27
How to Cite
Iwai, Y. (2017). Multicultural children’s literature and teacher candidates’ awareness and attitudes toward cultural diversity. International Electronic Journal of Elementary Education, 5(2), 185–198. Retrieved from https://iejee.com/index.php/IEJEE/article/view/20
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