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Contribution to Book
Using attitude measures and student narratives about diversity to enhance multicultural teaching effectiveness
Promoting Social Justice through the Scholarship of Teaching and Learning (2017)
  • Robert Lake, Georgia Southern University
  • Kent A Rittschof, Georgia Southern University
Abstract
Educators around the world are faced with numerous challenges associated with effectively promoting the learning engagement of a diverse population of students. As part of many university programs in the United States attempting to help future educators understand cultural diversity, one or more undergraduate courses specifically dealing with diversity issues are typically required. Goals associated with such diversity courses usually include the enhancement of greater understanding of the many types of student diversity and the implications for social justice within educational settings. Toward addressing these goals, awareness of commonly held misunderstandings about diversity is often central to the curriculum.

While teacher education programs usually examine whether teacher candidates have sufficiently learned the required material from diversity courses, these programs often overlook whether the candidate’s attitudes have changed in ways that coincide with the research-based information provided in the course and the general awareness expected of many schoolteachers. This chapter describes a study that begins to address this neglected aspect of teacher candidate assessment within the context of a university course dealing with multiculturalism. 
Keywords
  • diversity,
  • multicultural,
  • rasch model,
  • student attitudes,
  • student narratives,
  • race,
  • social class,
  • women's equality,
  • homosexuality
Publication Date
Fall 2017
Editor
Delores D. Liston and Regina Rahimi
Publisher
Indiana University Press
ISBN
978-0-253-02964-5
Citation Information
Robert Lake and Kent A Rittschof. "Using attitude measures and student narratives about diversity to enhance multicultural teaching effectiveness" Bloomington, INPromoting Social Justice through the Scholarship of Teaching and Learning (2017) p. 241 - 269
Available at: http://works.bepress.com/kent_rittschof/14/