Good education for all? Student race and identity development in the multicultural classroom

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study examined the role of ethnic identity in students' responses to a multicultural curriculum. Specifically, it tested group differences in the key premise of multicultural education, which is that learning about other groups affects students' identity formation and that this learning translates into skills critical to academic success, intergroup harmony, and promotion of democratic values. The results provided partial support of the hypothesis. Participating in a curriculum focusing on race and ethnicity yielded more benefits to White than non-White students, suggesting that Whites may be uniquely positioned to benefit from multiculturalism. Possible mechanisms underlying the different outcomes of multicultural education for various groups of students are discussed.

Original languageEnglish (US)
Pages (from-to)110-123
Number of pages14
JournalInternational Journal of Intercultural Relations
Volume39
Issue number1
DOIs
StatePublished - Jan 1 2014

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Students
Education
classroom
intercultural education
Curriculum
education
student
Learning
Cultural Diversity
curriculum
Group
academic success
identity formation
ethnic identity
multicultural society
learning
promotion
ethnicity
Values
Multiculturalism

All Science Journal Classification (ASJC) codes

  • Business and International Management
  • Social Psychology
  • Sociology and Political Science

Cite this

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