Zeitschrift

Multicultural Learning and Teaching

Begründet von: Festus Obiakor und Robert Algozzine

Sprache: Englisch

Erstveröffentlichung: 1. Januar 2006

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Über diese Zeitschrift

Objective
Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT　focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.

Topics

Identification
Assessment
Labeling/categorization
Placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds
Family or community-related services
Legislation
Litigation
Professional preparation
Diverse multicultural backgrounds
Learning environments
Multicultural communication

Article formats
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications. The article formats are: Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.

Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching.

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Multidisciplinary journal devoted to education
Theoretical and practical implications for multicultural education
Internationally recognized editorial board

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Open Access
The impact of education trajectory, epistemological beliefs, and cultural beliefs on critical thinking disposition for East Asian learners

17. April 2025

Yukou Lai, Andrew J. Holliman

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East Asian students in the West have been persistently perceived as lacking critical thinking skills, but research findings supporting this claim remain inconsistent. Some scholars argue that some East Asian students’ attitude towards criticality is restrained by their adherence to Confucian concepts, while others contend that certain belief systems in the culturally diverse East Asian region support the cultivation of criticality. This study investigates the relationship between East Asian learners’ educational trajectory, epistemological and cultural beliefs, and their critical thinking disposition. International East Asian students ( n = 118) at UK universities completed a questionnaire via Qualtrics. Multiple regression analysis indicated that: 1) educational duration in the UK was a significant predictor of critical thinking disposition; 2) epistemological beliefs in simple knowledge, certain knowledge, omniscient authority, and quick learning significantly and negatively predicted overall critical thinking disposition; simple knowledge, certain knowledge, and omniscient authority were significant predictors of misconceptions in criticality, which can hinder the development of critical thinking; 3) Restrictive Confucianism significantly and negatively predicted confidence, misconception, and overall criticality disposition, whereas Benevolent Confucianism positively predicted confidence and valuing in criticality disposition. Additionally, 4) Taoism significantly predicted valuing in criticality, suggesting Taoist tenants like embracing contradiction, might be beneficial in cultivating criticality. These findings may have the potential to inform the development of culturally sensitive pedagogical practices, and contribute to the movement of education decolonization in the Western Anglo-Americano systems.
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International and U.S. teachers working together in U.S. classrooms: a case study

12. August 2025

Michael Houdyshell, Onder Koklu

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The Fulbright program offers a 6-week Teaching Excellence and Achievement (TEA) professional development program for international secondary teachers (fellows). Through a structured classroom field experience in a U.S. secondary school, fellows plan and co-teach classes with their U.S. partner teachers. Using guided reflections and focus group interviews, 16 fellows explored their understanding and perceptions of the field experience portion of their Fulbright TEA program. The findings indicate that the TEA Fellows both observed and broadened their cultural teaching strategies and perspectives. The study indicates the potential richness of the field experience for international Fulbright Fellows while also increasing the exposure of U.S. teachers and students to diverse and culturally relevant teaching and learning strategies necessary in U.S. classrooms and schools.
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The effect of an online physical activity intervention for South Korean immigrant parents of individuals with autism spectrum disorder

26. August 2025

Seo Hee Lee, Seung Yeon Park

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The main purpose of the study was to explore the perceptions of South Korean immigrant parents of individuals on the autism disorder spectrum (ASD) about participating in an online PA intervention in terms of advocating physical activity (PA) participation for their children on the autism disorder spectrum. A secondary purpose was to identify the similar or different experiences between two groups of parents (i.e., adults with ASD, children with ASD). We recruited 12 parents of adults and children on the autism disorder spectrum for this qualitative descriptive study. The data sources were a semi-structured interview with Zoom technology, a Google demographic questionnaire, and the researcher’s reflective journal. In addition, the Theory of Planned Behavior (TpB; Ajzen 1991. The theory of planned behavior. Organizational Behavior and Human Decision Processes 50(2). 179–211) served as the theoretical framework to develop the intervention (e.g., interview questions), understand the contextual meaning of parental experiences, and uncover the underlying factors shaping parents’ perceptions of teaching PA after the intervention. The data were analyzed using a constant comparative data analysis, which revealed three major themes: (a) new knowledge about PA, (b) the lack of confidence, and (c) the roles of advocacy. The overall study’s results revealed that the majority of South Korean immigrant parents of individuals on the autism disorder spectrum increased their knowledge about PA through the intervention. However, a number of perceived behavior controls, such as a lack of prior experience in PA, challenging behaviors in their children, and cultural and language differences, continued to hinder their ability to actively advocate PA participation for their children on the autism disorder spectrum.
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Learning experiences of Japanese health and physical education teachers in online comprehensive sexuality education program

5. November 2025

Takahiro Sato, Chie Kataoka, Tomomi Mitsutake, Cathy McKay, Rilla Namito, Cynthia S. Hall, Runa Wakayama

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The purpose of this study was to investigate secondary Japanese health and physical education teachers’ learning experiences in an online comprehensive sexuality education (CSE) professional development program. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology with semi-structured interviews (Seidman 1998. Interviewing as qualitative research: A guide for researchers in education and the social sciences , 2nd edn. New York: Teachers College Press). The participants (one female and five male) were in-service health and physical education teachers enrolled in an online CSE professional development program. Data collection included the individual interviews that were conducted and lasted between 60 and 90 min. A constant comparative method was used to interpret the data. There are three major interrelated and complex themes that emerged from the participants’ narratives: (a) predicting potential and possible sexual risk behaviors among secondary school students , (b) finding case studies in CSE professional development that stimulate students’ critical thinking , and (c) learning how to maximize students’ comfort zones in uncomfortable situations in CSE professional development . The teachers believed that online CSE professional development was beneficial, because they would be able to predict their students’ risk behaviors and prepare themselves to be effective mentors. Due to the paucity of research in this area, further investigations of this phenomenon are needed.
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Impact of using students’ first language as medium of instruction on academic performance in elementary public and private schools in Nigeria

19. August 2025

Olusegun Oladele Jegede

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Despite growing advocacy for mother tongue education in multilingual societies, limited empirical evidence exists on its comparative impact across different school types in Nigeria. This study examined the impact of using students’ first language as the medium of instruction on academic performance in elementary public and private schools. Utilizing a mixed-methods approach, the study included both quantitative and qualitative data collection from 200 students (100 from public schools and 100 from private schools) and 10 teachers across Ibadan South-West Senatorial District. Academic performance was measured through standardized tests and assessments, while interviews provided insights into teaching practices and language use in the classroom. The major findings indicated that students who were taught in their first language (Yoruba) demonstrated significantly higher academic performance compared to their counterparts in English-medium private schools. Additionally, the study revealed that code-switching practices in public schools contributed to varying degrees of comprehension and engagement among students. The study concluded by emphasizing the need for educational policies that prioritize the use of first languages in instruction to enhance learning outcomes. This research contributes to the ongoing discourse on language in education in Nigeria and emphasises the importance of aligning teaching practices with students’ linguistic backgrounds for optimal academic success.
Open Access
Japanese university students’ learning experiences through an adapted physical education academic course

6. Januar 2025

Cynthia S. Hall, Takahiro Sato, Cathy McKay, Mayumi Saito

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The purpose of this study was to examine Japanese undergraduate students’ learning experiences while taking an adapted physical education course. Participants ( N = 6) were undergraduate students (second year/sophomore level) enrolled in an adapted physical education course, who took part in 60-min semi-structured interviews about their experiences in the course. A constant comparative analysis method was used to analyze the data, with three themes emerging: (a) Learning experiences related to direct and indirect teaching in the adapted physical education course , (b) Learning problem-solving skills through developing positive chemistry with partners through practical sessions , and (c) Students’ expectations from professors about the adapted physical education course instructions . Findings indicate that student motivation in the adapted physical education course is significantly impacted by the instructional methods and educational design of the course. To enhance the quality of the adapted physical education class, the professor and students should negotiate and need clear and focused goals and objectives related to both the lecture and practical sessions.
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Why knowledge alone cannot advance multiculturalism

7. März 2025

Festus Obiakor, Sunday O. Obi, Innocent J. Aluka

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Knowledge is the spring board of all civilizations. Without it, there will be minimal educational, medical, scientific, socio-economic, political, and other forms of advancements in any society. Though knowledge continues to be an important construct, it is sometimes debatable. It is no surprise that knowledge is misused by well-meaning people who are lazy to read and study more or by ignorant, close-minded, racist, and xenophobic elements of the society to look down on those who are viewed and categorized as “different” and those who are traditionally disenfranchised, disadvantaged, disillusioned, and demeaned. Interestingly, many supposed highly educated and knowledgeable people engage in such soulless, inhumane, and hateful utterances and behaviors. The questions then are, Why is knowledge an important construct? Why is it a misrepresented and bastardized term? Why is knowledge not an end in itself? What makes someone deeply or profoundly knowledgeable? And, why is it critical to produce profoundly knowledgeable multiculturalists. As scholars, educators, and professionals, our experiences tell us that (a) no brain is a tabula rasa (i.e., blank slate), (b) everyone has some form of knowledge, (c) knowledge alone may not be enough, and (d) deep or profound knowledge is critical for advancing multiculturalism. At functional levels, Bloom, Benjamin S. (1956). Taxonomy of educational of educational objective book 1: Cognitive domain . New York: David McKay agreed with this premise, especially when one considers his Taxonomy of Educational Objectives that connects knowledge with comprehension, application, analysis, synthesis, and evaluation. This means that our treatment of knowledge alone as the ultimate weapon of wisdom or intelligence is a farce that is divorced from multicultural realism. This article advances this thinking.
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The Multilingual Language Program: formative evaluation of three implementation models in an early learning setting

2. September 2025

Catrine Demers, April MacDonald Killins, Andrea A.N. MacLeod

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Multilingual families contend with the challenge of transmitting their minoritized language to their children and then supporting their children’s maintenance of this language. In this paper, we will present the Multilingual Language Program implemented with multilingual preschool-aged children in a Canadian urban context. The Program goals included to provide opportunities to hear and use minoritized languages in a preschool setting, to support the development of a bilingual identity, and to encourage all children to communicate. We will focus on a Formative Evaluation of three implementation models that took place over the course of one year with a partner organization working with preschool-aged children. The first model was hosted in-person in the partner’s preschool setting; the second model took place online with children participating with their parents at home; and the third model was a hybrid approach with an online delivery with children participating with their teachers in the classroom. The three models implemented required different adaptations and delivery, revealed different advantages and disadvantages regarding the collaboration with parents and support for the minoritized language at home, but were all valuable and provided multilingual language experiences to children. The evaluation of these models and their implementation will help inform future efforts of researchers and practitioners when designing a delivery model for their local context and participant needs.
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Knowledge, awareness, and … skills? Instructional design choices in multicultural counseling

19. Februar 2025

Trina Redmond-Matz, Renae C. Mitchell, Kimberly M. James, Jennifer A. Flinn, Kathleen A. Jocoy

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The development of multiculturally competent counselors is an objective of graduate training programs affiliated with national counseling and psychology associations in the United States. While this area of scholarship and training is rapidly developing; it is not clear the degree to which “ multicultural competency ” is achieved, especially, the development of multicultural counseling skills. To attain information about multicultural counseling training, two surveys were conducted that queried graduate multicultural counseling instructors about curriculum and experiences teaching. These individuals were solicited by e-mail to take part in online surveys, in 2009 and 2020. Educators indicated that they developed diverse curricula using simulations, advocacy instruction, field experiences, and cultural exposure. This diversity however, also indicates lack of uniformity and consensus regarding multicultural skills training, both in curricular content and assessment. Additionally, training appears to be culturally constrained due to the homogeneity in instructor and student identities, inattention to communication/language differences and exclusion of indigenous/traditional healing practices and practitioners. The multicultural counseling field may be enhanced by increasing diversity in instructors and trainees, explicit attention to diversity in language and communication, and incorporating the contributions of international, traditional/indigenous investigators and practitioners.
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Diversity, equity, and inclusion for what?

20. Januar 2026

Festus E. Obiakor, Innocent J. Aluka, Sunday O. Obi

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Human-beings are known to be caring, sensitive, soulful, good, and altruistic people; however, some of them have also been known to be wicked, unforgiving, soulless, ruthless, and hateful. In other words, human-beings are complex; and, such complexity can either exacerbate the perennial problems of racism, bigotry, discrimination, and hate or motivate us to investigate, understand, and value the broad perspectives of DIVERSITY, EQUITY , and INCLUSION (DEI). Based on these assertions, three DEI-related questions come to mind. Shouldn’t our human complexity motivate us to be more analytical and less simplistic about life situations? Shouldn’t we desist from making myopic and prejudicial assumptions and judgments about race, goodness, intelligence, Whiteness, Blackness, or other human constructs that matter? And, shouldn’t we focus on how our human race can educate, grow, develop, and value all people connected to it? This article answers these questions with particular attention to general and “special” education.
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Philippine preservice teachers’ culturally responsive teaching self-efficacy: a mixed-method inquiry

12. August 2025

Leonardo Jr. Ibarra Cabauatan

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The complexity and the subjectivity of self-efficacy as applied in various teaching contexts necessitated this inquiry. An embedded mixed-method study was employed to explore the predictors of Philippine preservice teachers’ culturally responsive teaching self-efficacy (CRTSE) and the CRTSE-forming experiences during their 3-month teaching internship in teaching culturally and linguistically diverse students. The results of the quantitative-descriptive study indicated that the preservice teachers have higher levels of CRTSE after their 3-month teaching internship than before their 3-month teaching internship. The preservice teachers were more efficacious on the general teaching principles and practices involving pedagogical skills, professional competence, and personal attributes and consistently demonstrated low self-efficacy on the cultural dimensions of CRTSE before and after their 3-month teaching internship. Hierarchical-sequential regression analysis revealed that the preservice teachers’ CQ metacognition and CQ motivation are predictors of their higher CRTSE. Qualitative analysis revealed that the preservice teachers’ experiences during their 3-month teaching internship which included embracing diversity, empathic collaboration and mentorship, enriched contextualized instruction, enhanced positive attitude and commitment, effective support and feedback, and participating in religious activities reinforced their metacognition and motivation, which significantly influence the remarkable improvement of their CRTSE. Implications of this study include reengineering teacher education curricula, seeking the incorporation of CRT self-efficacy-building activities in teaching training programs and the inclusion of multicultural education focusing on the fundamentals of culturally responsive teaching.
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Japanese health education teachers’ experiences in teaching sexuality education at public middle schools

14. Juli 2025

Hirotaka Kizuka, Takahiro Sato, Cynthia S. Hall, Chie Kataoka, Yu Furuta, Takafumi Tomura, Cathy McKay

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The purpose of this study was to explain Japanese health education teachers’ experiences in teaching sexuality education in health education classes in Japanese middle schools. This study adopted a descriptive-qualitative design, using an in-depth interviewing approach (Seidman, Irving. 2019. Interviewing as qualitative research: A guide for researchers in education and the social sciences , 5th edn. New York: Teacher College Press). Participants were purposefully selected from eight public middle schools located in the Kanto region of Japan. A total of nine teachers (five male and four female) voluntarily consented to participate in this study. This study used a constant comparative analysis method (Boeije, Hennie. 2010. Analysis in qualitative research . London: Sage) with three themes emerging from the data: (a) lack of self-confidence in teaching sexuality education, (b) communication with students and collaborating with other experts, and (c) seeking professional development opportunities for teaching sexuality education effectively. The findings indicate that to advance the quality of sexuality education instruction, teachers, administrators, and researchers need clear and focused goals related to the status, quality, and relevance of sexuality education programs and curricula.
Open Access
Black high school STEM academy student engagement and their access to accelerated coursework

25. August 2025

Edward C. Fletcher, Amber D. Dumford

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The purpose of this study was to examine whether high school STEM academy students were more engaged in school in terms of behavioral, cognitive, and emotional engagement, compared to non-academy students. The school highlighted in this study is predominately Black in terms of student population and school personnel; it also houses an academy of engineering. We found that academy students engaged in accelerated coursework and internships at a significantly higher level. Academy students also had significantly higher levels of behavioral, cognitive, and emotional engagement compared to non-academy students. Findings highlight the positive association between academy student participation and higher levels of engagement characterized by their academic and social involvement as well as connectedness to their school.

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Special Issue MLT 2025; Guest Editors: Dr. Satasha Green-Stephen, Dr. Sherrise Truesdale and Dr. Devinder Malhotra

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Special Issue: Towards a theory of representative bureaucracy in schooling; Guest Editor: James A. Clifton

Black Voices and Thoughts in General and Special Education: Introducing the Special Issue

Special Issue: Having Our Say: Building New Identities through Teacher Preparation Co-Guest Editors: Satasha Green, Ph.D & Jamilah Jor’dan, PhD

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Special Issue: Unmasking the Faces of Diverse University Students and Professors through Narrative Ethnography, Guest Editors: Lynn K. Wilder, Elia Vázquez-Montilla and Jackie Greene

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Special Issue: White Multicultural Voices in Southern Universities, Guest Editors: Gina Doepker and Steve Chamberlain

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Special Issue: Improving Learning and Behavioral Outcomes for Culturally and Linguistically Diverse Learners, Guest Editors: Lyndal Bullock and Robert Gable

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Special Issue: Exploring New Educational Horizons: African American Males and Hip-Hop Culture, Guest Editors: Floyd Beachum and Carlos McCray

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Building Truly Multicultural Communities

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Educating Urban Learners

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Voices of Foreign-Born African American Teacher Educators

Die Zeitschrift Multicultural Learning and Teaching veröffentlicht Sonder- und Themenhefte, die sich auf wichtige und neu aufkommende Themen im Bereich der Forschung konzentrieren. Die Zeitschrift hat ein strenges Verfahren eingeführt, um sicherzustellen, dass alle Manuskripte für Sonderausgaben denselben Qualitätsstandards und Peer-Review-Verfahren unterliegen wie reguläre Manuskripte. Weitere Informationen über die Peer-Review-Politik der Zeitschrift finden Sie in den "Hinweisen für Autoren".

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Founding Editors
Festus E. Obiakor, Sunny Educational Consulting, USA
Bob Algozzine, University of North Carolina at Charlotte, USA, Emeritus

Executive Editor
Festus E. Obiakor, Sunny Educational Consulting, USA

Editor
Eugene Asola, Valdosta State University, USA

Associate Managing Editor
Lenwood Gibson, Queens College of New York, CUNY, USA

Executive Associate Editors
Floyd Beachum, Lehigh University, USA
Samuel Hodge, Ohio State University, USA
Sunday O. Obi, Kentucky State University, USA
Marty Sapp, University of Wisconsin, Milwaukee, USA, Emeritus
Jenna Min Shim, University of Wyoming, USA

Associate Editors
Shannon Tovey Howrey, Kenn esaw State University, USA
Ying Hui, Rhode Island College, USA
Terri Purcell, Cleveland State University, USA
Scott Sparks, Ohio University, USA
Paul Zionts, DePaul University, USA

Editorial Board Members
Elena Andrei, Cleveland State University, USA
Jeffrey P. Bakken, Bradley University, USA
Tachelle Banks, Cleveland State University, USA
Aysun Dogutas, Pamukkale University, Turkiye
C. Jonah Eleweke, Portland State University, USA
Satasha Green, Minnesota State Colleges and University System, USA
Brian Harper, Cleveland State University, USA
Andrew J. Holliman, University College, London, UK
Michael Houdyshell, Florida Gulf Coast University, USA
Shannon Tovey Howrey, Kennesaw State University, USA
Carol Huang, The City College of New York, CUNY, USA
Alex Kumi-Yeboah, University of Albany, SUNY, USA
Margaret M. Lafontant, Queens College of New York, CUNY, USA
Jae Hoon Lim, University of North Carolina at Charlotte, USA
Endia J. Lindo, Texas Christian University, USA
Gina C. Obiakor, Tennessee State University, USA
Kristen E. Obiakor, University of California, Los Angeles, USA
Elizabeth Omiteru, Georgia Institute of Technology, USA
Otensia Peets-Allamby, Charlotte Amalie High School, St. Thomas, VI, USA
Marla Sanders, Columbia College, USA
Shaunita Strozier, Berta Weathersbee Elementary School, La Grange, Georgia, USA
Sherrise Truesdale-Moore, Minnesota State University, USA
Chuang Wang, University of Macau, China
Trina Lynn Yearwood, TREAT, USA

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2161-2412

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2194-654X

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Erstveröffentlichung:

1. Januar 2006

eISSN: 2161-2412

ISSN: 2194-654X

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The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication

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