Journal

Multicultural Learning and Teaching

Founded by: Festus Obiakor and Robert Algozzine

Language: English

First published: January 1, 2006

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About this journal

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.

Your Benefits

Your benefits

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

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Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment

November 17, 2023

Hasan Aydin

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The increasing population of students of color in public school settings in the United States is a persistent challenge for White teachers teaching diverse student populations with students from racially, ethnically, culturally, and linguistically diverse families and communities of lower socioeconomic status to make learning more effective in their classrooms. This qualitative study aimed to identify the challenges in teaching students of diverse backgrounds in public school settings in a school district in Houston, the most ethnically diverse large metropolitan area in the United States. The study focused on the lived experiences with in-depth and semi-structured interviews conducted with 7 participants (6 females; 1 male) to gain insights into their perspectives and understand the essence of their experiences. The findings showed that the lack of language proficiency and trained teachers in culturally responsive teaching often create barriers to effective schooling. The findings emphasize the importance of culturally responsive teaching to prepare highly effective teachers to address the needs of an increasingly diverse student population in the United States.
Open Access
The impact of education trajectory, epistemological beliefs, and cultural beliefs on critical thinking disposition for East Asian learners

April 17, 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

August 12, 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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How did New York City Asians and Asian Americans get a Lunar New Year school holiday?

February 21, 2024

Carol Huang

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Asians and Asian Americans lobbied for more than two decades without avail to get official public school recognition of Lunar New Year. On Lunar New Year Day in 2011, the New York City Department of Education, suspecting fraudulent attendance reporting, raided Shuang Wen PS 184M, the first Chinese dual language school in NYC and in the U.S. The principal was reassigned to administrative duty pending investigations, and a gag order was put on the school to prohibit communicating with any outside organization or media. In response, Asian American communities coalesced around a redistricting effort and schooling issues to push for recognition of the cultural practices of Asians. Prompted by the interim principal of Shuang Wen, Asian-serving principals encouraged students to take the Lunar New Year Day off in 2012, a mass action which resulted in official recognition of Lunar New Year as a school holiday in the 2015–2016 school year.
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The effect of an online physical activity intervention for South Korean immigrant parents of individuals with autism spectrum disorder

August 26, 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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Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States

September 13, 2023

Seo Hee Lee, Jae Hwa Kim, Samuel R. Hodge

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The twofold purpose of this study was to: (a) analyze Physical Education Teacher Education (PETE) students’ self-efficacy in teaching students with disabilities and (b) examine similarities and differences in PETE students’ self-efficacy toward teaching students with disabilities between South Korea and the United States (U.S.). Grounded in self-efficacy theory, the research design was a multiple-case study. The participants were undergraduate PETE students from South Korea ( n = 8 Korean students, 6 men and 2 women) and the U.S. ( n = 6 White students, 5 men and 1 women). Purposive (criterion) sampling was used identifying and recruiting participants. The data sources were a demographic questionnaire and interviews via Zoom technology. The data were analyzed using within-case analysis and cross-case analysis. Four major themes were exposed, which were: (a) self-efficacy differed , (b) school-based experiences , (c) education and rights , and (d) feelings and reactions . Further, there were similarities and differences in the participants’ experiences. We discussed these findings and the implications.
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Learning experiences of Japanese health and physical education teachers in online comprehensive sexuality education program

November 5, 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

August 19, 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

January 6, 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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Religious diversity and culturally responsive learning and teaching for teacher candidates

February 15, 2024

Yooyeun Hwang, Ronald M. Wolthuis, Süleyman Kasap, Richard M. Peterson

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Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates.
Open Access
(Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education

September 10, 2024

Jemimah L. Young, Marlon James, John Williams, Ana Carolina Díaz Beltrán, Mónica V. Neshyba

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Multicultural education (ME) remains essential to the development of a critical mass of culturally and socially conscious global citizens. Yet, as a field, the minoritization of ME parallels the marginalization of those whom the field was designed to support and uplift. Despite growing movements to overturn policies and programs that support diverse learners, many still ponder whether ME remains relevant to American society. Thus, this article aimed to (re)imagine the future of ME by proffering three considerations to support the uptake and sustainability of ME. In the present article, we argue that scholars reinvest, reorient, and reshape ME. First, we argue that it is important to recognize that multicultural education (ME) is a unique field with a critical role in education as well as significant implications beyond the academic environment. Then, we must reinvest in the future of ME financially, socially, and emotionally. Through reinvestment, we can reorient the ME field, resituating it in relation to the challenges of today’s racially and ethnically tense, pluralistic society. To this end, reshaping ME programs is key, including revitalizing coursework to effectively prepare educators, lay persons, social justice advocates, and others interested in universal equity. Implications for the future of ME are provided, as well as recommendations for actualizing these considerations.
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Why knowledge alone cannot advance multiculturalism

March 7, 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

September 2, 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

February 19, 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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Bringing it all home: using local resources in teachers’ professional development

November 22, 2023

Elise Langan, Salika A. Lawrence

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Teachers need opportunities to explore the communities in which they teach to understand how the local contexts can be used to enhance the curriculum. Professional development that focuses on ways to integrate local primary sources into the social studies curriculum can help teachers plan authentic lessons for students to learn about their community. This qualitative study examined how nine social studies teachers who participated in a professional development program on place-based education made linkages between local and global events in their unit planning. Semi-structured interviews, field notes, and lesson plans were analyzed to learn how a professional development program impacted teachers’ practice. Findings indicate that most teachers were able to design and implement units that either explicitly or implicitly connected global events to local experiences. Results suggest that instructional shifts are required to help teachers design inquiry-based instruction to understand how to use local primary sources to open up spaces for students to ask questions about their communities.
Open Access
Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants

February 22, 2024

Tomomi Mitsutake, Takahiro Sato, Cathy McKay, Chie Kataoka

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The purpose of the current study was to examine Japanese preservice professionals’ socialization experiences while working with mothers and infants during midwifery practicum experiences. This study utilized an interpretive case study research design (Merriam, Sharan B. 1998. Qualitative research and case study applications in education . San Francisco, CA: Jossey-Bass). Data were collected from reflective journals (Janesick, Valerie. 1999. A journal about journaling: Writing as a qualitative research technique history issues and reflections. Qualitative Inquiry 5(4). 505–524) and electric portfolios. Participants were ten female students enrolled in a midwifery certification program at one private university located in central Tokyo in Japan. A constant comparative analysis method was used to interpret the data, with four themes emerging from the data: (a) struggling to make decisions related to lesson procedures , (b) adjusting lesson content to meet mothers’ and infants’ unique needs , (c) paying less attention to partners’ roles and responsibilities , and (d) applying knowledge and skills to future midwifery settings . Results indicated that the preservice professionals struggled to prepare and plan lessons and activities in a timely manner, and had the challenge of modifying activities based on the infant’s unexpected and unpredictable behaviors. However, the preservice professionals believed that the practicum course was beneficial for their professional learning and development, and applicable to various educational and professional settings. In order to advance the quality of practicum experiences in the midwifery program, instructors, department chairs, and researchers need clear and focused goals related to the status, quality, and relevance of the midwifery program mission and curricula. Due to the paucity of research in this area, it is essential to further explore these issues in Japan.
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Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners

July 10, 2023

Festus Obiakor

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This article focuses on the historical journey of educating culturally and linguistically diverse (CLD) and vulnerable learners in general and special education. I argue that this journey has had its trials and tribulations that have tremendous implications for the future of our society. In addition, how CLD and vulnerable persons engage, interact, survive, and excel in schools, communities, organizations, and institutions reflect the ups and downs of their modus vivendi in our overall society. One can conclude that CLD and vulnerable persons are not yet there on issues of race, culture, national origin, recruitment, retention, tenure, and promotion in schools, communities, organizations, and institutions. My hope is that with collaborative, consultative, and collaborative efforts of all stakeholders, the historical and current plights of CLD and vulnerable persons will be ameliorated.
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Philippine preservice teachers’ culturally responsive teaching self-efficacy: a mixed-method inquiry

August 12, 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.
Open Access
Black high school STEM academy student engagement and their access to accelerated coursework

August 25, 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.
Open Access
Your favourite authors favourite authors: a bibliometric social network analysis of hip-hop education literature

August 20, 2024

Marti Cason, Jamaal Young, Jemimah Young

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Hip-hop culture can be found globally, and hip-hop educators can be found in these same spaces. Therefore, hip-hop has been in classrooms and has been increasingly popular in a multitude of disciplines, including but not limited to health sciences, sociology, and education. Given the vast reach of hip-hop education research, a logical next step is to characterize the impact of hip-hop education scholarship using bibliometrics. We examined hip-hop education through the lens of bibliometrics and social network analysis (SNA). A pool of 371 studies was identified for citation analysis. The findings of this study contribute to the literature by characterizing the development of hip-hop education research. Specifically, we contribute to the field by: (1) identifying key scholarly contributions in hip-hop education and the linkages among them, (2) tracing the evolution of the field over time, (3) analyzing the impact of hip-hop on the field of education, and (4) exploring the cross-disciplinary role of hip-hop education research. Implications are provided for future research and praxis to support learners in urban spaces.
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That one course: two surveys on multicultural counseling curriculum

November 27, 2024

Trina Redmond-Matz, Kathleen Jocoy, Paul C. Bernhardt

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We surveyed multicultural counseling training practices in graduate level counseling programs in the United States in 2009 and 2020. The initial 2009 investigation focused on masters’ level programs and the characteristics of the respondents’ institutions, counseling programs, and multicultural counseling class (es). Another slightly shorter survey was fielded in 2020 and solicited participation from both masters and doctoral level instructors. Both surveys included questions about the nature of the multicultural counseling curriculum and the instructors’ experiences related to multicultural counseling preparation and teaching. We found while few instructors indicated the presence of more than one multicultural counseling course, broad categories of multicultural issues have been covered in these courses. Skills training, when present, in the form of counseling role-play, appears to be rare and short for most instructors. European American males were in the statistical minority of multicultural counseling instructors, despite representing a large percentage of the counseling population.
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Japanese health education teachers’ experiences in teaching sexuality education at public middle schools

July 14, 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.

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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

Multicultural Learning and Teaching publishes special and thematic issues focussed on important and emerging topics in the field of study. The journal has established a rigorous process to ensure that any special issue manuscripts follow the same high-quality standards and peer review processes as regular manuscripts. For further information on the journal’s peer review policy please see the "Instructions for Authors".

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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
Tachelle Banks, Cleveland State University, USA

Managing 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, Kennesaw 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
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
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
Chuang Wang, University of Macau, China
Trina Lynn Yearwood, TREAT, USA

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Social Sciences Education Education Systems

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Journal information

Additional information

eISSN:

2161-2412

ISSN:

2194-654X

Language:

English

Publisher:

De Gruyter

Additional information

First published:

January 1, 2006

eISSN: 2161-2412

ISSN: 2194-654X

Audience(s) for this journal

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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Walter de Gruyter GmbH
Genthiner Straße 13
10785 Berlin
productsafety@degruyterbrill.com

Multicultural Learning and Teaching

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