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Developing Empathetic Responses in Third-Grade Students Through Multicultural Literature
Title
Developing Empathetic Responses in Third-Grade Students Through Multicultural Literature.
Creator
Gordon, Linda Kim, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture and Educational Inquiry
Abstract/Description
This study utilized an action research design with qualitative methods to explore the transformative potential of a multicultural literature curriculum within a general education setting. Providing young students with opportunities to develop perspective taking and empathetic responses to others who are different, offers the critical potential for reducing prejudice. Based on Allport’s (1979) contact theory, originally written in 1954, multicultural literature served as indirect contact,...
Show moreThis study utilized an action research design with qualitative methods to explore the transformative potential of a multicultural literature curriculum within a general education setting. Providing young students with opportunities to develop perspective taking and empathetic responses to others who are different, offers the critical potential for reducing prejudice. Based on Allport’s (1979) contact theory, originally written in 1954, multicultural literature served as indirect contact, providing access to characters who were different from the students. The design included the researcher’s classroom and a teacher cohort of five third grade teachers interacting with a total of 103 students in a public charter elementary school in South Florida. The selection of third graders was purposeful by the developmental window of social perspective taking identified by Selman (1980). Each teacher utilized the multicultural book set to conduct interactive read-alouds along with critical questions to support the students in understanding the settings and problems and therefore the perspective of the diverse characters. We gathered data from student work samples, audio tapes, cohort meetings, teacher journals, researcher journals, and critical friend meetings. Computer-assisted qualitative data analysis aided in the organization and handling of the quantity of data as Glasser’s (2008) constant comparative method was applied to coding through the action research recursive cycles. Emergent themes and patterns from the data demonstrated positive development in the depth of discussion through improved emotional vocabulary and new understanding of mixed emotions. The variety of storylines offered new knowledge of social justice issues such as immigration, refugees, religious tolerance, slavery, and poverty while developing vocabulary to engage in reading and discussion. The indirect contact experiences with diverse characters and the lessons provided practice in perspective taking and emotional empathy skills. This study contributes to the body of literature using multicultural literature for empathy and perspective taking development and adds to indirect contact studies for prejudice reduction by focusing on younger students and being conducted within an authentic school context.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013210
Subject Headings
Third grade (Education)--Florida, Multicultural stories, Empathy in children
Format
Document (PDF)
views of selected school administrators in Broward County, Florida on managing culturally diverse schools
Title
The views of selected school administrators in Broward County, Florida on managing culturally diverse schools.
Creator
Lucas, Nancy Joan., Florida Atlantic University, Urich, Ted R.
Abstract/Description
Changing demographics, high minority failure, high dropout rates, and evidence of poor race relations are all indications that our nation's educational systems must reexamine the way they view ethnically diverse populations. Efforts are underway to reduce incidents of minority failure and racial conflict by addressing concerns in the areas of school curricula and teacher preparation. Surprisingly, school administrators, to a large extent, have not joined in the multicultural dialogue. The...
Show moreChanging demographics, high minority failure, high dropout rates, and evidence of poor race relations are all indications that our nation's educational systems must reexamine the way they view ethnically diverse populations. Efforts are underway to reduce incidents of minority failure and racial conflict by addressing concerns in the areas of school curricula and teacher preparation. Surprisingly, school administrators, to a large extent, have not joined in the multicultural dialogue. The place to begin in order to help administrators accept the leadership role in meeting the educational needs of minority students is to elicit input from principals with experiences in managing culturally diverse schools. Few research studies have been geared toward the investigation of administrative practices in managing ethnically diverse schools. Even fewer have included listening to the views of administrators who direct these schools. Furthermore, there exists only a modest number of administrative training programs specifically designed to address cultural issues in American schools. As a result there are only limited resources for learning how to lead multicultural schools. Clearly, research is needed that will fully examine the perspectives of the small number of school administrators who have both managed culturally diverse schools and had the opportunity to receive comprehensive training in dealing with cultural issues. The purpose of this study is to identify knowledge and management practices necessary to facilitate a school climate that encourages equity and success for ethnic and minority students in Broward County Public Schools. The results of this study will help to shape further development of needed competencies for school administrators, using a previously administered training program as a foundation for discussion. Without adequate research to identify what an administrator needs to know and be able to do to manage a diverse school community, school administrators have no well-formulated guidelines by which to pattern their efforts in serving these populations. This research has also extended efforts to add to the current limited theory through qualitative inquiry. An analysis of the data collected as a result of this study adds to the discussion related to the dynamics and dimensions involved in leading multicultural schools. In addition, the results help to lay important groundwork for the development of practical and up-to date training programs and university courses for future educational leaders. School administrators lead our nation's educational efforts in preparing future generations of responsible citizens. How prepared they are to lead our schools of increasing cultural and language diversity will depend, in large measure, upon the quality of the research in discovering the management practices found to be useful with minority student populations.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12540
Subject Headings
Minorities--Education--Florida--Broward County, Multicultural education--Florida--Broward County, School management and organization, Multiculturalism
Format
Document (PDF)
exploratory study of the multicultural responsiveness of higher education faculty at two South Florida universities
Title
An exploratory study of the multicultural responsiveness of higher education faculty at two South Florida universities.
Creator
St. Juste, Edvard., Florida Atlantic University, Bogotch, Ira
Abstract/Description
The study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures,...
Show moreThe study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures, racial, and ethnic backgrounds are making American education both more exciting and more complex. This qualitative study seeks to uncover the cultural and philosophical underpinnings of multicultural responsiveness of higher education faculty at two South Florida universities. The study recognizes the central role of faculty in delivering instruction in ways that are most understandable to cultural diverse populations Twenty faculty members from two universities were interviewed and observed. They demonstrated positive interest and responses to the study. Most faculty support the view that an integration of well balanced multicultural education is necessary, especially in today's classrooms that are more diverse than in the past. The findings of the study confirm that a number of faculty believe that there are characteristics of culture that must be attended in order to provide quality multicultural education to students. The results of the study also indicate a coherence of faculty willingness to modify their instruction although not specifically to align with the model used in this study. The model cannot be applied with equal success to all faculty members. It comprises of a number components that can be used with flexibility in numerous educational settings. Participants in this study provided important information about their practice, their views about the multicultural trends and changes of attitude toward classroom diversity.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12226
Subject Headings
Multicultural education--Florida, Educational equalization--Florida, Minority college students--Florida, Education--Social aspects--Florida, Critical pedagogy--Florida
Format
Document (PDF)
relationship between native language and performance on the General Education Development Test among first-time test takers in Dade County
Title
The relationship between native language and performance on the General Education Development Test among first-time test takers in Dade County.
Creator
Walker, Lesonie May, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description
This study was conducted among 406 first-time test takers who took the English version of the General Education Development (GED) Test in Dade County, Florida between June and December, 1993. Multiple regression and chi square analyses were used to determine the relationship between native language and performance on the General Education Development (GED) Test and the relationship between certain demographic characteristics and success in passing the GED. The findings of the study indicated,...
Show moreThis study was conducted among 406 first-time test takers who took the English version of the General Education Development (GED) Test in Dade County, Florida between June and December, 1993. Multiple regression and chi square analyses were used to determine the relationship between native language and performance on the General Education Development (GED) Test and the relationship between certain demographic characteristics and success in passing the GED. The findings of the study indicated, among other things, that (a) a higher percentage of native English speakers than non-native English speakers passed the GED Test, (b) non-native English speakers were outperformed by native English speakers on all the GED subtests except Mathematics, (c) native French speakers (mainly Haitians) were outperformed by the other non-native English speakers on all the subtests, (d) the mean scores of native French speakers were well below the mean scores required to pass the test, and (e) participants who took the GED preparation course were outperformed by those who did not take the GED preparation course. Native language was determined to be significantly related (p <.05) to performance on the GED. The model most helpful in predicting success on the GED comprised native language, number of years participants had learned to read, write, and speak English and had studied in an English speaking country. None of the individual variables showed a high correlation with performance on the GED Test, suggesting that other factors, not included in the data set, might have also contributed to performance on the test. The recommendations include: (a) pretesting examinees to determine their level of literacy in their native language as well as in English to establish the level of instruction necessary, (b) recruiting and training language minority teachers who are more familiar with the culture and educational systems of the countries in which Dade's rapidly increasing adult non-native English speaking groups were born, (c) strengthening the GED classes so that they can adequately remediate non-native English speakers who are in need of basic skills, and (d) conducting research to determine if certain items on the GED Test are biased against non-native English speakers. The findings in this study add to the growing body of research studies indicating that minorities, including linguistic minorities, do not perform well on standardized tests.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12403
Subject Headings
Minorities--Education--United States, Multicultural education--Florida--Miami-Dade County, GED tests, Academic achievement--Florida--Miami-Dade County
Format
Document (PDF)
History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education
Title
History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education.
Creator
Dobrick, Alison, Fritzer, Penelope, Florida Atlantic University
Abstract/Description
This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about...
Show moreThis quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000662
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching (Elementary)--Florida, Curriculum planning--Florida, Effective teaching--Florida, Multicultural education--Florida
Format
Document (PDF)