Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-4-1972

Abstract

Despite serious attempts to increase the educational success of minority groups, culturally diverse learners continue to fail to acquire the educational skills that allow for comforts afforded the majority culture. With stress on developing native and English language skills, important cultural aspects of minority groups' heritages have not been the primary concern. This study relates to two problems in multicultural education1 (1) the inability of teachers to relate to and understand. the culturally diverse learner, and (2) the dearth of teaching materials based on the minority group members' cultural heritages.

Randomly selected from 29 secondary education pre-student teachers in language arts preparing for student teaching in the spring, 1972 semester at The University of New Mexico, seven Anglo-American subjects and one Spanish-American participated in Multicultural Curriculum Training (MCT). Random selection of eight subjects in Bailey's Teacher Effectiveness Training (TET) and eight control subjects was also made.

This author conducted 10 weeks of on&-and three-hour seminars in Multicultural Curriculum Training. The purpose of the MCT was to develop in the subjects an understanding of and positive attitude toward teaching culturally diverse learners.

Document Type

Dissertation

Language

English

Degree Name

Secondary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Robert Harold White

Second Committee Member

Alvin Wendell Howard

Third Committee Member

Peter Prouse

Download

Share

COinS