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Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study
Journal article   Peer reviewed

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

Chandler Puhy, Nalini Prakash, Clarissa Lacson and Joke Bradt
Journal for multicultural education, v 15(4), pp 459-473
18 Nov 2021
DOI: https://doi.org/10.1108/JME-05-2021-0059
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Education & Educational Research Social Sciences
Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty's awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

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2 citations in Web of Science
4 citations in Scopus

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#4 Quality Education

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Web of Science research areas
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