ERIC EJ847141: Education of Non-European Ancestry Immigrant Students in Suburban High Schools

2009·0.23 MB·English

by  ERIC

Research
Education of Non-European Ancestry
Immigrant Students in Suburban High Schools
Mary P. Shodavaram, Lisa A. Jones, Laurie R. Weaver, Judith A. Márquez & Anne L. Ensle
Introduction coming to the U.S. often experience cul- find themselves struggling to survive.
tural disorientation and stress. They had to leave all belongings behind,
In the past ten years, the immigrant
and their credentials are not recognized in
population in the United States has grown
Operational Definitions this country. Consequently, they cannot
to 31.1 million (Malone, Baluja, Costanzo,
find employment commensurate with their
& Davis, 2003). Of this number, 13 million For the purposes of this study, the
education, and many times they cannot
people are new immigrants who arrived in term immigrants is defined as people who
find employment with a reasonable wage
the 1990s (Camarota, 2001). The annual migrate to the United States mainly for the
(Goodwin, 2002).
rate of immigration to the United States purposes of education or work, or because
Rising numbers of immigrants in the
between 1990 and 1999 was 1.3 million of economic or political distress in their
United States have impacted the public
people. At this rate of growth, the projec- countries of origin, who live in the United
school system. This increasing number
tions for the number of immigrants for the States and who were not U.S. citizens at
of immigrants means that there are also
year 2050 are set at more than 76 million birth (United States Citizenship and Im-
increasing numbers of immigrant children
(Camarota, 2001). migration Services, 2004). This includes
whose first language is not English. Re-
Historically, immigrants to the U.S. naturalized U.S. citizens, legal permanent
gardless of their backgrounds, the children
have settled in urban areas, however, re- residents, illegal aliens, and those on long-
of suburban immigrants share in their
cent trends have seen increasing numbers term temporary visas such as students or
parents’ sense of displacement, which in
of immigrants settling in suburban areas temporary workers.
turn may affect their school achievement
(Camarota, 2002). Nearly 16.5 million im- In this study, non-European ancestry
(Cornelius, 1995; Suarez-Orozco & Suarez-
migrants have settled in suburbia in recent immigrant students were those students
Orozco, 2001).
years (Camarota, 2002). Not all of these whose ancestral background is other than
Academic achievement problems often
immigrants “fare equally well” (Olson, European such as, African, Asian, Mexi-
are perceived as only occurring in inner city
2000, p. 38). Some of these immigrants can, Pacific Islanders, Arabic, and Central
schools, which have historically had much
are educated and have stable jobs and and South American. These include recent
larger numbers of immigrant populations.
good incomes, while others have low levels immigrants and first and second genera-
Consequently most studies conducted on
of education and have trouble securing tion immigrants who are the children of
immigrant education have concentrated on
higher paying jobs (Olson, 2000). immigrants and were born in the U.S.
education in inner city schools (Bell, 2002;
Regardless of their educational back-
Maxson, Wright, & Houck, 2000; Solomon
grounds, all immigrants experience some Statement of the Problem
& Battistich, 1996). Thus there is a lack of
amount of cultural disorientation which is
Although immigrant families have research about teacher beliefs regarding
associated with a lack of relevant experi-
traditionally settled in urban areas they immigrant children attending suburban
ence to fall back upon, “compounded by
are increasingly also settling in suburban public schools.
the absence of familiar signs and symbols”
areas (Camarota, 2002). According to the It is important to investigate the per-
(Igoa, 1995, p. 53). When immigrants enter
2000 United States Census, 49.7% of im- sonal and professional beliefs of teachers to
the United States, they experience a “lack
migrants lived in suburbs, compared to determine whether they need to be better
of access to the language, daily knowledge
49.8% U.S. born residents who reported prepared to meet the educational needs of
and common practices, and necessary
living in the suburbs (Camarota, 2002). immigrant children. Thus, the purpose of
skills of the mainstream society” (Rong &
Therefore, immigrants are just as likely this study was to examine suburban high
Preissle, 1998, p. 83). Thus, immigrants
as people who are born in the U.S. to live school teachers’ beliefs about non-Euro-
Mary P. Shodavaram is a former graduate student, in the suburbs. pean ancestry immigrant students; more
Lisa A. Jones, Laurie R. Weaver, The large number of immigrants who specifically, suburban teachers’ beliefs
and Judith A. Marquez are associate professors, live in suburban areas could be interpreted regarding the impact of students’ cultural
and Anne L. Ensle is an adjunct professor, as a positive sign that immigrants are backgrounds on academic performance
all with the Department of Bilingual successfully integrating into U.S. society were examined. The research question
and Multicultural Education and obtaining a middle class standard of guiding this study was: What are suburban
of the College of Education living. However, some immigrants who are high school teachers’ personal and profes-
at the University of Houston-Clear Lake, well educated and enjoyed middle-class sional beliefs about immigrant students of
Houston, Texas. lifestyles in their home countries often non-European ancestry?
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Research
Context remain latent during formal training in 18 elementary schools for kindergarten
pedagogy at the university but become a through grade five.
Teacher Beliefs and Immigrant Children
major force once the candidate is in his The participants in this study were
Attitudes, beliefs, and expectations or her own classroom. The attributions general education teachers from two of
have been found to guide teachers’ re- that teachers make to their pupils who the district’s high schools. One of the
sponses toward various students (Good & are academically unsuccessful may reflect high schools had a student population of
Brophy, 1987; Nespor, 1987; Pajares, 1992; their beliefs and may also hinder their 3,127 students, with 68% of the students
Pohan & Aguilar, 2001). Teachers’ beliefs effective interventions with those pupils being classified as White, 18% Hispanic,
affect their attitudes toward immigrant (Raths, 2001). Thus, students who are 8% African American, 4.9% Asian/Pacific
students which, in turn, are likely to af- the targets of teacher attributions may Islander, and .5% Native American. The
fect what these students learn (Youngs & actually be the victims of teacher belief other high school served a student popula-
Youngs, 2001). Research has confirmed systems (Raths, 2001). tion of 3,554 students. Sixty-nine percent
that teachers often hold misperceptions As the immigrant population in the of those students were classified as White,
about the abilities of minority students, suburbs has increased, the immigrant 13% Hispanic, 13% Asian/Pacific Islander,
such as immigrant and African Ameri- student population has also increased in 4.8% African American, and .2% Native
can students (Davidson & Lang, 1960; suburban schools; it is important, therefore, American (Texas Education Agency, 2008).
Entwisle & Webster, 1974; Graham, 1986; to ensure that all educators are prepared The campuses had some diversity, but the
Maehr & Rubovits, 1973; Rist, 2002). to work with this population. In addition, majority of the students were White.
Research also shows that teachers’ since low educational attainment and the
beliefs about students can lead to disparity resulting low wages of many immigrants Instrument
in expectations and treatment based on the are the primary reasons so many live in
The instrument used in this study was
students’ ethnicity (Guttmann & Bar-Tal, poverty (Camarota, 2002), it is important
Beliefs of General Education Suburban
1982; Hale-Benson, 1982). Moreover, the that teachers understand this population
Teachers Towards non-European Ancestry
students are keenly aware of this discrimi- to be able to prepare their instruction ap-
Immigrant Students (B-GEST) (Shoda-
nation (Davidson & Lang, 1960; Entwisle propriately. There is a need for a teaching
varam, Weaver, Jones, & Ensle, 2004).
& Webster, 1974; Graham, 1986; Maehr staff that understands and can address the
The B-GEST is a five point Likert-type
& Rubovits, 1973; Rist, 2002). Teachers’ unique needs of this population as they en-
scale survey. A portion of the instrument
beliefs certainly influence the academic counter problems in second language learn-
was developed by the researchers from two
achievement of these students (Goodwin, ing and assimilation into the new culture.
different sources, Language Attitudes of
2002; Payne, 1994; Valdes, 1998). Nieto Recent immigration has been primar-
Teachers Scale (LATS) (Byrnes & Kiger,
(2004) states that the way students are ily from non-European countries. The
1994), and Teacher Multicultural Attitude
thought about and treated by society and racial and ethnic complexity in schools
Survey (TMAS) (Baluch, Greig, Ponterotto,
by educators in the schools they attend that has resulted from this recent immi-
& Rivera, 1998), and adapted with the
are important factors in creating academic gration movement has made it much more
authors’ permission.
success or failure. important to understand teachers’ beliefs
The TMAS is a unidimensional self-
The majority of immigrant students regarding immigrant students. It is vitally
report inventory of teachers’ multicultural
spend the entire school day with general ed- important to prepare teachers for the mul-
awareness and sensitivity. Construct valid-
ucation teachers who often are not prepared tiracial and multilingual populations they
ity, criterion validity, and score reliability
to work with students from a variety of will teach in the schools.
of this survey were all within the satisfac-
cultural and linguistic backgrounds (Clair,
tory range (Baluch, Greig, Ponterotto, &
1993; Penfield, 1987; Scarcella, 1990). The Method
Rivera, 1998).The LATS has a test-retest
lack of teacher preparation for educat-
Participants reliability coefficient of .72, which is satis-
ing immigrant students, in combination
factory. The LATS questions were modified
with teacher beliefs, can greatly influence The study took place in a school dis-
and reworded for the B-GEST.
teacher practices, which in turn will affect trict located in a suburb of a southeast
The remainder of the B-GEST was
student performance (Good & Brophy, Texas metropolitan area. The school
adapted from The Personal and Profession-
1987; Nespor, 1987; Pajares, 1992). district serves a population of more than
al Beliefs About Diversity Scales (Pohan
Attitudes, beliefs, and expectations 100,000 citizens. The community offers
& Aguilar, 1999) with permission of the
have been found to guide and direct teach- an economic base of petrochemical, fish-
authors. Pohan and Aguilar (1999) devel-
ers’ interactions with students (Good & ing, and recreation industries, and highly
oped this instrument based on situations
Brophy, 1987; Nespor, 1987; Pajares, technological companies. The biggest
where there might be a direct conflict of
1992). Kennedy (as cited in Raths, 2001) employer in the region has created a large
one’s personal and professional beliefs. For
stated that beliefs may be a product of a community of educated foreign officials,
example, in a personal context, a teacher
person’s upbringing, a reflection of his or many of whom have children enrolled in
might believe that bilingualism is an asset
her life experiences, or a result of social- the school district.
in today’s increasingly diverse and global
ization processes in schools. Prospective The district has a student enrollment
society while the same teacher within the
teachers bring preformed beliefs into col- of more than 35,000. There are a total of
context of schooling might reject the notion
lege courses, and then continue to shape 29 schools on 31 campuses. The district is
of public monies being spent on bilingual
their beliefs through instruction and composed of three high schools, three ninth
education (Pohan & Aguilar, 2001). Thus,
interactions in schools. grade centers, one alternative school for
Pohan and Aguilar (2001) believe it is
Zeichner and Tabachnick (as cited in grades six through 12, seven intermediate
critical to measure beliefs about diversity
Raths, 2001) explained that these beliefs schools for grades six through eight, and
MULTICULTURAL EDUCATION
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Research
in both personal and professional contexts ended comments for each question in the teachers had one to 15 years of teaching
and their belief was adopted by these re- personal and professional beliefs sections. experience, and only nine teachers of the
searchers. Each similar answer of the same code was 183 respondents had ESL certification.
The B-GEST consists of three sections: noted and marked. A frequency count for On the B-GEST, respondents were
a demographic section which examines each code was then established. Third, asked about their personal experience
the teachers’ age, race, education, and frequency percentages were calculated for with ethnic diversity. The teachers were
number of years of experience in teaching; each response in all sections. asked whether their personal experience
the second section is about the personal The results for the Likert scale items with ethnic diversity had been very lim-
beliefs of teachers regarding non-European are reported in percentages. In the tables, ited, limited, or extensive. They were also
ancestry immigrant students in relation percentages for strongly agree, agree, dis- asked whether their experience was mostly
to their daily lives; and the third section agree, and strongly disagree are shown. negative or mostly positive. This question
asks questions about teachers’ professional In the discussion, however, strongly agree also allowed respondents to indicate if they
beliefs concerning non-European ancestry and agree have been combined. Strongly could not recall anything about their expe-
immigrant students. There are five items disagree and disagree responses were also rience with ethnic diversity. Respondents
in section two of the B-GEST (Shodavaram, combined. were able to select more than one option.
2004). Each question includes the option of The data indicated that 42% of the
an open-ended comment for the elaboration Findings respondents did have extensive experi-
of the opinion of the surveyed teachers. ence with people of other races and ethnic
For the purposes of reporting the
The third part of the B-GEST is based groups. Twenty-five percent of the par-
results, this section is organized in the
on items from three different surveys: the ticipants said they had limited experi-
following manner: (1) demographic back-
LATS, the TMAS, and the Personal and ence with people of other races and ethnic
ground, (2) results from the Likert Scale
Professional Beliefs About Diversity Scale groups. Only 46 respondents chose to com-
items about the personal beliefs of teachers
(Pohan & Aguilar, 2001). All statements in ment on whether their personal experience
and the open-ended comments related to
the professional beliefs section also include with ethnic diversity had been positive.
those beliefs, and (3) professional beliefs
the option of writing comments to each
of teachers and the open-ended comments
statement. The professional beliefs can be Personal Beliefs
related to those beliefs.
divided into the following five themes: (1)
This section summarizes the re-
Second Language Learning, (2) Recogni-
Demographic Information sponses to the Likert scale items and the
tion of Diversity in Schools, (3) Integrated
open-ended comments regarding the five
Classrooms, (4) Teacher Expectations, The majority of the respondents in
personal beliefs statements. These items
Needs, and Methods of Teaching, and (5) these two suburban high schools were
asked the respondents about their personal
Multicultural Education. women of European descent. The number
beliefs regarding recognition of diversity,
The professional beliefs survey state- of European descent teachers was 151
race relations, and national policies in
ments are distributed among the five (83%) of the total 183 teachers who re-
conjunction with immigration, diversity as
themes. For example, statements 1, 4, 15, sponded. The second highest number was
strength to the nation, and the importance
and 20 address Second Language Learn- for teachers of African descent (10). There
of learning English (refer to Table 1). In
ing, while statements 2, 6, 7, 8, 9, 17, 18, were nine participants of mixed ethnicity.
this section, 90% responded positively to
and 19 address the theme Recognition of Seventy-five percent of the participants
the statement, “There is nothing wrong
Diversity in Schools. In addition, state- were women.
with people from different racial back-
ment 13 addresses Integrated Classrooms, Of the 183 teachers who responded,
grounds having/raising children.” Ninety-
while statements 3, 5, 10, 11, and 12 ad- 107 had bachelor’s degrees, 75 possessed
three percent also responded positively
dress the theme of Teacher Expectations, master’s degrees, and one teacher had
to the statement, “People should develop
Needs, and Methods. Finally, statements a doctoral degree. The majority of the
meaningful friendships with others from
14, 16 and 21 focus on the theme of Multi-
cultural Education. Table 1
Personal Beliefs
Data Collection and Analysis
Statement Strongly Disagree Un- Agree Strongly
The survey was distributed to 350 Disagree decided Agree
general education teachers at two high
1. There is nothing wrong with people from 2* 2 6 28 62
school campuses. Responses were received different racial backgrounds having /raising children.
from 183 participants for a 52% return
2. America’s immigrant and refugee policy 30 36 16 11 4
rate. The return for High School 1 (HS1)
has led to the deterioration of America.
was 132 surveys; while in High School 2
(HS2) 51 surveys were returned. 3. Accepting many different ways of life 2 4 10 46 37
The data were analyzed in the follow- in America will strengthen us as a nation.
ing manner. First, frequency counts were
4. People should develop meaningful friendships 1 2 4 38 55
made of the responses to the demographic with others from different racial/ethnic groups.
questions, the personal beliefs, and the
5. It is more important for all immigrants to learn 3 15 22 34 24
professional beliefs sections. Second, a
English than to maintain their first language.
coding system (Wiersma, 2000) was used
to analyze the responses to the open- * The numbers are reported in percentages.
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Research
different racial/ethnic groups.” Further- immigrants should adapt to the dominant sponses to the Likert scale items and the
more, with the third statement, “Accepting culture and that this might shake the com- open-ended comments regarding the 21
many different ways of life in America will mon bonds for a short period of time. One professional beliefs. In this section of the
strengthen us as a nation,” 83% of the re- comment stated that acceptance was the survey, items 1, 4, 15, and 20 addressed
spondents supported this statement. Thus, reason for the terrorist attacks of 9/11. the theme of Second Language Learning.
this appears to indicate that the majority Personal belief statement 5 is about The item that had the most agreement in
of respondents believe in the recognition the importance of learning English instead the responses was item 1. Results indi-
of diversity and relationships with people of maintaining immigrant students’ first cated that 64% of the respondents agreed
from other races. languages. This statement prompted 20 that parents should be counseled to speak
The personal beliefs section allowed comments with two distinct convictions; 14 English (see Table 3).
the respondents to make comments re- teachers strongly agreed that learning and Analysis of the open-ended comments
garding each of the statements. Some of speaking English was the most important revealed numerous responses (see Table 4).
the statements received more comments adaptation to be successful in this culture There were 13 comments related to counsel-
than others (refer to Table 2). For example, and more important than maintaining ing parents to speak English; six of these
personal belief statement three focused on their first language. In contrast, six teach- respondents stated that parents should be
the ways to strengthen America as a na- ers said that immigrants should maintain encouraged to emphasize the acquisition of
tion. It stated: “Accepting many different both English and their first languages. English. Four of the 13 comments indicated
ways of life in America will strengthen us that parents should be encouraged to speak
as a nation.” Four out of the six who com- Professional Beliefs both English and the first language with
mented on this statement agreed with ac- their children. Finally, three respondents
This section summarizes the re-
ceptance of diversity but also stressed that mentioned that it was not the school’s role
to counsel the parents about this issue. In
Table 2 addition, there were 19 responses related to
Personal Beliefs—Open-ended Comments item 20. Of these, 12 of the respondents said
that students should not speak languages
Question # Statement Number
other than English in class.
of Comments
Another theme explored in the survey
1. Immigrants having/raising children 2 was that of the Recognition of Diversity in
2. Immigrant policies cause for deterioration 4
schools. There were eight items related to
3. Accepting immigrants results in strength 6
professional beliefs and the recognition of
4. Develop friendships with other races 3
diversity (see Table 5). In terms of whether
5. More important to learn English than to maintain their first language 20
having non-or-limited English proficient
students in the classroom was detrimental
Table 3
to the learning of other students, 73% re-
Professional Beliefs—Second Language Learning
spondents disagreed that this was the case.
Statement Strongly Disagree Un- Agree Strongly Respondents also agreed that a teacher’s
Disagree decided Agree job is challenging because of diversity
1. Parents of non-European ancestry immigrant 7* 14 15 52 12 (63%). Perhaps because of this, 78% of the
students with non- or limited-English-proficiency respondents agreed that teachers need to
should be counseled to speak English with their be knowledgeable about students’ racial
children whenever possible. and ethnic backgrounds. In addition, 61%
agreed that teachers should have experi-
4. At school, the learning of the English language 6 20 28 28 17
by non-European ancestry immigrant students with ence working with students from diverse
non- or limited-English-proficiency should take backgrounds. Finally, another item with
precedence over learning subject matter. a high level of agreement was the one that
stated that it is important for students to be
15. Whenever possible, second language learners 10 24 26 31 6
aware of diversity in the classroom (89%).
should receive instruction in their first language until
they are proficient enough to learn via English The theme of Recognition of Diver-
instruction. sity in Schools did not prompt as many
open-ended comments as that of Second
20. Students should not be allowed to speak a 13 28 23 19 15
Language Learning (see Table 6). The com-
language other than English while in class.
ments that were received reflected various
*The numbers are reported in percentages. opinions. For example, two teachers stated
Table 4 that they believed that the presence of
Professional Beliefs—Second Language Learning limited English proficient students was
detrimental for the learning of other stu-
Question Statement Number
dents while one teacher stated that it was
# of Comments
not the language that was detrimental; it
1. Parents counseled to speak English 13 was the behavior of individual students.
4. Learning English more important than learning other subjects 10 There was one item that related to the
15. Instruction in immigrants’ first language 11 theme of Integrated Classrooms (item 13).
20. Students not allowed to speak any other language 19
Results indicated a high level of agreement
MULTICULTURAL EDUCATION
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Research
(85%) with the statement that students
Table 5
living in racially isolated neighborhoods
Professional Beliefs—Recognition of Diversity in Schools
can benefit from participating in racially
integrated classrooms (see Table 7). There Statement Strongly Disagree Un- Agree Strongly
were only three comments to this item. Disagree decided Agree
Another section of the survey ad-
2. Having a non-European ancestry immigrant student 28* 45 14 11 3
dressed items related to Teacher Expecta- with non- or limited-English proficiency in the classroom
tions, Needs, and Methods (see Table 8). is detrimental to the learning of the other students.
In terms of teacher expectations, 74% of
6. At present, a teacher’s job is challenging because 2 16 16 38 25
the respondents disagreed with the state-
of the diversity in the classrooms.
ment that “To be aware of different needs
of non-European ancestry students is not 7. When dealing with non-European ancestry 8 38 21 25 6
relevant for the subject that I teach.” immigrant students, their communication and
behavioral styles often are interpreted as behavioral
Results also indicated that 67% of the
problems.
respondents agreed that teaching methods
need to be adapted to meet the needs of a 8. A teacher’s job is more rewarding than ever 6 14 29 32 16
culturally diverse student group. Table because of the classroom diversity.
9 summarizes the open-ended comments
9. It is important even for students to be aware of 1 1 7 53 36
related to this theme. Teachers indicated diversity in the classroom.
that they should receive training on how
17. Large numbers of students of non-European 16 24 39 15 4
to meet immigrant students’ needs (10
ancestry are improperly placed in special education
comments) and that students should
classes by school personnel.
be grouped according to ability (9 com-
ments). 18. In order to be effective with all students, teachers 1 6 13 57 21
The final theme explored in the sur- should be knowledgeable of diverse racial and ethnic
backgrounds of students.
vey was that of Multicultural Education
(see Table 10). Items 14, 16, and 21 were 19. In order to be effective with all students, teachers 4 12 21 42 19
related to this theme. Interestingly, these should have experience working with students from
items received the most responses of Un- diverse racial and ethnic backgrounds.
decided of any of the themes (24%, 29%
* The numbers are reported in percentages.
and 24%). Almost half of the respondents
agreed that historically, education has
Table 6
been monocultural while 24% disagreed
Professional Beliefs—Recognition of Diversity in Schools
with this statement. Forty-seven per
cent of the respondents disagreed that Question Statement Number
Number of Comments
multicultural education is most beneficial
for non-European background students. 2. Presence of immigrant students detrimental to other students 7
Twenty-one percent of the respondents 6. Teacher’s job challenging because of diversity 7
agreed with this statement. 7. Immigrant students’ behavioral styles are interpreted
Finally, almost equal percentages of as behavioral problems 7
8. Teachers’ jobs are rewarding because of diversity 7
respondents disagreed (38%) and agreed
9. Students should be aware of diversity 2
(37%) with the statement (item 21) that
17. Immigrants are improperly placed in special education classes 6
multicultural education is less important
18. Teachers should have knowledge of other cultures 4
than content area instruction. This item 19. Teachers should have experience with other cultures 4
also received ten comments. Eight of the
comments stated that all areas of learn-
Table 7
ing are important while two respondents
Professional Beliefs—Integrated Classrooms
stated that understanding is important
especially for assimilation into the domi- Statement Strongly Disagree Un- Agree Strongly
nant culture. Disagree decided Agree
13. Students living in racially isolated neighborhoods 1* 4 9 61 24
Discussion can benefit socially from participating in racially
integrated classrooms.
The results of the study encompassed
personal and professional beliefs of subur- *The numbers are reported in percentages.
ban teachers of non-European immigrant
students. Personal beliefs are beliefs about and Aguilar (2001) state that there might race and ethnicity, immigrants’ second lan-
diversity in general and in a more personal be situations where personal beliefs can guage learning, immigration and refugee
sense (Pohan & Aguilar, 2001). This is be in direct conflict with teachers’ profes- policies, and diversity as a strength to the
in contrast to professional beliefs which sional beliefs. nation are situated within the context of
refer to beliefs of teachers regarding the Beliefs about issues such as immi- one’s personal sphere. In terms of personal
schooling of immigrant students. Pohan grants having children, friendships across beliefs about diversity, 90% of the teachers
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Research
education of immigrant students (Portes,
Table 8
1999). The respondents seemed to agree
Professional Beliefs—Teacher Expectations, Needs and Methods of Teaching
with this idea. According to Noel (2000),
Statement Strongly Disagree Un- Agree Strongly schools play a critical role in facilitating
Disagree decided Agree immigrants’ socialization and integration
into American society. These educators’
3. Regular-classroom teachers should be required 9* 25 21 32 13
beliefs may indicate that the educators in
to receive preservice or inservice training to be
the two surveyed schools will act positively
prepared to meet the linguistic needs of
non-European ancestry immigrant students. in their role as socializers.
Professional beliefs are important
5. Teaching methods need to be adapted to meet 3 15 14 49 18
influences on immigrant students’ educa-
the needs of a culturally diverse student group.
tion. For the purposes of this research,
10. To be aware of different needs of non-European 31 43 11 9 2 the professional beliefs section measured
ancestry students is not relevant for the subject teachers’ beliefs in five major themes that
I teach. are critical to the education of immigrant
11. Teachers should not be expected to adjust their 18 42 12 20 6 students. These themes are: Second Lan-
preferred mode of instruction to accommodate the guage Learning; Recognition of Diversity
needs of non-European ancestry immigrant students. in Schools; Integrated Classrooms; Teach-
er Expectations, Needs, and Methods; and
12. Generally, teachers should group students by 13 39 17 20 9
Multicultural Education. The statements
ability levels.
that were positively or negatively agreed
*The numbers are reported in percentages. upon by the majority of the teachers ap-
peared in three out of the five categories:
Table 9
Recognition of Diversity in Schools; Inte-
Professional Beliefs—Teacher Expectations, Needs and Methods of Teaching
grated Classrooms; and Teacher Expecta-
Question Statement Number tions, Needs, and Methods.
Number of Comments
Recognition of Diversity in Schools
3. Teachers should receive training to meet needs
of immigrant students 10 Statements 2, 6, 7, 8, 9, 17, 18, and 19
5. Teachers need to change teaching methods. 3 from the B-GEST represent the category
10. Awareness of diversity irrelevant to other subjects 4 of Recognition of Diversity in Schools. Of
11. Teachers need not adjust method of teaching 7 these eight statements, only numbers
12. Students grouped according to their ability 9
9 and 18 met the 75% standard. These
statements are: “It is important even for
Table 10 students to be aware of diversity in the
Professional Beliefs—Multicultural Education classroom” and “In order to be effective
with all students, teachers should be
Statement Strongly Disagree Un- Agree Strongly
Disagree decided Agree knowledgeable of diverse racial and ethnic
backgrounds of students.”
14. Historically, education has been monocultural, 7* 17 24 33 16
Thus, there is a need for teachers and
reflecting only one reality and has been biased
students from the mainstream society to
toward the dominant (European) group.
understand the complex lives of these
16. Multicultural education is most beneficial for 13 34 29 18 3 immigrant students as they strive to ac-
students belonging to non-European cultures. culturate to the U.S. Among the respon-
21. Multicultural education is less important than 13 25 24 25 12 dents surveyed, 89% believe that students
reading, writing, arithmetic, computer literacy, should also be aware of diversity in the
history, etc. classroom.
*The numbers are reported in percentages.
Integrated Classrooms
surveyed believe that people from differ- liefs may, therefore, indicate encouraging Statement 13 in the B-GEST is
ent races should be able to have and raise beliefs towards non-European ancestry relevant to the category of Integrated
children. The majority, 93%, also said that immigrant students which may translate Classrooms. This is another professional
people should develop meaningful friend- to their ability and skill in teaching these belief that can greatly influence classroom
ships with people from different racial students. behavior (Pohan & Aguilar, 1999). Experi-
backgrounds. This may indicate that the Another personal beliefs statement, ences with diversity include learning about
majority of the respondents have accept- “Accepting different ways of life in Amer- diverse people and gaining experience with
ing and affirming beliefs about diversity. ica will strengthen us as a nation,” also diverse peers in the classroom (Gurin, Dey,
This may be a predictor of their teaching received 83% approval. Acceptance by Hurtado, & Gurin, 2002).
behavior as Bandura (1982) stated, in that the dominant group, as well as the im- Classrooms with high levels of diversi-
beliefs mediate knowledge and action such migrants’ adaptability to the dominant ty can help students learn to think in ways
as skills in teaching. The respondents’ be- culture, play an important role in the that are more inclusive (Nieto & Bode,
MULTICULTURAL EDUCATION
34
Research
2008). Respondents of the survey positively migrant students to speak English with References
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