Multicultural Conceptual Understanding: The Effect on Teacher’s Perceptions of Their School Climate

• In Event: Considering Issues of Race and Culture in Educational Leadership

Abstract

We examined the effects of the independent variables professional development, multicultural conceptual understanding, curriculum, and instruction on the dependent variable of school climate while taking into account effects of other pertinent independent variables (demographics) and interrelationships among these independent variables. A sample of 145 teachers in a Long Island, New York school district was surveyed. The correlation indicates professional development and curriculum and instruction are positively related. Paths to teachers’ perceptions about their school climate from professional development, curriculum, and instruction formed the structural equation model. Speaking more than one language correlated with level of multicultural conceptions. Continuing the socio-cultural discourse on conceptual understanding regarding multiculturalism can advance teacher and instructional leadership responses that endorse this process.

Authors

• Stephanie L. Tatum, Dowling College

• Elsa-Sofia Morote, Dowling College