The Impact of a Multicultural Thematic Unit on Elementary Students' Self-Concept, Multicultural Awareness, Cross-Cultural Competence, and Global Citizenship Awareness

• In Event: 56.061 - Curriculum and Academic Programs for Multicultural/Multiethnic Societies

Abstract

The purpose of this study was to investigate the impact of the implementation of multicultural literature on students’ self-concept, multicultural awareness, cross-cultural competence, and global citizenship concept. The instruments for data collection included self-concept questionnaire, multicultural concept questionnaire, cross-cultural concept questionnaire, global citizenship questionnaire, reflection, and hour-long semi-structured personal audio-taped interviews. Twenty-five elementary fourth graders participated in this study. The findings suggest that using multicultural literature across the curriculum can help elementary students in developing a positive self-identity, and it can assist students in developing their sense of cultural awareness and acceptance of diverse people and perspectives. However, there is still a challenge to facilitate students to take action to solve problems related to diversity.

Author

• Show-Mei Lin, Tennessee State University