Shifting Beliefs Toward Immigrant Communities in North Carolina Through Critical Multicultural Coursework

• In Event: 31.050 - Transformative Teaching for Social Justice

Abstract

The purpose of this study was to explore the impact of carefully designed multicultural activities and strategies integrated within one required multicultural education course on the attitudes of preservice teachers towards immigrant communities in North Carolina. Researchers used mixed methods to analyze 75 undergraduate students in four separate sections using surveys and work samples that included study projects, film analysis, and written self- reflections. Themes ranged from emerging understanding of diversity with limited change to complete overhauls in their cultural beliefs about immigrant children. The findings support the need to expose preservice teachers to culturally responsive pedagogies that support immigrant students and their families, especially in areas of the growing Southeastern regions of the U.S. where populations have soared.

Authors

• Lan Quach Kolano, University of North Carolina - Charlotte

• Elena Tosky King, University of North Carolina - Charlotte