Faculty Mentor(s)
Dr. Darcel Y. Brady
Project Type
EdD Colloquium - ONU
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Presentation Type
Presentation
Abstract
The study of the effectiveness of multicultural pedagogy on student global literacy and college preparedness is a topic of concern for educators and students. Multicultural education is a multifaceted pedagogical approach in which educators provide diverse experiences for students to learn to work within the global society. The purpose of this research study was to explore the influence multicultural pedagogy has on rural student global literacy and college preparedness. The quantitative approach examined: differences between urban and rural samples, multicultural pedagogy, global citizenship, college preparedness, U.S. interconnectedness, and confidence of new literacies between students in a traditional instructional setting (N = 18) and a multicultural instructional setting (N = 21). The Global Literacy Survey (Hsu & Wang, 2010) and The Beginning College Survey of Student Engagement (Indiana University, 2016) were utilized and data analysis included descriptive statistics, a one-sample t-test, and analyses of covariance. The findings indicated a statistically significant difference for the global literacy factor of willingness to become a global citizen between the rural students (M = 3.21) when compared to urban students (M = 3.709). The findings also indicated a statistically significant difference between the college preparedness of the students in the multicultural pedagogy grouping and the traditional grouping. Educational institutions should incorporate multicultural instructional methodologies to enhance the diverse willingness of students and increase college preparedness.
Permission Type
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Secondary Education and Teaching Commons
The Exploration Of Multicultural Pedagogy On Rural Student Global Literacy And College Preparedness
Wisner Auditorium
The study of the effectiveness of multicultural pedagogy on student global literacy and college preparedness is a topic of concern for educators and students. Multicultural education is a multifaceted pedagogical approach in which educators provide diverse experiences for students to learn to work within the global society. The purpose of this research study was to explore the influence multicultural pedagogy has on rural student global literacy and college preparedness. The quantitative approach examined: differences between urban and rural samples, multicultural pedagogy, global citizenship, college preparedness, U.S. interconnectedness, and confidence of new literacies between students in a traditional instructional setting (N = 18) and a multicultural instructional setting (N = 21). The Global Literacy Survey (Hsu & Wang, 2010) and The Beginning College Survey of Student Engagement (Indiana University, 2016) were utilized and data analysis included descriptive statistics, a one-sample t-test, and analyses of covariance. The findings indicated a statistically significant difference for the global literacy factor of willingness to become a global citizen between the rural students (M = 3.21) when compared to urban students (M = 3.709). The findings also indicated a statistically significant difference between the college preparedness of the students in the multicultural pedagogy grouping and the traditional grouping. Educational institutions should incorporate multicultural instructional methodologies to enhance the diverse willingness of students and increase college preparedness.