The Relationship Between Perceptions of Multicultural Competence and Democratic Values

Examining Science Teachers Working with International Students

Authors

DOI:

https://doi.org/10.32674/jis.v11i1.1356

Keywords:

democratic value, multicultural competency, multiculturalism, science teachers

Abstract

The present study aims to determine the perceptions of multicultural competence and democratic values of science teachers in schools where international students study and to find out whether there is a relationship between them. The study surveyed 436 secondary school science teachers in the Western Black Sea region in the 2018–2019 academic year. Data were collected using the Perceptions of Multicultural Competence Scale and the Democratic Values Scale. We found positive and moderate relationship between teachers’ perceptions of multicultural competence and their democratic values. As teachers’ democratic values increased, their perceptions of multicultural competence increased, and as their democratic values decreased, their perceptions of multicultural competence decreased as well. Understanding teachers’ opinions about democratic values, justice, respect for differences, and equality reveals an important relationship between their multicultural competence and their democratic values.

Author Biographies

M. Said Doğru, Kastamonu University, Turkey

M. Said Doğru, PhD, is an Assistant Professor at Vocational School of Vehicle Rafet Araç. His major research interests lie in the area of health, multiculturalism and science education.

İbrahim Demirbaş, Kastamonu University, Turkey

İbrahim Demirbaş is a doctoral student in the Department of Social Sciences Education at Kastamonu University. His major research interests lie in the area of social science education and multiculturalism.

References

Akdağ, M., & Yıldız, H. (2011). Primary first grade teachers’ views about developing students’ literacy skills proficiency. Journal of Theoretical Educational Science, 4(1), 50–70.

Akhtar, M. (2008). What is self-efficacy? Bandura’s 4 sources of efficacy beliefs. Positive Psychology UK. http://positivepsychology.org.uk/self-efficacy-definition-bandura-meaning/

Akkaya, N., Kırmızı, F. S., & İşçi, C. (2018). Examining teacher candidates’ perceptions of multiculturalism based on different variables. Adiyaman University Journal of Social Sciences, 10(29), 308–335. https://doi.org/10.14520/adyusbd.381005

Akyıldız, S. (2018). The relation between multicultural competency perceptions and democratic values of primary teachers at schools that foreigner students attend. Education and Science, 43(195), 151–165.

Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioral problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115–129.

American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. https://www.apa.org/about/policy/multicultural-guidelines-archived.pdf

Aslan, M., & Kozikoğlu, İ. (2017). Teachers’ attitudes toward multicultural education: Sample of Van Dicle University. Journal of Ziya Gökalp Education Faculty, 31, 729–737. DOI: http://dx.doi.org/10.14582/DUZGEF.1829

Aslan, S. (2017). An examination of the opinion of the social studies teachers on multicultural education. Ahi Evran University Journal of Kırşehir Education Faculty, 18(2), 231-253.

Aydın, H. (2013). Multicultural education discussion in Turkey and in the world. Nobel Publishing.

Baloğlu, N., Karadağ, E., Çalışkan, N., & Korkmaz, T. (2006). An evaluation of the vocational self-esteem and satisfaction of primary school teachers. Ahi Evran University Journal of Kırşehir Education Faculty, 7(2), 345–358.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152–158.

Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3–49.

Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks (Ed.), Handbook of research on multicultural education (pp. 3–30). Jossey-Bass.

Banks, J. A. (Ed.). (2009). The Routledge international companion to multicultural education. Routledge.

Başbay, A., & Kağnıcı, Y. (2011). Perceptions of multicultural competence scale: A scale development study. Education and Science, 36(161), 199–212.

Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 71(2), 171–217. doi:10.3102/00346543071002171.

Brady, J. S. (2014). The impact of multicultural education training for preservice teachers [Unpublished doctoral dissertation]. Walden University, Minnesota.

Buluç, B., & Demir, S. (2015). The relationship between job satisfaction and self-efficacy based on elementary and middle school teacher’s perceptions. Ahi Evran University Journal of Kırşehir Education Faculty, 16(1), 289–308.

Bulut, C. (2014). The investigation of teachers' perceptions of multicultural competence [Unpublished master’s thesis]. Ege University, İzmir.

Bulut, C., & Başbay, A. (2014). Determination of teachers’ multicultural competence perceptions. Kastamonu Education Journal, 23(3), 957–978.

Büyüköztürk, Ş. (2002). Manual of data analysis for social sciences. Pegem Academy Publishing.

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Scientific research methods (3rd ed.). Pegem Academy Publishing.

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Scientific research methods (20th ed.). Pegem Academy Publishing.

Castles, S. (2004). Migration, citizenship, and education. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 17–48). Jossey-Bass.

Çermik, H. (2013). Pre-service teachers’ democratic values and investigation of these values based on some variables. Education Sciences, 8(2), 261–274.

Cırık, İ. (2014). Investigation of the relations between objectives of Turkish primary school curriculums and multiculturalism. Procedia Social and Behavioral Sciences, 116, 74–76

Colombo, M. W. (2006). Building school partnerships with culturally and linguistically diverse families. Phi Delta Kappan, 88(4), 314–318.

Demoulin, D. F., & Kolstad, R. (2000). Assessing the gains of behavioral dynamics essential for success in a democracy for teacher education students. College Student Journal, 34(3), 417–417.

Doğanay, A., & Sarı, M. (2004). Elementary school students? Devotion level to democratic values and comparison of the effect of overt and hidden curriculum on gaining democratic values in terms of students and teachers’ opinions. Educational Administration: Theory and Practice, 39(39), 356–383.

Doytcheva, M. (2009). Multiculturalism. İletişim Publishing.

Fackler, S., & Malmberg, L-E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195.

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(3), 17–30.

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–582.

Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society. Pearson Prentice Hall.

Gordon, A. F., & Newfield, C. (1996). Mapping multiculturalism. University of Minnesota Press.

Gorham, R. G. (2001). Multicultural teaching competence as perceived by elementary school teachers [Unpublished doctoral dissertation]. Virginia Polytechnic Institute and State University.

Grand National Assembly of Turkey. (2018). Human Rights Investigation Commission Refugee Rights: Sub-Commission Migration and Integration Report 26th Term 3rd Legislative Year March 2018. https://www.tbmm.gov.tr/komisyon/insanhaklari/docs/2018/goc_ve_uyum_raporu.pdf

Günay, E., Atılgan, D., & Serin, E. (2017). Migration management in the world and Turkey. Kahramanmaraş Sütçü İmam University Journal of the Faculty of Economics and Administrative Sciences, 7(2), 37–60.

Günbayı, İ., & Tokel, A. (2012). A comparative analysis of compulsory school teachers’ job satisfaction and job stress levels. ODU Journal of Social Sciences Research, 3(5), 77–95.

Heywood, A. (2013). Politics. Palgrave Macmillan.

Hidalgo, F., Chávez R., & Ramage, J. (1996). Multicultural education: Landscape for reform in the twenty-first century. In J. Sikula (Ed.), Handbook of teacher education. Macmillan.

International Organization for Migration. (2019). Glossary of migration terms. https://publications.iom.int/system/files/pdf/iml_34_glossary.pdf

Irvine, J. J., & Armento, B. J. (2001). Culturally responsive teaching. Mc Graw Hill.

İsmetoğlu, M. (2017). Branch teachers’ multicultural efficiency levels and their perceptions towards quality of work life [Unpublished master’s thesis]. Abant İzzet Baysal University, Bolu.

Johnson Wells, G. (2011). Perceptions of change: In-service teachers’ reflections on multicultural education, culturally responsive teaching, and transformative learning [Unpublished doctoral dissertation]. Capella University, Minneapolis, Minnesota.

Kaur, S. (2015). Moral values in education. IOSR Journal of Humanities and Social Science, 20(3), 21–26.

Kaya, I., & Aydın, H. (2014). Pluralism, multicultural and multilingual education. Anı Publishing.

Kaya, Y., & Söylemez, M. (2014). Determining teachers’ perspective about multiculturalism and multicultural education: (Diyarbakır’s example). Dicle University Social Sciences Institute Journal, 6(11), 128–148.

Kesici, A., Pesen, A., & Oral, B., (2017). Examining teachers’ democratizing behaviors in the classroom according to variables. Electronic Journal of Social Sciences, 16(60), 34–45. https://doi.org/10.17755/esosder.289649

Kesici, Ş. (2008). Teachers’ opinions about building a democratic classroom. Journal of Instructional Psychology, 35(2), 192–203.

Kılıç, F., & Kılıç, Ü. (2016). Human rights education and peace. Abant İzzet Baysal University Journal of Faculty of Education, 16(Special Issue II), 1513–1521.

Kıncal, R. Y., & Işık, H. (2003). Democratic education and democratic values. Education Research, 11, 54–58.

Kıncal, Y. R. (2007). Citizenship information. Nobel Publishing.

Kinnier, R., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4–17.

Köklü, N., Büyüköztürk, Ş., & Çokluk Bökeoğlu, Ö. (2007). Statistics for social sciences. Pegem Academy Publishing.

Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247–258.

Morgül, İ., Seçken, N., & Yücel, A. S. (2016). Based on some investigation of self-efficacy beliefs of preservice chemistry teachers variables. Journal of Balıkesir University Institute of Science and Technology, 6(1), 62–72.

Nieto, S. (2017). Re-imagining multicultural education: New visions, new possibilities. Multicultural Education Review, 9(1), 1–10.

Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Allyn & Bacon.

O’Byrne, W. I., & Smith, S. A. (2015). Multicultural education and multiliteracies: Exploration and exposure of literacy practices with preservice teachers. Reading & Writing Quarterly, 31(2), 168–184.

Özdemir, C. E. (2018) Physical education teachers’ multicultural personality of multicultural educational relationship with the attitudes and perceptions of proficiency [Unpublished master’s thesis]. Marmara University, İstanbul.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Self-perception (pp. 239–266). Ablex.

Parekh, B. (2002). Rethinking multiculturalism: Cultural diversity and political theory (Trans. Bilge Tanrıseven). Phoenix Press.

Parker, C. W. (2002). Teaching for diversity and unity in a democratic multicultural society. In W. C. Parker (Ed.), Education for democracy. Information Age Publishing.

Perkins, R. M. (2012). The multicultural awareness, knowledge, skills and attitudes of prospective teachers: A quantitative and heuristic phenomenological study [Unpublished doctoral dissertation]. University of Missouri, Kansas.

Polat, S. (2009). Probationary teachers’ level of inclination to multi-cultural education. International Online Journal of Educational Sciences, 1(1), 154–164.

Say, Ö. (2013). Nation, multiculturalism and ethnicity in the 21st century. Kaknüs.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86.

Sheets, R. H., & Chew, L. (2000, April). Preparing Chinese American teacher: Implications for multicultural education [Paper presentation]. Annual Meeting of the American Educational Research Association, New Orleans.

Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. https://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills/global_pad_-_what_is_culture.pdf

Strickland, D. L. (2018). Factor relating to the multicultural efficacy and attitudes of teachers [Unpublished doctoral dissertation]. Georgia Southern University, Statesboro.

Taştekin, E., Yükçü, Ş. B., İzoğlu, A., Güngör, İ., Uslu, A. E. I., & Demircioğlu, H. (2016). Investigation of pre-school teachers’ perceptions and attitudes towards multicultural education. Hacettepe University The Journal of Educational Research, 2(1).

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783–805.

Turnsek, N., & Pekkarinen, A. (2009). Democratisation of early chilhood education in the attidudes of Slovene and Finnish teachers. European Early Childhood Education Research Journal, 17(1), 23–42.

Wang, Y. (2004). The tension between ethnic identity and democratic education [Paper presentation]. he International Symposium on Democracy Education, Cambridge University, UK.

Washington, E. D. (2003). The multicultural competence of teachers and challenge of academic achievement. In Handbook of multicultural competencies in counseling and psychology. SAGE.

Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. The Journal of Educational Research, 96, 54–63.

Yazıcı, F., Pamuk, A., & Yıldırım, T. (2016). The relationship between attitudes of pre-service history teachers toward multiculturalism and patriotism. Electronic Turkish Studies, 11(9), 947–964.

Yazıcı, S., Başol, G., & Toprak, G. (2009). Teachers’ attitudes toward multicultural education: a study of reliability and validity. Hacettepe University Journal of Education, 37(37), 229–242.

Yüksel, A. (2018). The impact of the teachers' multicultural competence perceptions on the global citizenship perceptions and determination of the mediator effect of cultural intelligence on this relationship [Unpublished doctoral dissertation]. Gazi University, Ankara.

Downloads

Published

2021-02-23

How to Cite

Doğru, M. S., & Demirbaş, İbrahim. (2021). The Relationship Between Perceptions of Multicultural Competence and Democratic Values: Examining Science Teachers Working with International Students. Journal of International Students, 11(1), 24–40. https://doi.org/10.32674/jis.v11i1.1356

Issue

Section

Research Articles