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Creating inclusive, diverse, and accepting classrooms has been an aim for educators for
many years. In a world that is ever-changing, with tensions between nations and communities
growing, knowledge of other cultures and racial identities is more important than ever. Schools
may incorporate theories such as Critical Race Theory (CRT), Multicultural Education Theory
(MET), and Intersectionality to aid students in understanding and accepting racial diversity in
public high schools. Critical Race Theory (CRT) aims to emphasize the importance of
acknowledging systematic inequalities and the role of race and culture in influencing educational
experiences. Multicultural Education Theory (MET) accentuates the inclusion of diverse
perspectives, unbiased history, and various cultural values into school curricula to promote
empathy and understanding. Intersectionality underscores how race, gender, and other societal
components influence student experience. Together, these principles promote an equitable and
diverse education that will empower students from marginalized groups while also connecting
students of all walks of life.
Introduction to Topic
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How do secondary school educators apply the principles of Critical Race Theory (CRT),
Multicultural Education Theory (MET), and Intersectionality to create inclusive curricula and
equitable learning environments for students with multiple marginalized identities? The
integration of CRT, MET, and Intersectionality in secondary schools has become a popular topic
of conversation and debate amongst parents, educators, and policymakers. These theories
challenge systemic prejudices, emphasize the importance of diverse and inclusive curriculum,
and highlight the ways in which many variables influence student experience. Unfortunately,
their implementation is often met with controversy, specifically in discussions focusing on
curriculum design. Teacher training, policy reform, and constant political change also influence
ill feelings towards multicultural curriculum. As these theories' debates continue, examining their
role in shaping equitable educational practices is essential for creating a socially just and
inclusive learning environment for all students, teachers, and school personnel.
Reference #1: The Effect of Multicultural Education on Preservice Teachers' Attitude and
Efficacy: Testing Bank's Content Integration Dimension
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This journal article, written by Mustafa Ozturk and Zeki Arsai, presents a quantitative
research study. The purpose of this study is to examine the effects of a 10-week multicultural
education intervention on pre-service teachers' attitude and efficacy on multicultural concepts.
The study’s main purpose is to help future teachers adapt to diverse classrooms by providing
training that builds their skills, confidence, and understanding of diverse cultures and ways of
life. The participants of the study were 52 pre-service teachers enrolled at the department of
social sciences in a Turkish state university. The students were broken up into two groups: the
experimental group and a control group while taking the same education course. During the
study, the experimental group was instructed using multicultural content inclusion while the
control group followed a traditional classroom management course that lacked any multicultural
content. The study’s results revealed a statistically significant difference within the experimental
group’s multicultural attitude and efficacy at the end of the intervention process.
Reference #2: Secondary Science Teachers' Pedagogical Design Capacities for Multicultural
Curriculum Design
This journal article, written by Julie C. Brown and Illana C. Livstrom presents a quantitative
study. This research explores how new science teachers in a secondary school incorporate
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multicultural concepts into their curriculum framework. The study analyzes their process of
redesigning science lessons to better demonstrate diverse cultural perspectives and identifies the
central strategies they use to do so. By exploring these design choices, the research aims to
provide insights and support for improving multicultural science education. The participants of
this study are seventeen new secondary science teachers from the midwestern United States. The
new teachers enrolled in a four-week, graduate-level course on culturally responsive science
teaching, and were separated into two groups. The new teachers were first told to select a science
unit they previously taught and wanted to improve with multicultural connections. Using
Multicultural Content Integration (MCI) scores for each curriculum unit, the teachers’ science
units are evaluated. The results of the study show that multicultural content integration improved
from teachers’ original to final science units; overall, there was a significant increase in the mean
MCI score from teachers’ original to reconstructed science units.
Reference #3: White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-
Racism Work in an Independent School
This journal article, written by Katherine Clonan-Roy, Rhiannon Maton, Charlotte E. Jacobs,
Casey Matthews, Michael Kokozos, and Erika Kitzmiller provides a qualitative research study.
The purpose of this study was to closely analyze the perspectives of white caregivers (parents
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and guardians) on a school's diversity, equity, inclusion, justice, and anti-racism initiatives. By
observing both their support and refusal, the study explores how these perspectives contribute to
racial equity setbacks in schools. The research aims to provide insights into the challenges
schools face when implementing diversity, equity, inclusion, justice, and anti-racism initiatives
and the significance of those initiatives for racial equity in education. The study participants had
diverse focus groups with caregivers, students, faculty and staff, and administrators of one school
in a metropolitan area. The results of the study showed that white caregivers emulated
perspectives that mirrored those related to white supremacy culture.
Reference #4: Ethnic Discrimination in Secondary Education: Does the Solution Lie in
Multicultural Education and the Ethnic School Composition?
This journal article, written by Fanny D’hondt, Charlotte Maene, Roselien Vervaet, Mieke Van
Houtte, and Peter A. J. Stevens, presents a qualitative research study. The purpose of this study is
to examine how multicultural education and the ethnic composition of the student population
both influence ethnic discrimination in secondary schools in Belgium. The participants consisted
of 3,367 students, 669 teachers, and 47 principals coming from various secondary schools. The
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participants were presented with a detailed questionnaire. As per the article, the results are as
follows: “The descriptive results showed significant differences between the reported ethnic
discrimination by native Belgian students and students with an immigrant background. While
very few native Belgian students reported discrimination by teachers (0.9%) or by peers (3.6%),
almost one out of five students with an immigrant background reported being discriminated
against by teachers (20.3%) and one out of six by peers (16%). When we took a closer look at
the group of students with an immigrant background who had experienced both teacher and peer
discrimination, we saw that 6.7% of these students experienced both, and hence, 13.5% only
teacher discrimination and 9.3% only peer discrimination.” (D’hont, Maene, Vervaet, Van
Houtte, Stevens, 2021)
Reference #5: A Media Criticism-Based Approach for Designing Critical Multicultural
Instruction in Social Studies Curricula
This journal article, written by Ji-Yong Eun, presents a qualitative research study. This study
aims to create and apply a media criticism approach within critical multicultural education in
social studies. The specific goals of the study are to examine how media often shows negative or
biased images of multicultural or ethnic groups, to provide a teaching framework that encourages
young people to think critically about and analyze how the media represents different ethnic
groups, to promote the development of critical multicultural citizenship by involving students in
discussions, analyses, and evaluations of media content, and to offer example lesson plans that
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schools can use to help students build critical thinking skills regarding how media portrays ethnic
diversity. The study does not actually have participants but instead researches how to construct
and deliver a critical multicultural instruction model. The result of the research is various sample
lessons that contain criteria for picking literature and media to use in their lessons.
Reference #6: A Media Criticism-Based Approach for Designing Critical Multicultural
Instruction in Social Studies Curricula
This journal article, written by Oron Jackson and Matthew Witenstein, presents a qualitative
research study. This study aims to explore how the concept of intersectionality has grown
beyond its usual focus on race, gender, and class. It also considers the experiences of LGBTQ+
communities, religion, literacy, and teaching methods across different global settings, including
the United States, the European Union, and South Africa. The research looks at public schools in
the global settings, focusing on students, parents, teachers, and administrators. The results
suggest that the following concepts must be utilized for schools to support marginalized students:
implementing a culturally relevant curriculum, implementing culturally relevant disciplinary
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practices and interventions, increasing community involvement for African American families,
implement implicit bias training, and encouraging further research and collaboration on the topic.
Reference #7: Exposing the Chameleon-Like Nature of Racism: A Multidisciplinary Look at
Critical Race Theory in Higher Education
This journal article, written by Judith C. P. Lin, provides an evaluative look at Critical Race
Theory in higher education. This study's purpose is to broaden the use of Critical Race Theory
(CRT) beyond its usual areas like law, education, and ethnic studies. It seeks to show how CRT
is important in fields where it is not commonly recognized, such as health sciences, computer
science, information technology, sports, business, and religion. The study advocates for applying
CRT more broadly to reveal and challenge the ways that racism operates across different
academic fields. The study shows how CRT is used in each field with real-life examples. The
study's results argue that more extensive use at CRT in higher education is urgently needed and
will become inevitable in future research practices.
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Reference #8: Critical Counter-Narrative as Transformative Methodology for Educational
Equity
This journal article, written by Richard Miller, Katrina Liu, and Arnetha F. Ball, presents an
evaluative analysis of critical counter-narrative. This study aims to look at how counter-
narratives can be used in teaching and research. The main goal is to improve the effectiveness of
counter-narratives in fighting against systemic inequalities and supporting social justice in
education. To do this, the authors survery approximately 500 pieces of educational literature and
produced three main approaches to storytelling and narrative writing that support equity: critical
storytelling, counter-stories, and counter-narratives. As for the results of the research, the authors
state their conclusion: “Counter-narrative provides great opportunities for students and teachers
of color to voice their oppressed experiences that can lead to further critical analysis of the
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educational system and the society at large by both people of color and the White majority.”
(Miller, Liu, Ball, 2020).
Reference #9: Does Multicultural School Leadership Foster a Multicultural Teacher
Culture?: The Mediating Role of Multicultural Inspiration, Personality, and Attitude
This journal article, written by Akhmad Arif Musadad and Maulana Amirul Adha, presents a
quantitative research study. This study’s purpose is to explore how multicultural school
leadership affects a multicultural teaching culture among teachers. It also looks at how factors
like multicultural inspiration, personality, and attitude play a role in this process. The goal is to
better understand how school leaders can encourage a multicultural teaching environment by
positively influencing teachers' attitudes, personalities, and inspirations. A quantitative research
design was used to assess how multicultural inspiration, personality, and attitude influence the
relationship between multicultural school leadership and the development of a multicultural
teacher culture. The participants of the study were the principals and teachers at a high school
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located in Indonesia. They were given a questionnaire. Based on the study’s results, when
leaders demonstrate multicultural behaviors, it has a positive effect on teachers' practices in
multicultural teaching.
Reference #10: Exploring “A Pocket Guide to Writing” through Cultural-Historical
Activity Theory: Implications for Multicultural Education.
This journal article, written by Ridha Rouabhia, presents a qualitative, evaluative analysis on
Cultural-Historical Activity Theory (CHAT). This study examines Mary Lynn Rampolla's
popular book, "A Pocket Guide to Writing in History," using the Cultural-Historical Activity
Theory (CHAT) perspective. It focuses on aspects such as voice, power relationships, and the
ways people participate. Regarding the results of the analysis, Rouabhia’s review identified
important ideas, rules, and suggestions from Rampolla's “A Pocket Guide to Writing” that are
especially important for multicultural education.
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General Themes of References
Overall, the references I have chosen to use for my research share a common goal: to
enrich education by making space and time for inclusion, equity, and social justice in the
classroom. There are many theories and strategies touched upon in these references, all of which
emphasize the importance of multicultural education for students, teachers, administration, and
all others. The studies included in these references all point to a similar message: multicultural
education, no matter how it is addressed, is necessary for the success of our students and schools.
Educational systems must recognize the importance of diversity and create inclusive
environments for all students. These references emphasize the significance of making
meaningful changes in schools to advance equity and social justice. They provide a framework
for educators to understand how to effectively implement these changes, ensuring that every
student feels valued and supported.
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References
Akcaoglu, M. Ö., & Arsal, Z. (2022). The Effect of Multicultural Education on Preservice
Teachers’ Attitude and Efficacy: Testing Bank’s Content Integration
Dimension. Participatory Educational Research, 9(2), 343–357.
Brown, J. C., & Livstrom, I. C. (2020). Secondary Science Teachers’ Pedagogical Design
Capacities for Multicultural Curriculum Design. Journal of Science Teacher
Education, 31(8), 821–840. https://doi.org/10.1080/1046560X.2020.1756588
Clonan-Roy, K., Maton, R., Jacobs, C. E., Matthews, C., Kokozos, M., & Kitzmiller, E. (2023).
White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-Racism
Work in an Independent School. Teachers College Record, 125(7–8), 77–109.
https://doi.org/10.1177/01614681231199558
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D’hondt, F., Maene, C., Vervaet, R., Van Houtte, M., & Stevens, P. A. J. (2021). Ethnic
Discrimination in Secondary Education: Does the Solution Lie in Multicultural
Education and the Ethnic School Composition? Social Psychology of Education: An
International Journal, 24(5), 1231–1258. https://doi.org/10.1007/s11218-021-09651-w
Eun, J.-Y. (2023). A Media Criticism-Based Approach for Designing Critical Multicultural
Instruction in Social Studies Curricula. Pedagogy, Culture and Society, 31(1), 129–146.
https://doi.org/10.1080/14681366.2021.1891450
Jackson, O., & Witenstein, M. (2021). Creating Research Spaces for Underserved Communities:
Expanding and Extending Intersectionality in Contemporary Educational
Contexts. Perspectives in Education, 39(2), 4–18.
https://doi.org/10.18820/2519593X/pie.v39.i2.2
Lin, J. C. P. (2023). Exposing the Chameleon-Like Nature of Racism: A Multidisciplinary Look
at Critical Race Theory in Higher Education. Higher Education: The International
Journal of Higher Education Research, 85(5), 1085–1100.
https://doi.org/10.1007/s10734-022- 00879-9
Miller, R., Liu, K., & Ball, A. F. (2020). Critical Counter-Narrative as Transformative
Methodology for Educational Equity. Review of Research in Education, 44(1), 269–300.
https://doi.org/10.3102/0091732X20908501
Musadad, A. A., & Adha, M. A. (2022). Does Multicultural School Leadership Foster a
Multicultural Teacher Culture?: The Mediating Role of Multicultural Inspiration,
Personality, and Attitude. European Journal of Educational Research, 11(4), 2387–2399.
Ridha Rouabhia. (2024). Exploring “A Pocket Guide to Writing” through Cultural-Historical
Activity Theory: Implications for Multicultural Education. Dinamika Ilmu, 24(1), 1–9.
