A study of the perceptions and attitudes of the College of Education faculty and students toward a culturally diverse curriculum at Tennessee State University
The purpose of this study is to analyze the experiences and attitudes of Tennessee State University College of Education faculty and graduate students toward a culturally diverse curriculum according to the school's multicultural education goals and NCATE recommendation Standard 4: Diversity. This study identified the subjects' perceptions of multicultural education. The data were collected by using two similar questionnaires designed for student and faculty responses to similar questions. The one used by the faculty consisted of 25 questions including a Likert Scale, multiple choice demographic section, and one open-ended. The other, used by students, consisted of 22 questions including a Likert Scale, multiple choice demographic section, and one open-ended. A total of 32 faculty members and 104 students from three departments in the College of Education participated in the study. The departments were selected from the Clay Building. The significance of the findings showed a positive relationship between the faculty's and students' experiences and attitudes toward multicultural education in 2 of the 9 areas that were investigated. Recommendations were made for students and faculty to continue collaborative efforts to maintain the multicultural education goals of the College of Education based on their experiences and attitudes toward a cultural diversity, to continue efforts to maintain a culturally diverse faculty and student body, to improve its efforts in recruiting more foreign students in the graduate studies, and to encourage students to participate in multicultural education courses.
School administration|Bilingual education|Multicultural education
David James Summerville,
"A study of the perceptions and attitudes of the College of Education faculty and students toward a culturally diverse curriculum at Tennessee State University"
ETD Collection for Tennessee State University.