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Cited by 238Teacher Education and Leadership StudiesGlobal Education and MulticulturalismCritical Race Theory in Education

Multicultural education professional development: A review of the literature

Parkhouse, Hillary, Lu, Chu Yi, Massaro, Virginia R.·2019·Review of Educational Research
DOI 10.3102/0034654319840359
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Abstract

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

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  • Effective PD requires the use of multiple methods of training and intensive on-going support that is embedded within practice and adapted to the local needs and goals.

    “A growing body of empirical evidence suggests that effective PD requires the use of multiple methods of training and intensive on-going support that is embedded within practice and adapted to the local needs and goals (e.g., Buysse et al., 2009;Parkhouse et al., 2019;Siraj et al., 2019).”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Parkhouse et al., 2019

  • Recent reviews show that PD efforts to raise teachers' intercultural competences can be effective, though several studies indicate participants did not grow as much as initially expected.

    “Recent reviews on this topic (e.g., Bottiani, Larson, Debnam, Bischoff, & Bradshaw, 2018;Civitillo, Juang, & Schachner, 2018;Parkhouse, Lu, & Massaro, 2019) show that PD efforts to raise teachers' intercultural competences can be effective, though several studies indicate participants did not grow as much as initially expected.”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Parkhouse, Lu, & Massaro, 2019

  • Most authors explain a lack of effect of PD as a result of teacher or program aspects (i.e., low motivation or too little attention for culturally specific knowledge within the program).

    “Parkhouse et al. (2019) noticed that most authors explain a lack of effect as a result of teacher or program aspects (i.e., low motivation or too little attention for culturally specific knowledge within the program).”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Parkhouse et al., 2019

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Authors
Parkhouse, H., Lu, C. Y., & Massaro, V. R.
Affiliations
Virginia Commonwealth University (US)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2019-04-04
Volume
89
Issue
3
Pages
416-458
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654319840359
OpenAlex
W2934045580
Cited by
219
References
69
Citations by year
2026: 23 · 2025: 54 · 2024: 47 · 2023: 44 · 2022: 29 · 2021: 13 · 2020: 8 · 2019: 1
FWCI
34.43
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Review of Educational Research (publishedVersion)
  • VCU Scholars Compass (Virginia Commonwealth University) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Global Education and Multiculturalism
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
multicultural education, teacher professional development, multicultural classrooms, teacher self-efficacy, inclusive education, educational equity, teacher preparation, stereotypes, teacher learning

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