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

The DOI matches its Crossref record; 69 of the 69 references it cites were found in a registry or an index.

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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Research works printed but not linked: 25

  1. Baker E. L., Barton P. E., Darling-Hammond L., Haertel E., Ladd H. F., Linn R. L., . . . Shepard L.A. (2010). Problems with the use of student test scores to evaluate teachers (EPI Briefing Paper No. 278). Washington, DC: Economic Policy Institute.
  2. Banks J. A., Banks C. A. (2004). Handbook of research on multicultural education (2nd ed.). San Francisco, CA: Jossey-Bass.
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  4. *Dimitriadou C., Nari E., Palaiologou N. (2012). E-learning teacher training courses for differentiated instruction in multicultural classrooms: Reflections upon the participants’ experiences. Journal of Educational Technology, 9(3), 14–26.
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  7. Gulamhussein A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Alexandria, VA: Center for Public Education.
  8. *Hulan N. F. (2015). Molding a culturally responsive literacy practice: Professional development within diverse schools. Teacher Education and Practice, 28, 60–74.
  9. *Katz L., Inan H. Z., Tyson C., Dixson A., Kang H. Y. (2010). Professional development for the early learning content social studies standards. International Electronic Journal of Elementary Education, 2, 261–285.
  10. Lee E., Menkart D., Okazawa-Rey M. (2011). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, DC: Teaching for Change.
  11. *Marshall P. L., DeCuir-Gunby J. T., McCulloch A. W. (2012). In search of professional dispositions that yield cultural relevance in primary grade pedagogy: A cautionary tale of one kindergarten teacher. Journal of Praxis in Multicultural Education, 7(1), Article 3.
  12. *Marshall P. L., McCulloch A. (2010). Un-bordering early mathematics pedagogy: Culture, content, and identity in critical professional development. Boğaziçi University Journal of Education, 27(1), 1–21.
  13. Mayfield V. M., Garrison-Wade D. (2015). Culturally responsive practices as whole school reform. Journal of Instructional Pedagogies, 16, 1–17.
  14. *McCulloch A. W., Marshall P. L. (2011). K–2 teachers’ attempts to connect out-of-school experiences to in-school mathematics learning. Journal of Urban Mathematics Education, 4(2), 44–66.
  15. Miles J., Bailey-McKenna M. C. (2016). Giving refugee students a strong head start: The LEAD program. TESL Canada Journal, 33, 109–128.
  16. Miles K. H., Odden A., Fermanich M., Archibald S. (2004). Inside the black box of school district spending on professional development: Lessons from five urban districts. Journal of Education Finance, 30(1), 1–26.
  17. Noblit G. W. (2018). Meta-ethnography: Adaptation and return. In Urrieta Jr. L., Noblit G. W. (Eds.), Cultural constructions of identity: Meta-ethnography and theory (pp. 34–50). Oxford, England: Oxford University Press.
  18. *Orosco M. J., Abdulrahim N. A. (2017). Culturally responsive professional development for one special education teacher of Latino English language learners with mathematics learning disabilities. Insights Into Learning Disabilities, 14(1), 73–95.
  19. Quezada R. L. (2004). Beyond educational tourism: Lessons learned while student teaching abroad. International Education Journal, 5, 458–465.
  20. *Schroeder J. L., Plata M., Fullwood H., Price M., Dyer Sennette J. (2013). Increasing the cultural competence of professionals via online training. National Forum of Multicultural Issues Journal, 10(1), 1–13.
  21. Shaha S., Glassett K., Copas A., Huddleston T. L. (2016). Maximizing educator enhancement: Aligned seminar and online professional development. Contemporary Issues in Education Research, 9(1), 15–22.
  22. *Sleeter C. E. (Ed.). (2011). Professional development for culturally responsive and relationship-based pedagogy: Vol. 24. Black studies & critical (Brock R., Johnson R. G., Executive Eds.). New York, NY: Peter Lang.
  23. *Timmons-Brown S., Warner C. (2016). Using a conference workshop setting to engage mathematics teachers in culturally relevant pedagogy. Journal of Urban Mathematics Education, 9(1), 19–47.
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  25. Yoon K. S., Duncan T., Lee S. W.-Y., Scarloss B., Shapley K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement: Issues & answers (REL 2007-No. 033). Washington, DC: Institute of Education Sciences.

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Metadata

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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