Description

In 1997, Emporia State University (ESU) received a grant from the U.S. Office of Education, Field Initiated Studies (Grant # R309F70007), to establish a formal assessment system to evaluate the effectiveness of multicultural/diversity education program learning outcomes ("Assessment of Multicultural/Diversity Outcomes"). For the past three years, we have been developing a formal evaluation plan and corresponding assessments to evaluate the effectiveness of our multicultural/diversity education program.

From left to right, Dr. Marie Miller, Professor of Music Education, Dr. Anthony Ambrosio, Project Director, and Dr. Cynthia Seguin, Asst. Professor, School Leadership & Middle/Secondary Teacher Ed.

The research included a pre-post test format, a large sample size (100% in the case of student teachers), and assessments at different stages in a student’s career. The assessments constructed included content knowledge tests, lesson plan assessments, diversity essays, performance vignettes, attitude scales and student and faculty surveys. As part of our dissemination efforts, we have presented the results of our research and instrument development at several national conferences, conducted professional clinics, published articles, and conducted the first national conference on multicultural/diversity assessment. In 1998, we were selected by the National Association of Multicultural Education as a Founder’s Roundtable presentation. In 1999, we were selected as one of twenty-one exemplary "Educational Renewal Initiatives" to be showcased by John Goodlad and the Institute for Educational Inquiry national conference in Seattle. In addition, this project has won the Association of Teacher Education’s Annual Research of the Year Award. Our grant funding terminated on December 31, 2000 and, based on the overwhelming need exhibited during our efforts, we are now seeking funds for further dissemination activities. Over 20 universities have requested comprehensive assistance in adopting a MCD assessment plan. We have strategically selected and secured letters of commitment from 10 of these universities. Specifically, the purpose of this project is to:

Disseminate our assessments and evaluation model to 10 universities by assisting them in establishing an evaluation/assessment plan individually tailored to their program needs.
Guide each institution in evaluating their program and establishing curricular and program change mechanisms through which the data can be used to impact student learning.
Assist each university in the institutionalization of the assessments to ensure long range impact.
Use assessment feedback from each university to further strengthen and validate our original assessments.
Disseminate the efforts of all participating institutions to additional universities by conducting the Second National Conference on Multicultural/Diversity Assessment.

The need for the project

The 2000 Census Bureau figures indicate that one in three children are of a racial or ethnic background other than non-Hispanic white. Teacher training programs must prepare preservice teachers to work successfully in a multicultural/diverse environment. National education organizations, such as the American Association of Colleges for Teacher Education (AACTE) and the National Council for Accreditation of Teacher Education (NCATE) have developed position statements and accreditation standards in the area of multicultural education.

From right to left, G. Pritchy Smith, Ed.D., author of "Common Sense about Uncommon Knowledge: The knowledge bases for diversity," and Anthony Ambrosio, Ph.D., Director of the MCD Assessment Dissemination Project.

However, Pritchy Smith (2000) believes that there are few, if any, teacher education programs that are effectively meeting this vital need of preparing individuals for life in a multicultural society. Studies have shown that preservice teachers who are not trained in multicultural education have low expectations for minority students (see Pritchy-Smith, 2000). Obiakor (1997) concludes that most multicultural students learn differently, however, they are frequently at-risk of misidentification, misassessment, miscategorization, and misinstruction. If preservice teachers are not trained to be sensitive in meeting the needs of all learners, cultural misunderstandings could result between the teacher and learner (Graham, 1997). The ability to effectively communicate and interact across multi-diverse and ethnic cultures stands as paramount for teacher training programs. The faculty at teacher training institutions have an ethical responsibility to provide a culturally responsible curriculum so that the needs of the learners in tomorrow’s classroom can be met. However, this problem is compounded by the fact that most of the teacher candidates are white, middle-class students. Many come from rural and suburban areas and have had few experiences in working or interacting in a diverse setting.