Multicultural Teaching Competence as Perceived by Business Education Student Teachers

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dc.contributor.authorThabede, Jacobeth Ntsebeen
dc.contributor.committeechairSchmidt, B. Juneen
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.committeememberWilliams-Green, Joyceen
dc.contributor.committeememberLewis, Mary Annen
dc.contributor.committeememberFrantz, Nevin R. Jr.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:11:58Zen
dc.date.adate2008-06-06en
dc.date.available2014-03-14T21:11:58Zen
dc.date.issued1996en
dc.date.rdate2008-06-06en
dc.date.sdate2008-06-06en
dc.description.abstractThe purpose of this study was (a) to identify the strengths and deficiencies as perceived by business education student teachers for working with students from diverse cultural backgrounds and for meeting these students' needs, and (b) to examine the business education students' multicultural backgrounds and demographic factors as they relate to their perceptions of their multicultural competence. The participants were business education student teachers at National Association for Business Teacher Education (NABTE) institutions. The 152 business education student teachers who were student teaching in the spring semester of 1996 were from 12 Southern Region states as defined by the National Business Education Association (NBEA) to be: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. Wayson's (1993) The Multicultural Teaching Scale was classified into Banks' (1993) Dimensions of Multicultural Education to determine the perceived multicultural teaching competence of business education student teachers. The five dimensions are Content Integration (8 skills), Knowledge Construction Process (6 skills), Prejudice Reduction (11 skills), Equity Pedagogy (5 skills), and Empowering School Culture (7 skills). The results of the study indicated that business education student teachers perceived themselves as having moderate or extreme multicultural competence two dimensions, Equity Pedagogy and Empowering School Culture. Further, they perceived themselves as needing to develop competence in the other three dimensions, Content Integration, Knowledge Construction Process, and Prejudice Reduction. The outcomes of regression analyses revealed that ethnicity was significant in predicting the Content Integration dimension. Ethnicity, multicultural kg round and area of student teaching were significant in predicting the Knowledge Construction Process dimension. city, gender, and multicultural background were significant in predicting the Prejudice Reduction dimension. Ethnicity, gender, area of instruction, and multicultural background were significant in predicting Equity Pedagogy dimension. Ethnicity, gender, hours of instruction, and multicultural background were significant in predicting the Empowering School Culture Dimension. The findings of the study indicated that age was not a significant predictor of multicultural teaching competence for all five dimensions.en
dc.description.degreePh. D.en
dc.format.extentxii, 163 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06062008-144932en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-144932/en
dc.identifier.urihttp://hdl.handle.net/10919/37963en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1996.T432.pdfen
dc.relation.isformatofOCLC# 35825400en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectmulticultural teaching competenceen
dc.subjectbusiness educationen
dc.subjectstudent teachersen
dc.subjectdimensions typology of multicultural educationen
dc.subjectteacher educationen
dc.subject.lccLD5655.V856 1996.T432en
dc.titleMulticultural Teaching Competence as Perceived by Business Education Student Teachersen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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