Perception of Self and Others: A Study of College of Education Undergraduate Students' Racial and Ethnic Biases in Multicultural Education Classrooms in Hawai'i

Autor/in	McCarthy, Minako
Titel	Perception of Self and Others: A Study of College of Education Undergraduate Students' Racial and Ethnic Biases in Multicultural Education Classrooms in Hawai'i
Quelle	(2022), (213 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Hawai'i at Manoa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9738-8
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Student Attitudes; Racism; Social Bias; Interference (Learning); Schools of Education; Ethnic Groups; Learning Processes; Multicultural Education; Educational Theories; Self Disclosure (Individuals); Hawaiians; Multiracial Persons; White Students; Tourism; Whites; Intergroup Relations + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Rassismus; Erziehungswissenschaftliche Fakultät; Ethnie; Learning process; Lernprozess; Multikulturelle Erziehung; Educational theory; Theory of education; Bildungstheorie; Hawaianer; Mischling; Tourismus; White; Weißer; Intergruppenbeziehungen
Abstract	Strikingly brutal racial violence has occurred repeatedly in recent decades worldwide. Racial and ethnic biases have become critical and urgent topics in multicultural societies because they impact racial violence (Lawson, 2015; Park, 2017). Simultaneously, when students and teachers have biased perceptions toward others, it interferes with their learning, teaching, and growth and hinders school lessons (Jacoby-Senghor et al., 2016). This study's objective was to examine undergraduate students' racial and ethnic biases and learning processes sequentially. The central research question is "How do undergraduate students in the college of education in a Hawai'i university examine their personal racial and ethnic biases?" James Banks's multicultural education and critical multicultural education theories were the theoretical frameworks, applied through a qualitative phenomenological method. Ten undergraduate students voluntarily participated in in-depth interviews. The findings showed that all participants hesitated to reveal their perceptions and bias-related stories. This reaction could be a signal of disclosing their awareness and attitudes toward their biases. Students formed their biases based on their experiences; proximity, such as family input or friends' stories, did not always influence their biases. Also, two of the ten participants, who noted they were privileged, denied racial and ethnic biases. Finally, three multiethnic Hawaii-origin students showed biases toward Caucasians and Caucasian tourists, explained by the ingroup and outgroup relations of their positionalities. The findings contribute to the existing literature on Hawai'i and multicultural educational practices and theories by providing insights to help improve future multicultural communities and schools by reducing racial and ethnic-related conflicts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01