Implementation of education that is multicultural in early childhood settings: A case study of two day-care programs

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

An ethnographic case study of two mainstreamed, multicultural day-care centers was conducted over a school year. Children's responses to formal and informal curricula dealing with aspects of human diversity (e.g., race, ethnicity, gender, and exceptionality) were analyzed, as were children's interaction patterns. Although both programs emphasized acceptance of individual differences, few planned activities dealt with race or cultural diversity. Programs were seen as more consistent with a human relations approach and not fully implementing education that is multicultural. The use of nonsexist language and nonbiased materials and teachers' attempts to prevent gender stereotyping were found to have positive, though limited, effects. Children at both centers appeared to accept their mainstreamed peers, with cross-ability interactions improving over the year. Issues in early childhood applications of education that is multicultural are discussed.

Original languageEnglish (US)
Pages (from-to)8-27
Number of pages20
JournalThe Urban Review
Volume20
Issue number1
DOIs
StatePublished - Mar 1 1988
Externally publishedYes

ASJC Scopus subject areas

  • Urban Studies

Fingerprint

Dive into the research topics of 'Implementation of education that is multicultural in early childhood settings: A case study of two day-care programs'. Together they form a unique fingerprint.

Cite this