A Study of Urban High School Teachers' Perceptions of Multicultural Education

Author

Clifford D. Alexander, Abilene Christian UniversityFollow

Campus Location

Dallas Campus (Online)

Date of Award

8-2025

ORCID

https://orcid.org/0009-0003-7295-9747

Document Type

Dissertation

Department

Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Antonina Lukenchuk

Second Committee Member or Secondary Advisor

Jerrel Moore

Third Committee Member or Committee Reader

Mary Christopher

Abstract

This dissertation investigated urban high school teachers’ perceptions of multicultural education and how those perceptions related to instructional practices. Guided by culturally responsive pedagogy, the study addressed the persistent achievement gap among minority students and the limited integration of multicultural education in U.S. public schools. The purpose of this study was to evaluate teachers’ perceptions of multicultural education and examine their connection to teaching practices and cultural background. A quantitative cross-sectional survey design was employed with a sample of 331 urban high school teachers. Findings indicated that the majority of participants held positive views toward multicultural education, recognizing its role in promoting inclusive learning environments. Correlational analyses revealed significant relationships between teachers’ perceptions and their instructional practices, as well as between teachers’ cultural backgrounds and the extent to which they would be confident in implementing multicultural education strategies. These results suggested that educators with more favorable perceptions and those from diverse cultural backgrounds are more likely to apply culturally responsive practices in their classrooms. This study contributes to research on multicultural education by demonstrating the influence of teacher perceptions and cultural identity on pedagogy. The findings highlight the need for professional development in culturally responsive pedagogy to prepare educators to meet the needs of diverse student populations. Ultimately, the study underscores the importance of expanding multicultural education in public schools to help reduce educational disparities among minority students.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Alexander, Clifford D., "A Study of Urban High School Teachers' Perceptions of Multicultural Education" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 939.
https://digitalcommons.acu.edu/etd/939