Multicultural Education
Enhancing Business Education Students’ Academic Success Using Banks’ Model
Keywords:
Academic Success , Business Education, Business students, Banks Model, DiversityAbstract
The study examined how classroom diversity could be used to enhance business education students’ academic success. The study considers the impact of multicultural education using Banks’ model to enhance these students’ academic success. Diversity is in different forms. As our global world and country become increasingly diversified with its attendant impact on school, campus, and classroom settings, it becomes imperative to examine ways of ensuring that students continue to enhance their academic success. Although there are challenges to both instructors and students alike in ensuring academic success in a diverse classroom setting, there are also benefits that enhance students’ academic success, particularly business education students. Instructors also benefit from an enhanced understanding of their students to improve their teaching styles. The results of this study show that multicultural education helps business education students to function better in personal, social, and civil activities that are required for citizens in a diverse, democratic, and pluralistic society.
Downloads
References
Abacioglu, C. S., Fischer, A. H., & Volman, M. (2022). Professional development in multicultural education: What can we learn from the Australian context? Teaching and Teacher Education, 114(5), 103701. https://doi.org/10.1016/j.tate.2022.103701
Akcaoglu, M. O., & Arsal, Z. (2022). The effect of multicultural education on preservice teachers’ attitude and efficacy: Testing Bank’s Content Integration dimension. Participatory Educational Research, 9(2), 343–357. https://doi.org/10.17275/per.22.44.9.2
Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. Journal of Higher Education, 73(5), 852–602. https://doi.org/10.1080/00221546.2002.11777169
Astin, A. W. (1993). Diversity and multiculturalism on the campus: How are students affected? Change, 25(2), 44–49.
Bai, X., Ramos, M. R., & Fiske, S. T. (2020). As diversity increases, people paradoxically perceive social groups as more similar. PNAS Proceedings of the National Academy of Sciences of the United States of America, 117(23), 12741–12749. https://doi.org/10.1073/pnas.2000333117
Banks, J. A. (1995a). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 3–24). Macmillan.
Banks, J. A. (Eds.). (2004). Diversity and citizenship education: Global perspectives. Jossey-Bass.
Banks, J. A. (Eds.). (2009). The Routledge international companion to multicultural education. Routledge.
Banks, J. A., & Banks, C. A. M. (Eds.) (2019). Multicultural education: Issues and perspectives. John Wiley and Sons.
Bowman, N. A., Denson, N., & Park, J. J. (2016). Racial/cultural awareness workshops and post-college civic engagement: A propensity score matching approach. American Educational Research Journal, 53(6), 1556–1587. https://doi.org/10.3102/0002831216670510
Castles, S. (2009). World population movements, diversity, and education. In J. A. Banks (Eds.), The Routledge international companion to multicultural education (pp. 49–61). Routledge.
Costa, S., Langher, V., & Pirchio, S. (2021). Teachers’ implicit attitudes toward ethnic minorities: A systematic review. Frontiers in Psychology, 12, 712356. https://doi.org/10.3389/fpsyg.2021.712356
Cress, C. M., & Sax, L. J. (1998). Campus climate to consider for the next decade. New Directions for Institutional Research, 98, 65–80.
Ely, R. J., & Thomas, D. A. (2020). Getting serious about diversity: Enough already with the business case. Harvard Business Review. Retrieved January 8, 2024, from https://hbr.org
Espenshade, T. J., & Radford, A. W. (2009). No longer, not yet equal: Race and class in elite college admission and campus life. Princeton University Press.
Feinberg, W. (1996). The goals of multicultural education: A critical re-evaluation. Philosophy of Education Archive, 182–189.
Fine, E., & Handelsman, J. (2010). Benefits and challenges of diversity in academic settings. Retrieved January 9, 2024, from https://ucdavis.edu
Frey, W. H. (2020). The nation is diversifying even faster than predicted according to new census data. Brookings. Retrieved January 8, 2024, from https://brookings.edu
Garcia, V. (2016). Teaching diversity to our youngest generation. Reading Partners. Retrieved January 9, 2024, from https://readingpartners.org
Gay, G. (2004). The importance of multicultural education. Educational Leadership, 61(4), 30–35.
Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37(3), 27–49.
Goudeau, S., & Groizet, J. C. (2016). Hidden advantages and disadvantages of social class: How classroom settings reproduce social inequality by staging unfair competition. Psychological Science, 28(2), 1–9. https://doi.org/10.1177/0956797616676600
Hu, S., & Kuh, G. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44(3), 320–334.
Hurtado, S., Carter, D. F., & Kardia, D. (1998). The climate for diversity: Key issues for institutional self-study. New Directions for Institutional Research, 98, 53–63.
Jensen, E., Jones, N., Rabe, M., Pratt, B., Medina, L., Orozco, K., & Spell, L. (2021). The chance that two people chosen at random are of different race or ethnicity groups has increased since 2010. U.S. Census Bureau. Retrieved January 9, 2024, from https://census.gov
Korhonen, V. (2023). Share of students enrolled in K-12 public schools in the United States in 2021 by ethnicity and state. Statista. Retrieved January 9, 2024, from https://statista.com
Kymlicka, W. (1995). Multicultural citizenship. Clarendon Press.
Lee, C. (2019). Bringing multiculturalism to the classroom: Voice of experience. EdCan Network. Retrieved January 9, 2024, from https://edcan.ca
McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in Indigenous schooling. Erlbaum.
Milem, J. F. (2003). The educational benefits of diversity: Evidence from multiple sectors. In M. J. Chang, D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling interest: Examining the evidence on racial dynamics in colleges and universities (pp. 126–169). Stanford University Press.
Neugebauer, M., Klein, O., & Jacob, M. (2022). Migrant teachers in the classroom: A key to reduce ethnic disadvantages in school? International Studies in Sociology of Education, 33(2), 203–221. https://doi.org/10.1080/09620214.2022.2132983
Park, C. C., Goodwin, A. L., & Lee, S. J. (Eds.). (2001). Research on the education of Asian and Pacific Americans. Information Age Publishers.
Peebles, J. (2008). The identification, assessment, & education process of special education limited English proficiency students. ESL Globe [Online]. Retrieved January 12, 2009, from http://faculty.chass.ncsu.edu/swisher/vol%205%20NO%202%20SPRING%202008/issue_peebles.html
Plant, E. A., & Devine, P. G. (2003). The antecedents & implications of interracial anxiety. Personality and Social Psychology Bulletin, 29(6), 790–801. https://doi.org/10.1177/0146167203029006011
Planty, M., Provasnik, S., Hussar, W., Snyder, T., Kena, G., Dinkes, R., Hampden-Thompson, G., &
Choy, S. (2007). The condition of education. Institute of Education Sciences. Retrieved January 9, 2024, from https://nces.ed.gov
Rankin, S. (2003). Campus climate for gay, lesbian, bisexual, and transgender people: A national perspective. National Gay and Lesbian Task Force Policy Institute.
Roberts, S. (2008, August 14). In a generation, minority may be the U.S. majority. The New York Times. Retrieved January 9, 2024, from https://nytimes.com
Salter, D. W., & Persaud, A. (2003). Women’s views of the factors that encourage and discourage classroom participation. Journal of College Student Development, 44, 831–844. https://doi.org/10.1353/csd.2003.0077
Sands, R. G. (1998). Gender & the perception of diversity and intimidation among university students. Sex Roles, 39(9/10), 801–815.
Sari, M. H., & Yuce, E. (2020). Problems experienced in classrooms with students from different cultures. Journal on Efficiency and Responsibility in Education and Science, 13(2), 90–100. http://dx.doi.org/10.7160/eriesj.2020.130204
Smith, D. G., Gerbick, G. L., Figueroa, M. A., Watkins, G. H., Levitan, T., Moore, L. C., Merchant, P. A., & Beliak, H. D. (1997). Diversity works: The emerging picture of how students benefit. American Colleges and Universities. ERIC Digest, ED416797.
Soetan, T. O., & Nguyen, D. H. K. (2018). Employment prospects of international students in the U.S. & Canada: Socio-political implications for colleges and universities. Journal of Curriculum, Teaching, Learning, and Leadership in Education, 3(1), 74–79.
Soetan, T. O. (2020). Impact of support areas on the perceived academic success of international students in community colleges in Canada. NAFSA Research Symposium Series, 4, 161–176.
Soetan, T. O., & Nguyen, D. H. K. (2023). Addressing gender disparity through international higher education using a contextually appropriate global policy framework. Journal of Underrepresented and Minority Progress, 7(2), 1–18.
Taylor, C. (1992). Multiculturalism and the politics of recognition. Princeton University Press.
Triventi, M. (2020). Are children of immigrants graded less generously by their teachers than natives and why? Evidence from student population data in Italy. International Migration Review, 54(3), 765–795. https://doi.org/10.1177/0197918319878104
Turner, C. S. V. (2000). New faces, new knowledge. Academe, 86(5), 34–37. https://doi.org/10.2307/40251918
U.S. Census Bureau. (2024). Top 10 most populous countries. U.S. Census Bureau. Retrieved January 9, 2024, from https://census.gov
Wenz, S. E., & Hoenig, K. (2020). Ethnic & social class discrimination in education: Experimental evidence from Germany. Research in Social Stratification and Mobility, 65, 1000461. https://doi.org/10.1016/j.rssm.2019.10046119.100461
