Professional Development

Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural education professional development: A review of the literature. Review of Educational Research, 89(3), 416–458. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1213969&site=eds-live&custid=s7439054

• Objective of the Review:

  • Investigate how multicultural education and professional development (PD) intersect.

  • Examine patterns, aims, content, and impacts of PD activities on teachers and students.

• Summary of Key Findings:

  • Educators aim to promote inclusivity and equity in schooling.

  • Multicultural education and peace education help foster open-mindedness and inclusivity.

  • Various pedagogies, like culturally responsive teaching, aim to empower marginalized students.

  • Despite efforts, disparities such as high suspension rates and low academic achievement persist.

  • Teachers require knowledge, skills, and support to ensure success for all students.

  • Cultural and linguistic influences on learning are often overlooked.

• Types of PD Activities:

  • Workshops, inquiry/action research, coaching/mentoring, conferences, etc.

  • Emphasis on learning new skills, improving teaching practice, and making better professional judgments.

• Effectiveness of PD:

  • PD duration, content, focus, and collective participation are crucial.

  • Teachers benefit from concrete strategies aligned with standards and continuous improvement efforts.

• Multicultural Education:

  • Aims for inclusive and equitable schooling but often superficially integrates diverse cultures.

  • Focus should be on equity, empowerment, and disrupting social inequities.

• Challenges and Solutions:

  • Resistance to discussions on race and social structures.

  • Need for a fundamental shift in attitudes towards cultural differences.

  • Emphasis on strong pedagogical content knowledge and supportive environments for effective PD.

• Call for Further Research:

  • Triangulation of student growth data sources.

  • Critical self-reflection among researchers to avoid oversimplifications and stereotypes.

  • Understanding educators' starting points and addressing resistance or disengagement.

• Conclusion:

  • While PD can challenge educators to reflect on equity, some may resist change.

  • Balancing cultural understanding without promoting stereotypes is essential.

  • Further research is needed to address inherent challenges and enhance the effectiveness of PD in promoting multicultural education.