1

Promoting Multiculturalism in the classroom to Develop

Social Sensitivity in Southern Mindanao Pagadian

City: An Emphasis to Effective Learning

A Thesis Proposal

Presented to the

Faculty of College of Liberal Arts

SOUTHERN MINDANAO COLLEGES

Pagadian City

In Partial Fulfillment

Of the Requirement for the Degree

BACHELOR OF ARTS IN POLITICAL SCIENCE

By:

Maruel Jay B. Alaban

April 15, 2024

 2

ii

COMMITTEE EVALUATION

This thesis entitled: “Promoting Multiculturalism in

the classroom to Develop Social Sensitivity in Southern

Mindanao Pagadian City: An Emphasis on Effective Learning”,

authored by Maruel Jay B. Alaban has been received and approved

by the Screening Committee, consisting of the Social Work Faculty

members listed below:

GLORIA S. ARCAMO, Ed.D.

CHAIRMAN

PROF. JOSIE P. TATOY, Ed. D.

Member

MARILYN G. SABADO BS Ed. D.

Adviser
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iii

Approval Sheet
 4

iv

ACKNOWLEDGEMENT

The researchers would like to express our

profound gratitude to the following:

The Social Work and Liberal Arts Department

faculty led by Dean Dr. Gloria S. Arcamo, and the school

administration, for their commitment to enhancing the

school's research program. Their support, encouragement,

and guidance made this study achievable;

We extend our gratitude to Dr. Marilyn G.

Sabado, our thesis advisor, whose continuous guidance,

advice, and valuable suggestions greatly contributed to

the revisions and completion of this research.

Maruel Jay B. Alaban

 5

DEDICATION

This research is devoted to my deeply cherished and

supportive parents, Mr. & Mrs. Alaban, as well as to my

siblings. They have continuously inspired us and provided

unwavering encouragement, both morally and financially.

Their love and support have instilled in us the drive and

dedication to conduct this research with passion and

determination. Without their immense love and support, this

study would not have been achievable.

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vi

TABLE OF CONTENTS

TITLE PAGE ------------------------------------------ i

COMMITTEE EVALUATION -------------------------------- ii

APPROVAL SHEET -------------------------------------- iii

ACKNOWLEDGEMENT ------------------------------------- iv

DEDICATION ------------------------------------------ v

TABLE OF CONTENTS ----------------------------------- vi

CHAPTER

I. THE PROBLEM AND ITS SCOPE ----------------------- 1

Introduction ------------------------------------ 8

Conceptual Framework ---------------------------- 1

Statement of the Problem ----------------------- 11

Null Hypothesis -------------------------------- 12

Scope and Delimitation of the Study ------------ 12

Importance of the Study ------------------------ 12

DEFINITION OF TERMS USED ------------------------ 13

II. REVIEW OF RELATED LITERATURE AND STUDIES -------- 13

Multiculturalism in the Classroom --------------- 13

 7

RELATED STUDIES --------------------------------- 24

III. RESEARCH DESIGN AND PROCEDURE ------------------- 26

Research Method -------------------------------- 31

Research Instrument ---------------------------- 31

Validation of Research Instrument -------------- 35

Sampling Design -------------------------------- 35

Statistical Treatment --------------------------- 35

Bibliography ----------------------------------- 60IT

 8

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Multicultural classrooms are classrooms that

embrace diversity and incorporate ideas, beliefs, or people

from different countries and cultural backgrounds. Several

cultural perspectives are put together to enable students to

get a truly international education. Multicultural education

enables students to understand the need to accept diversity

and eliminate racism and issues based on ethnicity or

diverse groups for a better future, (Cuemath.com, 2021).

Multicultural education is a modern teaching model

that aims to foster principles of equity amongst all

students despite their varied cultures, ethnicities, races,

beliefs, and backgrounds. It is an effective form of

education that integrates the values, histories, and

viewpoints of all student groups in a class. Multicultural

education provides educational opportunities to learners

from diverse ethnic and cultural groups and social classes.

It enables students to acquire skills and develop a positive

attitude to communicate, interact, and foster acceptance and

tolerance
 9

with individuals from varied cultures to create a moral and

civic community.

Social sensitivity is an important social skill and

having high levels of social sensitivity can make people

more well-liked and successful in social relationships. It

is described the proficiency at which an individual can

identify, perceive, and understand cues and contexts in

social interactions along with being socially respectful to

others. The reflections on morality including the moral

teachers and moral students are one of the prerequisites for

ensuring social sensitivity in educational scenario.

Furthermore, it means the practice of multiple

cultures – or the way society deals with cultural diversity

on multiple levels (Longley, 2020). Regarding education,

culture and education are intertwined as they impact and

value one.

The benefits of incorporating a multicultural

education are that people learn value in all cultures. As

teachers, we need to ensure that we do not neglect a major

part of a student’s identity, especially if it has been

historically ignored or marginalized (Walden University).

The more diversity is promoted and focuses on people’s

similarities with different groups, it promotes positivity,

whereas only looking at people’s differences creates

 10

alienation and othering, promoting negativity and hate.

Students and their experiences should be valued and

discussed, enabling others to address multiple ways of

thinking or open themselves to different perspectives,

eventually becoming inclusive adults.

Southern Mindanao Institute was "conceived",

organized, and incorporated in Oroquieta, Misamis Occidental

in 1940 with the late Feliciano Berenguel as its First

President and Prof. Lorenzo G. Asuelo, its First Principal.

Although interrupted by World War II, SMI resumed classes in

Pagadian, Zamboanga del Sur with the cessation of

hostilities. Undaunted and sustained by that missionary zeal

of giving food for knowledge to starve young men and women,

SMI re-opened classes and held them under buildings owned by

stockholders.

The death of Mr. Feleciano Berenguel in 1945

brought about change of leadership with Col. Aurelio M.

Mendoza, a veteran educator & graduate of the University of

the Philippines taking over the realms of the school. Under

his stewardship, the school embarked on a program of

expansion and improvement which saw the school rise up from

the ruins of the war to become the leading institution in

the region.
 11

New school buildings sprouted up and the school

became a college in 1956 offering new courses and gathering

a lot of "first” in the process. The first to offer Law,

Graduate school, Commerce and Secretarial courses. It was

during his term that the school gymnasium was

completed another first in Pagadian. The first

Kindergarten was organized in 1940.

Working closely with leading colleges and

universities, in the country then, Southern Mindanao

Colleges became a member of the Philippine Association of

Colleges and Universities (PACU), the Association of

Christian Schools and Colleges (ACSC), the Philippine

Association.

His death in 1991 brought about another new

stewardship under Prof. Lorenzo G. Asuelo a University of

the Philippines graduate & fresh from Siliman University

where the taught for 8 years steered the school to

prominence from 1992 to 1999 when he died as oldest

surviving founder in his time. He affected sweeping

administrative reforms, and strengthened existing curricular

offerings like Civil Engineering, Business Accountancy,

Computer Education. The new administration building located

in the heart of the city, housing all offices including a

 12

skyroom for social functions, is one remembrance of his

projects.

Another tragedy struck the school, when in 1999,

Prof. Lorenzo G. Asuelo had gone to his rich rewards. A son

of a former President, a leading professional in the city, a

Silimanian, a medical graduate of UST took over as

President. Young and dynamic, he continued the good works of

his predecessors and once again embarked on a massive

development particularly in various curricular offerings,

unprecedented in the history of the school.

Supported strongly by a very dynamic and

progressive members of the Board of Director, which is the

governing body of SMC, Dr. Romeo C. Hofileña looks forward

for more progress in terms of curricular not only on

offerings, but campus experience where modern

structures for science and Engineering Computers in

spite of the strong competition of new colleges now

operating in the region. Always guided by the vision of

providing better infrastructure and facilities for the most

conducive learning atmosphere, another milestone was

achieved with the construction of the Engineering Building

located along Cabrera and Araullo Streets in 1994. This

modern structure, fully equipped with the state-of-the-art

 13

facilities and equipment, is now occupied by students in

technical courses.

Today, SOUTHERN MINDANAO COLLEGES, has grown to a

prominent organization dedicated to produce the best

graduates with utmost dedication, with honored, pride with

strong idealism. While many things have changed, SMC's

commitment to service has been a highlight of its popularity

since inception, each year.

As "the maker of today's leaders in Western

Mindanao", SMC will continue to bring itself to the region

and to the nation, and the region, and the nation to

Southern Mindanao Colleges.

Conceptual Framework

Improving multiculturalism in the classroom usually

starts with teachers willing to put the effort into

deconstructing their own biases and approach teaching with

an open mind. The following are just a few potential

strategies teachers can use to promote multiculturalism in

their classrooms. Every teacher's background and every

classroom's needs will differ, so teachers should use the

following options as a jumping-off point and then adjust

based on what works best for them and their students (Sasha

Blakeley, 2024).
 14

1. Deconstruct Cultural Biases

Everyone in the world is raised with their own

cultural beliefs and practices. For some people, those

cultural practices are shared by most people in their

community. In those cases, it can be hard to notice cultural

assumptions and biases because they seem normal. For people

of marginalized cultures, it is often noticeable when their

own beliefs and practices are out of step with the majority.

Teachers who want to create a truly multicultural classroom

PROMOTING MULTICULTURALISM TO DEVELOP SOCIAL SENSITIVITY IN

SOUTHERN MINDANAO COLLEGES, PAGADIAN CITY

PROMOTING MULTICULTURALISM RESPONSES

1. Deconstruct Cultural 4 – Always Applied (AA)

Biases
2. Make Learning a Two-Way
Street 3 – Often Applied (OA)
3. Uplift Students' Voices and
Experiences 2 – Sometimes Applied (SA)
4. Provide Diverse Literature
for Students
5. Create Multicultural 1 – Never Applied (NA)
Assignments
 15

can begin by identifying and deconstructing their own

cultural biases. That means taking a step back and examining

beliefs, assumptions, and practices that make up the fabric

of everyday life. Are those assumptions shared by everyone

in the world? Where do they come from? Who do they include,

and who do they exclude? These are some useful questions

that can help teachers get started.

Cultural assumptions can be hard to spot. For

instance, many teachers raised in the United States likely

come from a culturally Christian background. They may take

it for granted that everybody takes a holiday at Christmas

and Easter, but that is not true for all cultures and

religions. Learning about other cultures' holidays and

noting them in a calendar can help teachers be prepared to

accommodate students who might need time off at certain

times of the year or have to follow religious or cultural

prohibitions at various times. For example, it might not be

a good idea to throw a pizza party during Ramadan if a class

has Muslim students, as they will be unable to participate

if they are fasting during the day. Researching and reading

about other cultures and diverse experiences is a way to

start deconstructing these biases, but the process is

ongoing without a set end.

 16

2. Make Learning a Two-Way Street

Students learn from their peers, and teachers learn

from their students. Nobody knows everything, especially

about foreign cultures. It is good practice for teachers to

work on being open-minded and open to learning from their

students. When teachers are open to cultural learning, they

may find it easier to deconstruct their own biases and

improve their approaches to multiculturalism at school.

Teachers open to learning from their students also

proactively demonstrate this ability to students. They

exemplify that nobody knows everything and that everyone can

make mistakes. Modeling this kind of respectful learning

also allows teachers to gracefully admit when they were

wrong and improve in the future. Creating a culture of

continual learning for everyone is a big part of

multiculturalism in the classroom.

3. Uplift Students' Voices and Experiences

Students' cultural backgrounds influence their

outlook and experiences inside and outside the classroom.

That is true for students who are part of the cultural

majority and those whose cultures are less commonly

represented and understood in the United States. Creating a

classroom that values multiculturalism could involve

facilitating classroom discussions about varying cultural

 17

perspectives or allowing students to talk about their own

experiences in presentations or assignments. It might also

mean allowing students to share their native languages and

teach other students a few words or phrases.

One thing teachers should be cautious of when

considering students' varied perspectives is tokenism. Not

all students will be comfortable speaking about their

cultures and experiences. Some might be shy or might not

want to become spokespeople for an entire nation, language,

race, or religion. Some students may prefer to blend in with

their peers instead of focusing on what makes them

different. Teachers must avoid putting students on the spot

or requiring them to speak about their culture if they are

not enthusiastic about the prospect. It can be challenging

for students to be part of a cultural minority at school,

and although it can benefit all students to learn about

other cultures, students should not be required to take on

the burden of educating all those around them.

4. Provide Diverse Literature for Students

An important way for students to better understand

themselves and each other is to read about people like them.

Teachers can help students feel seen and represented by

giving them access to diverse literature. When students can

read about others who share some of their cultural

 18

experiences, they may feel more welcome and comfortable in

the classroom than if they can only read about the dominant

cultural narrative. Teachers can have some of these books

available in the classroom and speak to the school librarian

about expanding the collection if possible.

Just as it is important for students to see

themselves reflected in literature, it is also important for

students to read about other cultures. Students who have

access to stories about foreign cultures can gain a better

understanding of and respect for those cultures and

diversity in general. Diverse books can help open students'

minds and give them a reference point for the experiences of

others. Students may have questions about what they read,

and teachers should do their best to find answers so that

everyone can better understand what they are learning and

prevent students from making incorrect assumptions.

5. Create Multicultural Assignments

Assignments from teachers provide a great

opportunity to encourage multicultural thinking.

Multiculturalism can be incorporated into any subject.

Teachers can give students assignments that require or

encourage discussion about their own cultural practices and

history. That might mean asking students to create a

presentation based on a family heirloom or favorite family

 19

recipe. They can talk about why that object or food is

important to them, as well as its history and broader

significance. Teachers should be aware that personal

assignments like these can be challenging for some students.

Students in foster care, students who are refugees and might

have lost family heirlooms, or any other possibilities, may

struggle with and feel alienated by these assignments.

Teachers should make sure to have an appropriate alternative

for any students who do not feel comfortable speaking about

their own lives and families.

The flip side to multicultural assignments is

having students research and present on cultures that are

not their own. Teachers could ask students to research a

holiday they do not celebrate and give a presentation.

Students could write an essay on the demographics of a

foreign country or the history of a religion or language.

These assignments can allow students to put effort into

learning about another culture, which can help broaden their

understanding of the world. Discussing how to find reliable

sources and speaking respectfully about foreign cultures is

often a good option to aid students of all ages.

An Emphasis to Effective Learning. Is the end

result of the study. In the ever-changing education

environment, effective teaching practices are helping

 20

educators enhance their instructional style. Using these

teaching methods allow them to adjust their teaching

strategies to fit both the students and the material,

recognizing that different students learn in different ways.

The aforementioned variables are perused in this

study despite coming from the foreign authorities but

ensuring that the items in the questionnaire checklist are

constructed fitting in the Philippine educational setting.

The schematic diagram in this study will serve as

promoting multiculturalism to develop social sensitivity

which belong to the independent variables while the extent

of the responses are the dependent variables.

Statement of the Problem

This study sought to determine promoting

multiculturalism to develop social sensitivity in Southern

Mindanao Colleges, Pagadian City: An emphasis to effective

learning.

Definitely, this investigation answers the

following sub-problems:

1. What are promoting multiculturalism applied by

instructors on the following outlooks?

1.1. Deconstruct Cultural Biases;

 21

1.2. Make Learning a Two-Way Street;

1.3. Uplift Students' Voices and Experiences;

1.4. Provide Diverse Literature for Students;

and

1.5. Create Multicultural Assignments?

2. How often are promoting multiculturism to

develop social sensitivity applied by instructors?

3. What is the extent of comparability between the

responses of instructors and students along with the five

variables?

4. Is there a significant difference between the

responses of instructors and students along with the five

variables?

Null Hypothesis

Ho: There is no significant different between the

responses of instructors and students along with the five

variables.

Scope and Delimitation of the Study

This study covers 10 Liberal Arts full-time and

part time instructors and 30 selected second year and third

 22

year political science students are included as qualified

respondents. The researcher excludes herself as one of the

student respondents as to avoid biases on the present study

conducted.

This deals on promoting multiculturalism to

develop social sensitivity in Southern Mindanao Colleges,

Pagadian City: an emphasis to effective learning.

The variables considered are: deconstruct cultural

biases; make learning a two-way street; uplift students'

voices and experiences; provide diverse literature for

students; and create multicultural assignments?

This study is conducted during the second semester

of school year 2023-2024.

Importance of the Study

The findings of this study will contribute to the

existing literature and knowledge about this topic. The

results of the study will be of great benefit to the

following:

For School Administrators, the discoveries of this

study can be used to enhance curriculum design and teaching

methodologies, ensuring a focus on multicultural education

and development of social sensitivity among the students in

SMC Pagadian City.

 23

For Teachers, can adapt teaching methods based on

the research outcomes, tailoring their approaches to

cultivate better multiculturalism the classroom to develop

social sensitivity of the students in emphasizing an

effective learning.

For Students, stand to benefit directly by honing

these essential skills, preparing them for academic success

and future professional endeavors.

For Parents, gain insight into their children’s

academic development, enabling them to offer targeted

support at home.

For Future Researchers, can build upon this study

to deepen their understanding of multiculturalism in the

classroom to develop social sensitivity among political

science students, contributing to the ongoing advancement of

educational practices.

DEFINITION OF TERMS

To give a vivid meaning on the words which are

operationally use in this investigation, the following are

hereby defined.

Create Multicultural Assignments. It refers to the

assignments from teachers provide a great opportunity to

 24

encourage multicultural thinking. Multiculturalism can be

incorporated into any subject. Teachers can give students

assignments that require or encourage discussion about their

own cultural practices and history.

Deconstruct Cultural Biases. It refers for some

people, those cultural practices are shared by most people

in their community. In those cases, it can be hard to notice

cultural assumptions and biases because they seem normal.

For people of marginalized cultures, it is often noticeable

when their own beliefs and practices are out of step with

the majority.

Instructors. Refers to the one who teaches in SMC,

Pagadian City as full-time and part time liberal arts

professors and considered as the primary respondents of the

present study conducted.

Make Learning a Two-Way Street. It refers the Two-

way learning involves teachers and Aboriginal and Torres

Strait Islander students growing together in cross-cultural

understanding and sensitivity. Active two-way learning

depends on ongoing relationships, understanding and respect

between key representatives of Aboriginal and Torres Strait

Islander communities and the broader community.

Provide Diverse Literature For Students. Which

means by being exposed to diverse literature they will be

 25

made aware of the world and people around them. If they

aren’t exposed to diverse people, this will provide an

opportunity to be exposed. They will learn that there are

all different types of people in the world and to value

those differences.

SMC (Southern Mindanao Colleges). Refers to one of

the colleges in Pagadian City where the research is

conducted.

Students. Refers to the learners who studied at SMC

Pagadian City and a respondents of the research.

Uplift Students’ Voices and Experiences. It refers

to the context and purpose will both influence how student

voice opportunities are designed and implemented, there are

several practices that educators should consider as they

begin to incorporate student voice into decision making.

 26

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and

studies. The researcher utilized several reliable sources of

information such as books, internet and other materials

including unpublished master’s theses to enrich the content

of the study.

A clincher is provided to link the borrowed ideas

from several authorities.

How to Promote Multiculturalism in the Classroom

There are many different forms of multiculturalism

in the classroom. Teachers may need to adjust their teaching

approaches and curriculum depending on the cultural makeup

of a given classroom. Because it is predicated on diversity,

multicultural education is necessarily a flexible

pedagogical strategy that can be adapted to a wide variety

of classroom experiences. Improving multiculturalism in the

classroom usually starts with teachers willing to put the

 27

effort into deconstructing their own biases and approach

teaching with an open mind. The following are just a few

potential strategies teachers can use to promote

multiculturalism in their classrooms. Every teacher's

background and every classroom's needs will differ, so

teachers should use the following options as a jumping-off

point and then adjust based on what works best for them and

their students.

1. Deconstruct Cultural Biases

Everyone in the world is raised with their own

cultural beliefs and practices. For some people, those

cultural practices are shared by most people in their

community. In those cases, it can be hard to notice cultural

assumptions and biases because they seem normal. For people

of marginalized cultures, it is often noticeable when their

own beliefs and practices are out of step with the majority.

Teachers who want to create a truly multicultural classroom

can begin by identifying and deconstructing their own

cultural biases. That means taking a step back and examining

beliefs, assumptions, and practices that make up the fabric

of everyday life. Are those assumptions shared by everyone

in the world? Where do they come from? Who do they include,

and who do they exclude? These are some useful questions

that can help teachers get started.

 28

Cultural assumptions can be hard to spot. For

instance, many teachers raised in the United States likely

come from a culturally Christian background. They may take

it for granted that everybody takes a holiday at Christmas

and Easter, but that is not true for all cultures and

religions. Learning about other cultures' holidays and

noting them in a calendar can help teachers be prepared to

accommodate students who might need time off at certain

times of the year or have to follow religious or cultural

prohibitions at various times. For example, it might not be

a good idea to throw a pizza party during Ramadan if a class

has Muslim students, as they will be unable to participate

if they are fasting during the day. Researching and reading

about other cultures and diverse experiences is a way to

start deconstructing these biases, but the process is

ongoing without a set end.

2. Make Learning a Two-Way Street

Students learn from their peers, and teachers learn

from their students. Nobody knows everything, especially

about foreign cultures. It is good practice for teachers to

work on being open-minded and open to learning from their

students. When teachers are open to cultural learning, they

may find it easier to deconstruct their own biases and

improve their approaches to multiculturalism at school.

 29

Teachers open to learning from their students also

proactively demonstrate this ability to students. They

exemplify that nobody knows everything and that everyone can

make mistakes. Modeling this kind of respectful learning

also allows teachers to gracefully admit when they were

wrong and improve in the future. Creating a culture of

continual learning for everyone is a big part of

multiculturalism in the classroom.

3. Uplift Students' Voices and Experiences

Students' cultural backgrounds influence their

outlook and experiences inside and outside the classroom.

That is true for students who are part of the cultural

majority and those whose cultures are less commonly

represented and understood in the United States. Creating a

classroom that values multiculturalism could involve

facilitating classroom discussions about varying cultural

perspectives or allowing students to talk about their own

experiences in presentations or assignments. It might also

mean allowing students to share their native languages and

teach other students a few words or phrases.

One thing teachers should be cautious of when

considering students' varied perspectives is tokenism. Not

all students will be comfortable speaking about their

cultures and experiences. Some might be shy or might not

 30

want to become spokespeople for an entire nation, language,

race, or religion. Some students may prefer to blend in with

their peers instead of focusing on what makes them

different. Teachers must avoid putting students on the spot

or requiring them to speak about their culture if they are

not enthusiastic about the prospect. It can be challenging

for students to be part of a cultural minority at school,

and although it can benefit all students to learn about

other cultures, students should not be required to take on

the burden of educating all those around them.

4. Provide Diverse Literature for Students

An important way for students to better understand

themselves and each other is to read about people like them.

Teachers can help students feel seen and represented by

giving them access to diverse literature. When students can

read about others who share some of their cultural

experiences, they may feel more welcome and comfortable in

the classroom than if they can only read about the dominant

cultural narrative. Teachers can have some of these books

available in the classroom and speak to the school librarian

about expanding the collection if possible.

Just as it is important for students to see

themselves reflected in literature, it is also important for

students to read about other cultures. Students who have

 31

access to stories about foreign cultures can gain a better

understanding of and respect for those cultures and

diversity in general. Diverse books can help open students'

minds and give them a reference point for the experiences of

others. Students may have questions about what they read,

and teachers should do their best to find answers so that

everyone can better understand what they are learning and

prevent students from making incorrect assumptions.

5. Create Multicultural Assignments

Assignments from teachers provide a great

opportunity to encourage multicultural thinking.

Multiculturalism can be incorporated into any subject.

Teachers can give students assignments that require or

encourage discussion about their own cultural practices and

history. That might mean asking students to create a

presentation based on a family heirloom or favorite family

recipe. They can talk about why that object or food is

important to them, as well as its history and broader

significance. Teachers should be aware that personal

assignments like these can be challenging for some students.

Students in foster care, students who are refugees and might

have lost family heirlooms, or any other possibilities, may

struggle with and feel alienated by these assignments.

Teachers should make sure to have an appropriate alternative

 32

for any students who do not feel comfortable speaking about

their own lives and families.

The flip side to multicultural assignments is

having students research and present on cultures that are

not their own. Teachers could ask students to research a

holiday they do not celebrate and give a presentation.

Students could write an essay on the demographics of a

foreign country or the history of a religion or language.

These assignments can allow students to put effort into

learning about another culture, which can help broaden their

understanding of the world. Discussing how to find reliable

sources and speaking respectfully about foreign cultures is

often a good option to aid students of all ages.

Understanding that students have different learning

styles, lessons can be taught through simplified language or

offer several approaches to different content for students

to capture important concepts and meet the various levels of

SES and academic preparedness (Yale). Ensuring that student

emotions are protected in the classroom permits honesty,

valuable insights, and encourages academic discussion with

personal experience (Yale). One of the best ways to do this

is through share-circles where one student speaks at a time,

moving in a circle, as everyone is able to listen

 33

respectfully and everyone has an opportunity to speak,

unlike a debate or conversation and some voices are

forgotten or ignored (Bickmore, 2014).

Staying connected to the world around us with

current and relevant information allows teachers to improve

teaching and learning, as well as continuing their

professional development, and involving parents (American

Psychological Association), all contribute to strategies of

discussing and tacking socioeconomic inequalities in the

classroom as these are all aids to better teach and bring

attention to topics pertaining to diversity. By having a

multicultural approach to teaching and learning, it allows

students to become active seekers and producers of

knowledge, learning more, faster, and developing a higher

curiosity (National Association for Multicultural

Education).

LANGUAGE

It is a teacher’s responsibility to support

children’s language development in both English and their

home-languages (Ministry of Education, 2008). It is

important to note that supporting all language development

is essential because home-languages are fundamental to

student identities and their cognitive, linguistic, and

socio-emotional development (Olivia-Olson et al., 2019).

 34

Therefore, it is imperative that education programs

recognize, honor, and cherish children’s identities or home

environments/cultures (Olivia-Olson et al., 2019). Taking

this into consideration regarding classroom management will

help create an inclusive and equitable classroom.

This notion of fostering inclusivity can be applied

by adopting the general principle that ELL students should

be included in whole-classroom activities. In this case,

language is made visible and accessible to them (Ministry of

Education 2008). To ensure equitable and fair opportunity to

language development in the classroom teachers:

• Ensure their delivery models are flexible and student-

centered. This includes giving ELL students ample

opportunities to interact with proficient English speakers

in the classroom (Ministry of Education, 2007).

• Follow Integrated Classroom Support models, where they

collaborate with ESL and EDL teachers to develop tailored

and comprehensive planning, instruction, and assessment

strategies that complement and support ELL students. This

includes appropriate scaffolding techniques, adaptations to

the Ontario curriculum and learning tasks, and

differentiation of instruction to ensure every student can

 35

complete and participate in classroom activities. (Olivia-

Olson et al., 2019).

• Provide Tutorial Support in small groups of ELL students

to give them opportunities to practice and reinforce

language and literacy skills (Olivia-Olson et al., 2019).

Support integration into the academic and social school life

(Ministry of Education, 2007).

• Communicate effectively with parents (Ministry of

Education, 2008).

With these actions teachers must also understand

what bilingual students bring to a classroom. Often referred

to as bilingual advantage, students with previously

developed language skills present advantages regarding their

mental flexibility, problem-solving skills, communicating

with family members, development of cultural understanding

and continuity, awareness of global issues, and their access

to future career opportunities (The National Association for

Multicultural Education, 2021. Understanding and expressing

these advantages help ELL students feel confident and take

risks in classroom. It also develops a welcoming and

supportive classroom dynamic that perceives ELLs as a

positive asset to the social atmosphere (Ministry of

Education 2008).
 36

Although seemingly flawless, the construction of an

inclusive and equitable classroom environment could present

a few challenges. For example, ELL students may suffer from

negative impacts on their self-esteem Students may be unable

to communicate initially which can cause feelings of

isolation (College of English Language, 2021).

Additionally, students may feel disengaged as a result of

undifferentiated instruction, which affects their ability to

participate in class activities (College of English

Language, 2021).

The best strategies for these challenges include

proactivity and preparation. For example, teachers should

attempt to personalize language through family engagement

(The National Association for Multicultural Education,

2021). This includes building rapport with family members

and encouraging students to use both languages at home to

help build confidence and safe environments for them to

practice their language (Ministry of Education, 2007).

As a result, teachers will develop supports for

students’ cultural identity and literacy skills by

cultivating an encouraging network, to prevent feelings of

isolation. In addition, teachers can build a supportive

classroom environment, where ELL students are recognized and

celebrated for the advantages and complexity they bring to

 37

the classroom (Ministry of Education, 2007). This can be

done

by teaching the importance of cultural and linguistic

diversity, encouraging group activities in the classroom

with differentiated instruction, making language visible and

accessible and developing a classroom expectation regarding

respect for self and others (The National Association for

Multicultural Education, 2021).

RELIGION

Students come into the classroom all with their own

cultures, customs, and language, and the importance of

allowing students to express their cultural identity is

crucial in their growth and connection to this part of

themselves. Providing space and opportunities for students

to celebrate their religious identity is another place where

students need to feel as though their values and faith

matter. While religions are often debated based on their

differences, opening up conversation to share the

similarities could give students an idea on just how similar

religions are and their connections to individuals.

“Educators and students do not leave our faith at the door

before entering a classroom. An educator who is an observant

Muslim, for example, does not stop believing in justice,

 38

mercy, and inclusion — core dynamics of Islamic ethics —

when she engages her students.” (Garofalo et al., 2020).

With the opportunity for a multicultural education,

students can develop a culturally diverse outlook on various

topics with the ability to see the perspectives of those who

may share different experiences and opinions. The

community of the school or classroom has the potential to

foster these relationships and can be beneficial to

students’ learning and achievement. “Educators have an

opportunity to foster communication among people creating

mutual respect and understanding” (Garofalo, 2020). Part of

having multiculturalism thrive comes from the ways we as

educators model an importance for celebrating empathy and

community in the classroom.

The idea of religion in schools has been

controversial and yet the inclusion of the beliefs and

values of students is crucial to promoting an inclusive and

meaningful education where students can feel connected and

welcomed to share any connections to their faith. Educators

have the ability to demonstrate showing respect for others

and their religions by speaking from a place of respect for

every individual to feel comfortable. “Historically, leaders

from Muslim, Christian, Hindi, Buddhist, Jewish, and

Catholic faiths have urged for humanity to live in harmony

 39

and respect and have advocated for peaceful interactions”

(Ilosvay, 2016).

Faith-based schools gives students the chance to

deepen their religious identity, as well as their cultural

background all while forming relationships with peers who

share similar values, backgrounds, and beliefs. In the

article ‘Religion in Schools? The Importance of Recognizing

the Impact of Religious Experiences’, the author makes note

of ways educators can use the ‘religious beliefs of students

as strengths of their identity’, and how it may eliminate

some misunderstandings and establish an environment of

mutual acceptance, which could also be helpful outside the

school environment. (Ilosvay, 2016).

GENDER

Gender is unquestionably a distinguishing

characteristic of every human community. When a teacher

develops a learning environment that is more conducive to

the achievement of boys or girls, gender becomes a factor in

classroom teaching (Bray et al. (n.d.), p.5). These

perspectives often impose tight definitions on the natural

skills and attitudes of each sex, as well as on the societal

roles judged acceptable for men and women (Alan et al, 2018,

p.2).
 40

Furthermore, for all youngsters, gender development

is a normal process. Understanding gender identity and how

it develops is a critical approach for educators to promote

and encourage healthy gender development in early childhood.

Gender identity is an innate feeling of self that

individuals experience as a result of the combination of

their biological characteristics, developmental impacts, and

environmental factors (Nduagbo, 2020). In addition, while

pupils may come to school with an awareness of gender

stereotypes, instructors have the power to reinforce or

dismantle them; teacher philosophy and verbal and non-verbal

communication play a critical part in the classroom

development of societal gender norms (Lo, 2015, p.15).

Moreover, cultural differences are comparable to

gender differences, but they are not the same. There are

physiological differences between men and women, but they do

not translate into intrinsic disparities in the capacity to

perform in school or at work. Culture affects the impact of

gender on education and accomplishment (Bray et al. (n.d.),

p.5).

Also, regrettably, schools often encourage gender

prejudices in a variety of ways. While publishers have

developed rules to ensure that educational materials are

free of gender bias, it is sensible to check for prejudices.

 41

For example, although children’s novels now have an equal

number of male and female characters, the titles and artwork

still feature more men, and the characters (particularly the

boys) continue to exhibit stereotypical behavior. Boys are

more combative and confrontational, while girls are more

expressive and loving. Girl characters may straddle gender

stereotypes in order to be more active, whereas guy

characters seldom exhibit “feminine” expressive

characteristics. Additionally, video learning packages,

virtual worlds, social media platforms, and other sources,

such as YouTube, may not be as thoroughly screened for

gender, racial, ethnic, economic, religious, or age

stereotypes and biases as most texts are, and they can serve

as sources of stereotyped messages (Woolfolk et al., 2016,

p. 218).

VALUES

Throughout the education system, teachers will

preach respect. Respect the materials in the classroom,

respect the teacher, the staff, but most importantly, each

other. Students can struggle with respecting each other

though due to a misunderstanding of their values. If not

exposed to diversity, how to respect other’s values comes

from imitation of their parents, or the media they consume,

both of which can be extremely offensive due to outdated

 42

terminology and appropriateness. That is why it is vital as

an educator to incorporate the teaching of different

cultures values in to lessons as often as possible. This

can be done seamlessly through many subjects such as

language, dance, art, music and more.

When teachers of young students teach with respect

to the values of different cultures, it was found that

students of different culture gained equal access to

opportunities and education in the school was enhanced

(Soner & Munevver, 2019). Intuitively this makes sense,

when students are aware of why their classmates act or think

the way they do, instead of getting bullies they can be

praised, raising confidence levels and willingness to try

new things as well as putting themselves out there (Soner &

Munevver, 2019).

American University School of Education (2020)

suggests four ways of being able to implement multicultural

education into the classroom to help make students aware of

the different values their classmates may hold as outlined

in the table below. Multicultural education is a great way

to allow students learn how they are similar and unique

(American University School of Education, 2020).

Banks (2010:8) argues that multicultural education

is a set of beliefs and the explanation that recognizes and

 43

assesses the importance of cultural and ethnic diversity in

the form of lifestyle, social experience, personal identity,

educational opportunities of individuals, groups and

nations. Sleeter and Grant (2007) suggested multicultural

learning is a policy in educational practice that

recognizes, accepts and confirms the differences and

similarities of humans is associated with religion, culture,

gender, ethnic, social class.

While Liliweri (2005:15) states multicultural

education is an educational strategy that utilizes the

diversity of the cultural background of the learner as one

of the forces shaping the multicultural attitude. Then

Maslikhah (2007:47) argues terminology Multicultural

education is a process of development of all human potential

that respects plurality and heterogeneity as a consequence

of the diversity of cultural, ethnic, tribal and flow

(religion). Of the few opinions about multicultural

education that has been described, it can be seen if

multicultural education is a process which focuses on

awareness of their differences and still respect each other

and respect each other.

The changing demographics of U.S. society have

prompted a focus on multiculturalism in today's classrooms,

educators and students are expected to be aware of the

 44

individual differences and characteristics that exist and

use these attributes to everyone's advantage. This awareness

begins with developing a broad understanding of the diverse

attitudes and behaviors associated with multicultural

identities and facilitating dialog between individuals of

different identities. Educators, by virtue of their

positions in the classroom, can champion this cause through

appropriate instructional approaches such as embedded

lessons on multicultural topics, multicultural education

class activities, and using resources and information that

encourage healthy debates in the classroom. This learning

object is designed to assist educators working with

multicultural opportunities and challenges in the classroom.

(Clark, 2018).

Multiculturalism in higher education is a

contemporary reality worldwide. Because of the importance of

multicultural learning policy, special professional and

education training should be provided both to teachers and

students. Multicultural education can promote linguistic and

cultural diversity, inclusion, and social development.

Multiculturalism in and out of the classroom will continue

to grow, so it’s essential we prepare students to adapt to

an evolving world and embrace those different from

themselves. Learn more how the programs at the Drexel School

 45

of Education are helping to prepare more culturally-

responsive educators today. Every student is unique. In

order to properly understand and promote cultural awareness,

teachers need to understand all the different types of

diversity they may encounter in their classrooms including:

Race: A person’s skin color can have a great impact on their

experience in society. It can also impact how they view

themselves and others when engaging in classroom activities.

Ethnicity: Ethnicity relates to a person’s culture and

nationality. Ethnicity is sometimes confused with race, but

it is important to recognize that while some people may have

the same skin color, they may come from different places and

have vastly different cultural beliefs and views of the

world.

Religion: It is important to understand that people have

different religious belief or no religious beliefs, and it

may impact their participation in the classroom. Students

may react differently to lessons based on their religion or

may not be able to be present on certain religious holidays.

Language: While English is commonly used in American

classrooms, for some students, it is not the language they

speak at home. Accommodations should be made to help

students for whom English is a second language.

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Socioeconomic Status: A student’s socioeconomic status can

affect their ability to participate in the classroom without

some type of accommodation. For instance, access to a

computer at home or reliable internet access is not a given

for some children. Teachers should be aware of this and the

stress it may cause students who may struggle due to a lack

of resources.

Sexual Orientation: A student’s sexual orientation can have

a great impact on how they are experiencing the world.

Teachers should understand the struggles that exist and

ensure that the lessons taught in their classroom are

inclusive.

Gender Identity: Similar to sexual orientation, it is

important to understand each student’s gender identity and

how they would prefer to be recognized. Teachers should

respect their student’s identity and use preferred pronouns

when interacting with their students.

In an era characterized by increasing diversity,

cultural insensitivity can lead to a myriad of challenges,

hindering the educational experience and personal growth of

students. delves into the negative impacts of a deficient

cultural sensitivity approach in the classroom, exploring

how it affects students, fosters an exclusionary

environment, and impedes the overall goals of education.

 47

1. Marginalization and alienation – One of the primary

consequences of a lack of cultural sensitivity is the

marginalization and alienation of students from diverse

backgrounds. When educators fail to acknowledge and

appreciate the cultural nuances of their students, it sends

a message that certain perspectives are not valued. This can

result in students feeling isolated, misunderstood, and

excluded from the learning community, negatively impacting

their academic performance and overall well-being.

2. Limited academic engagement – Cultural insensitivity

can contribute to limited academic engagement among

students. When the curriculum and teaching methods do not

consider diverse learning styles and cultural backgrounds,

some students may struggle to connect with the material.

This disengagement can lead to a cycle of underachievement,

as students may disassociate from the educational process

due to a perceived lack of relevance to their own

experiences.

3. Communication barriers – In a culturally insensitive

classroom, communication barriers often arise. Students from

different cultural backgrounds may have distinct

communication styles, and educators need to be aware of and

adapt to these differences. Failure to do so can result in

misunderstandings, misinterpretations, and a breakdown in

 48

effective communication. This not only hampers learning but

also perpetuates stereotypes and reinforces cultural biases.

4. Impact on mental health and well-being – The

emotional and mental well-being of students is significantly

affected by the cultural sensitivity of the learning

environment. A lack of cultural sensitivity can contribute

to heightened stress, anxiety, and a sense of exclusion

among students. These negative emotions can impede their

ability to focus on academic tasks, hindering both their

short-term academic performance and long-term personal

development.

5. Reinforcement of stereotypes and prejudices –

Educators play a crucial role in shaping the perceptions and

attitudes of students. A lack of cultural sensitivity can

inadvertently reinforce stereotypes and perpetuate biases.

When cultural differences are not recognized and respected,

students may internalize negative stereotypes, leading to

the perpetuation of harmful prejudices. This not only

affects the targeted individuals but also creates a toxic

learning environment for everyone involved.

6. Missed opportunities for learning and growth –

Cultural diversity in the classroom presents a wealth of

opportunities for learning and personal growth. However, a

lack of cultural sensitivity results in missed opportunities

 49

to explore and appreciate different perspectives. Students

are denied the chance to develop critical skills such as

empathy, intercultural communication, and a global mindset,

which are essential in today’s interconnected world.

Development of Social Sensitivity among the Students

Peer interactions and relationships play an

important role in regulating children's behaviors and in

shaping socioemotional and cognitive development (e.g.,

Rubin, Bukowski, & Bowker, 2015). An important factor in the

process of peer influence is children's sensitivity to

social

feedback, that is, the extent to which children attend to

others' views and evaluations of their behaviors and social

standing (Somerville, 2013). The needs for social

acceptance, group belonging, and avoidance of social

exclusion are main motivational forces for children to

attend to, and reflect on, others' attitudes about them and

modify their behaviors accordingly (Chen, 2012; Covington,

2000; MacDonald & Leary, 2005).

Research has shown that a sense of self and the

awareness of the perspectives of others emerge in infancy

and toddlerhood (McAdams & Olson, 2010; Rothbart, 2011),

which may provide a foundation for the development of

sensitivity to social evaluation, referred to herein as

 50

social sensitivity. Children's self-consciousness and self-

regard, understanding of others, and metacognitive and

regulatory abilities become increasingly sophisticated

during social interaction in the preschool and school years

(Roberts & Nickel, 2017; Rothbart, 2011), which may lead to

greater desire and capacity to detect, interpret, and

process others' views and evaluations.

As children become particularly vigilant to real or

perceived social evaluation by peers in late childhood and

early adolescence because of their development in socio

affective brain circuitry and mentalizing (Somerville, 2013)

and increased group interaction (Rubin et al., 2015), social

sensitivity may account for a significant amount of peer

influence on children's socioemotional and cognitive

functioning. Personal and socialization experiences likely

play an important role in the development of social

sensitivity. The notion of social sensitivity has been

referenced in the literature on self-concept, achievement

motivation, peer relation- ships, and psychopathology (e.g.,

Harter, 2012; Rubin et al., 2015; Rudolph & Conley, 2005).

For example, symbolic interactionism (Cooley, 1902; Mead,

1934) implicates the individual's internalization of the

 51

opinions of others, which results in reflected appraisals,

as a main mechanism for the formation of the self.

Aside from getting to know your students, teachers

should also continue to maintain ongoing communication

throughout the semester or school year. Scheduling 1-on-1

meetings with students to “check in” every so often will

allow you to consistently improve how accessible the

classroom is

to everyone. Students can talk about whether they felt

included in the classroom culture. This can help identify

issues or ways to improve the overall experience. It’s also

an opportunity to discuss their progress in the class and

offer guidance on how they can improve, based on their

individual needs as a student.

It’s also important for students to celebrate and

respect their own diverse backgrounds, as well as each

other’s. When appropriate, teachers should encourage

students to research and learn about their own ethnic and

cultural backgrounds. This allows them to better understand

their own culture as well as the differences and nuances

with their peers. As a bonus, this can be a great ice

breaker assignment, allowing students to give presentations

about their family traditions and culture to help expose the

class to concepts outside of their own familiar comfort

 52

zone. Acknowledging these differences and creating a safe

space for discussion helps promote understanding in the

classroom and beyond. Also, as you encourage students to

learn about their diverse backgrounds, remember to take the

time to highlight what’s offensive and the distinction

between cultural celebration and appropriation. Learning how

to talk about other cultures in a respectful, mature way are

essential for success in life outside the classroom.

While it’s important to keep an open dialogue

amongst students, it’s equally as important to make sure

you’re being sensitive to everyone’s culture, beliefs, and

language concerns. Take the time to understand each

student’s cultural nuances – from learning styles to the

language they use – and use these insights to design your

lesson plans. For example, provide English language learners

with appropriate and relevant resources that help them

improve their English comprehension skills. Rather than

teach with a traditional lecture style, create learning

experiences that are more interactive and require

collaboration. These considerations will help ensure that

every student feels included, is given the space to learn in

their own way and is given a chance to succeed.

In today’s diverse and interconnected world,

cultural sensitivity has become an essential aspect of

 53

education. Classrooms are becoming increasingly diverse,

with students hailing from various cultural backgrounds.

This diversity enriches the learning environment, providing

students with a broader perspective and preparing them for a

multicultural society. As classrooms become increasingly

multicultural, teachers must promote an environment that

respects and values the diversity of their students.

Teachers must recognize and understand the various cultural

nuances present among their students to create inclusive

classrooms that foster mutual respect, empathy, and

appreciation for different cultures by understanding and

embracing cultural sensitivity.

As classrooms become microcosms of the wider world,

teachers find themselves working with students from diverse

cultural, ethnic, and linguistic backgrounds. This diversity

can be a tremendous asset, contributing to a rich tapestry

of ideas and experiences. However, it also poses challenges,

as teachers must navigate cultural differences to ensure an

equitable and inclusive educational experience for all

students.

Cultural sensitivity in classrooms refers to the

awareness and understanding of different cultural

backgrounds, beliefs, values, and practices. It involves

recognizing and respecting the unique perspectives and

 54

experiences of students from various cultural backgrounds.

It goes beyond acknowledging the visible differences and

extends to understanding the underlying beliefs, traditions,

and communication styles that shape students’ worldviews.

Cultural sensitivity plays a vital role in promoting a

positive learning environment and enhancing students’

academic and social development. By embracing cultural

sensitivity, teachers create an environment where every

student else seen, heard, and valued.

Cultural sensitivity plays a crucial role in

shaping the educational experience and outcomes of students.

When students feel a sense of belonging and connection in

the classroom, their motivation and engagement increase.

Conversely, a lack of cultural sensitivity can lead to

feelings of isolation, marginalization, and disengagement,

hindering academic performance and overall well-being.

1.Promotes effective communication: One of the key

benefits of a culturally sensitive classroom is the

promotion of effective communication. Students from

different cultural backgrounds may have distinct

communication styles, and teachers need to be attuned to

these variations. By fostering

open and respectful communication, teachers can bridge

cultural gaps, ensuring that every student has an equal

 55

opportunity to express themselves and participate in class

discussions.

2.Promotes positive attitude: Moreover, cultural

sensitivity promotes a positive attitude towards diversity,

fostering a more inclusive learning environment. When

students encounter diverse perspectives and experiences in

their coursework, it broadens their understanding of the

world and prepares them for collaboration in a globalized

workforce. This exposure helps break down stereotypes and

prejudices, promoting empathy and understanding among

students.

3.Promotes inclusivity: One of the primary benefits of

cultural sensitivity in the classroom is the promotion of

inclusivity. When students feel valued and respected for

their cultural identities, they are more likely to engage in

the learning process actively. This inclusivity also helps

to create a sense of belonging and acceptance, which is

crucial for students’ overall well-being and academic

success. Research has consistently shown that students who

feel included and accepted in their classrooms perform

better academically and have higher self-esteem.

4.Foster’s open-mindedness and empathy: Cultural

sensitivity also fosters open-mindedness and empathy among

students. By exposing students to different cultures and

 56

perspectives, teachers can broaden their horizons and

challenge stereotypes and biases. This exposure helps

students develop a more comprehensive understanding of the

world and cultivates their ability to empathize with others.

These skills are essential for fostering global citizenship

and creating a more harmonious and tolerant society.

5.Students gain a better understanding of lessons and

people: Students obtain a greater understanding of the

subject matter when they collaborate and study in the

classroom alongside students and teachers from various

backgrounds and cultures. It also teaches students how to

contribute to a diversified working environment by utilizing

their skills and points of view.

6.Prepares for multicultural workforce: In addition to

academic benefits, cultural sensitivity in the classroom

prepares students for the multicultural workforce they will

encounter in the future. As globalization continues to shape

our society, individuals with cultural competence are highly

valued in the job market. Employers seek individuals who can

effectively collaborate with people from diverse backgrounds

and navigate cross-cultural situations. By promoting

cultural sensitivity in the classroom, teachers are

equipping students with the skills and attitudes necessary

for success in a globalized world. Relationships Between the

 57

Promotion of Multiculturalism in the Classroom and the

Development of Socia Sensitivity to Emphasize an Effective

Learning

Individuals are increasingly exposed to diverse

cultures in their work, education, and social life. In

multicultural classrooms, intercultural sensitivity (IS) and

inter cultural communicative competence (ICC) are relevant

concepts that allow for an understanding of teachers'

perceptions as they interact with learners from other

cultures. However, English as a Foreign Language (EFL)

research has not thoroughly addressed the implications of

teachers' attitudes and contextual phenomena in the process

of promoting interaction and integration in a multicultural

setting. Therefore, the main goals of this mixed-methods

study were to explore the relationship between the attitudes

of the teachers towards the multicultural EFL classroom and

their intercultural sensitivity perceptions, as well as

assess how their intercultural sensitivity influenced their

perceived ICC in that setting.

The teachers completed the Teacher Multicultural

Attitude Survey (TMAS) and the intercultural sensitivity

scale (ISS), which was followed by semi-structured

interviews with eight teachers. Results revealed high levels

of multicultural awareness and intercultural sensitivity

 58

displayed by the teachers, but qualitative findings

suggested that even though teachers may display high

awareness and empathy towards cultural diversity, they may

not know how to tackle ICC in the classroom and lack a

principled approach to effectively communicate with learners

from other cultures. Pedagogical implications in the EFL

classroom are also discussed. (Nuñez, 2023).

The purpose of multicultural education by Moeis

(2006:9) include: (1) strengthen awareness of multicultural,

without losing its identity, (2) improve skills in

interaction across cultures, (3) eliminate stereotypes,

stigma, a sense of superiority of self or group, and the

negative perception others in inter-group relationships, (4)

strengthen the awareness of national and state in the

context of global dynamics, (5) upholding the rule of law,

(6) to improve the skill of self-transformation and social

skills through stages as follows: (a) identify themselves,

the environment, and related systems with patterns of

thinking about the relationship between culture, (b)

identify the forms of power and control that affect patterns

of thinking about intercultural relations, (c) assess the

effects of power and control that come to mind, attitude,

and action on relations ethnic, assess which the effect is

useful in inter-ethnic interaction and which should be

 59

abandoned, and (d) take transformative action (self and

social) is based on an accurate assessment of the knowledge,

attitudes, and behaviors that fit within the social

interaction between cultures.

Rational importance of multicultural education as

proposed by Primawati (2013), because the strategy of

education is considered to have sanctity, mainly in: (1)

provide a breakthrough learning that can improve empathy and

reducing prejudice the student or students so as to create a

human (citizens) intercultural who is able to resolve

conflicts without violence (nonviolent); (2) approaches and

strategies for learning potential in promoting the process

of social interaction and contains a strong affection; (3)

model of multicultural learning to help teachers manage the

learning process becomes more efficient and effective,

especially give learners the ability to build collaborative

and committed to a high value in the life of a plural-paced

society; (4) contribute to the Indonesian people in the

settlement and nuanced SARA managing conflicts that arise in

the community by increasing empathy and reducing prejudice.

Furthermore Farris & Cooper (1994:46), Fostering

inclusion and awareness around multicultural education and

taking a culturally responsive approach to teaching benefits

all students. Not only does creating greater multicultural

 60

awareness and inclusion help students with different

backgrounds and needs succeed, but it encourages acceptance

and helps prepare students to thrive in an exponentially

diverse world. Our Social, Emotional, and Behavioral

Wellness Certificate Program is a great opportunity for

teachers to learn how to create positive classroom

environments and can

serve as a foundation for understanding how to promote

diversity in your classroom.

There are several ways teachers and administrators,

such as principals and coaches, can ensure that both the

classroom environment and curriculum are responsive to the

increasing cultural diversity of our society. These

strategies will encourage all students’ cultural awareness,

enhancing each student’s sense of identity, and foster

inclusion in the classroom community. Teachers often feel

like they need to take on a strict, authoritative approach

when it comes to managing their classroom. The most valuable

lessons are often learned through a student’s own

experiences, so giving them some freedom in the course

encourages more connection to the curriculum. Allow students

to read and present their own materials that relate to the

fundamental lesson so they can approach the topic from their

own perspective.
 61

As a teacher, you can act as a facilitator and

encourage conversation and healthy debate between diverse

opinions. Group assignments are also a great way to expose

students to diverse perspectives, allowing them to work

together to explore and solve a problem. This will also help

prepare them for a diverse workforce where they’ll have to

partner with a range of people to accomplish their

professional goals. It is important to remind ourselves why

diversity and cultural awareness is so crucial in the

classroom and the benefits it can have on students now and

in the long-term. Teaching diversity exposes students to

various cultural and social groups, preparing students to

become better citizens in their communities. These

culturally responsive teaching strategies will help you to

promote diversity in the classroom.

With these culturally responsive teaching

strategies in mind, it’s important to remind ourselves why

diversity and cultural awareness is so crucial in the

classroom and the benefits it can have on students now and

in the long-term. Students Become More Empathetic: Promoting

awareness and creating a personal connection with diverse

cultures in the classroom can prevent students from

developing prejudices later in life. It allows them to

empathize with people different from themselves since

 62

they’re more aware of the experiences someone of a different

race or cultural group may face. Students Gain a Better

Understanding of Lessons and People: When working and

learning with people from a variety of backgrounds and

cultures present in the classroom, students gain a more

comprehensive understanding of the subject matter. It also

teaches students how to use their own strengths and points

of view to contribute in a diverse working environment.

Students Become More Open-Minded: Naturally, by exposing

students to a diverse range of opinions, thoughts, and

cultural backgrounds, you’re encouraging them to be more

open-minded later in life. This will make them open to new

ideas and be able to attain a greater comprehension on a

topic by taking in different points of view.

Students Feel more confident and Safe: Students who

learn about different cultures during their education feel

more comfortable and safe with these differences later in

life. This allows them to interact in a wider range of

social groups and feel more confident in themselves as well

as in their interactions with others.

Students Are Better Prepared for a Diverse

Workplace: With the rise of globalization, it’s more

important to be able to work with people from different

cultures and social groups. If students are exposed to

 63

diversity and learn cultural awareness in the classroom, it

sets them up to flourish in the workforce.

Cultural sensitivity in the classroom is not merely

a commendable aspiration but a necessity in today’s

educational landscape. As classrooms become more diverse,

teachers must actively embrace and incorporate cultural

sensitivity into their teaching practices. The impact of a

culturally sensitive approach extends beyond academic

success, influencing students’ social and emotional well-

being and preparing them for a globalized and interconnected

world. By fostering cultural sensitivity, teachers

contribute to the development of a generation of individuals

who appreciate diversity, value inclusion, and possess the

skills to navigate a multicultural society.

Facilitating inclusive and quality learning in

culturally diverse environments is complex and requires

strategic planning and institutional support (Malau-Aduli et

al., 2019; Spadaro et al., 2017). Higher education

institutes must commit to valuing cultural diversity and

inclusivity within their organizations (Chen et al., 2018).

This commitment must be evident and explicit within mission

statements, strategic plans, policies, and curricula design.

Sommers and Bonnel (2020) reiterate the importance of

planning structures, providing supports, and implementing

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educational approaches that encourage intercultural

inclusiveness, thus providing academic growth opportunities

for students. For example, designing student orientation

programs that support positive transitioning to higher

education and intercultural awareness training.

Planning social and cultural extracurricular activities

support intercultural awareness development (Choi & Kim,

2018). Careful threading of intercultural humility, academic

literacies, and study skills development across curricula is

also important. Consideration should be given to organizing

institutional English language supports for students whose

first language is not English.

Implementation of intercultural education implies that

teachers manage the skills and knowledge that children bring

into the classroom, create opportunities to work in

heterogeneous groups, and ensure equal participation in the

learning processes (Batelaan and Van hoof Citation2006).

Intercultural education underscores that otherness or

strangeness is seen as a possibility for the enrichment and

for personal and social growth (Gundara and Portera

Citation2008).

The values of diversity and equality are consistently

underlined (Batelaan and Van hoof Citation2006; Verkuyten

 65

and Thijs Citation2013; Bash Citation2014). Taking diversity

into account implies bringing knowledge regarding

differences in order to develop understanding, mutual

recognition and positive acceptance of others; equality

refers to tolerance by stressing the negative consequences

of discrimination (Verkuyten and Thijs Citation2013). As far

as Geneva teachers are concerned (Akkari, Loomis, and Bauer

Citation2011), they mostly welcome diversity; however, they

do not focus on awareness of discrimination and creating

equal opportunities in the classroom. Even if they are

invited to use their students’ language and culture as

resources, they are not comfortable with having linguistic

diversity present in teaching.

In addition, intercultural education points to the need

to go further than the promotion of cultural diversity, and

underlines the importance of equity and inclusion (Berry and

Sam Citation2013), in line with inclusive education (Potvin

Citation2014), stressing the equality of outcomes and

success: The promotion of equitable participation of all

groups is important.

In order to empower students marginalised by the

education, develop intercultural competence and make

students responsible for their learning, activities need to

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draw attention to status and equal access issues. For that

purpose, cooperative learning is perceived as a suitable

teaching strategy (Batelaan Citation2000). The official

department in charge of education across Swiss cantons

(CDIP) proposes to take the heterogeneity of the learning

group as a potential to be exploited to stimulate and

improve learning, by recommending a cooperative learning

approach (Rüesch Citation2001).

Cooperative learning supports democracy in the

classroom (Ferguson-Patrick and Jolliffe Citation2018) and

is useful in the intercultural classroom (Bash Citation2014;

Sharan Citation2017; Potvin Citation2014). Cooperative

learning creates an environment where students are likely to

value themselves as well as others, and argue for the

integration of all students’ resources and to respect all

contributions in order to achieve learning goals (Sharan

Citation2017).

While proposing to include all students in learning,

cooperative learning improves academic outcomes (Slavin

Citation2015), motivation (Johnson et al. Citation2014),

student relationships (Van Ryzin and Roseth Citation2018),

social and emotional learning while ensuring equity,

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fundamental to an intercultural classroom (Ferguson-Patrick

and Jolliffe Citation2018). In this paper, we analyse one

programme that integrates knowledge regarding diversity, the

value of equality and equitable participation, by testing an

intervention with multilingual cooperative activities that

rely on students’ heritage languages.

Embracing multiculturalism fosters and encourages the

ability to reflect and appreciate differences in the

community, which further supports opportunity and shared

equal rights for all social groups. Evidence established

through the analysis of standards of practice, fostering

diversity, creating equitable classrooms, and inclusive

learning environments, communicates that embracing

multiculturalism in primary/junior academic settings further

prepares students for positive life long learning

experiences.

CHAPTER 111

RESEARCH DESIGN AND PROCEDURE

This chapter provides an overview of the research

method, research instrument, validation of the instrument,

 68

data gathering procedure, sampling design, and statistical

treatment of the data.

Research Method

The study will use quantitative correlational

research design to determine the level of multiculturalism

in the classroom and social sensitivity of the students.

According to Matthews & Ross (2010), quantitative research

methods are fundamentally put on the collection of data that

is set up and that could be displayed numerically. As stated

by Fraenkel et al. (2012), the correlational study is

primarily concerned with the possibility of correlations

between only two or more variables, with no attempt to

convince them. Furthermore, a correlational study is a study

that emphasizes finding empirical evidence on the

relationship between two variables of the data (Creswell,

2012).

Research Instrument

The study utilized a self-created questionnaire-

checklist as its research tool, prompting individual

respondents to indicate their level of agreement with a

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series of statements. Before crafting this instrument, the

researcher extensively reviewed books, magazines, journals,

online articles, unpublished theses and dissertations, and

related publications relevant to the investigation.

Following preliminary testing, the researcher proceeded to

develop a precise and fitting data collection tool. Each

statement in the questionnaire was thoughtfully designed to

cover all relevant aspects of the variables being studied,

ensuring comprehensive coverage of necessary information

within the research instrument.

The checklist consists of 30 items in total

likely to measure the level of Multiculturalism in the

Classroom and Social Sensitivity of the Students. The

participants shall require to answer each item on a four-

point likert scale. The variables will be classified in two

levels the multiculturalism in the classroom and their

social sensitivity using checklist. To ascertain these

variables the following four- points likert – scale shall

utilize.

Validation of Research Instrument

The initial version of the research tool was

created by the researcher in collaboration with her advisor.

 70

This tool underwent a trial phase, administered to full-time

college instructors and students in the Education Department

of Southern Mindanao Colleges in Pagadian City. The

participants were provided with criteria to assess the

relevance and suitability of the items. They were asked to

offer suggestions for enhancing the research tool.

Following the trial phase, the researcher

integrated all recommendations provided by the evaluators.

The revised version was then presented to the Dean of the

School of Arts and Sciences for endorsement. Subsequently,

an ample number of copies were printed for dissemination

among the intended participants of the study.

Data Gathering Procedures

Before the survey, there will be letters sent to

the concerned authorities. The first letter will be sent to

the School of Arts and Sciences (SAS) Dean, asking

permission if the researchers can conduct the study on the

selected school. When the letter will be approved, the

second letter will be sent to the adviser of the BA

Political Science 2nd year students, the researchers will

schedule their meeting with the respondents for 1 hours,

allocating one session for the classroom.

 71

The researcher will work together to explain the

directions, doing clarifications of unfamiliar given

questions, we will also present a brief background of each

set of check list in our study. We will give them enough

time to complete the checklist. After the respondents will

finish answering, we will thank the students for their

participation and the questionnaires will be retrieved,

organized and tabulated and it will be encoded in the

computer particularly Microsoft Excel for statistical

treatment. Data will be analyzed and interpreted by the

researchers and with their adviser’s help.

Sampling Design

The researchers use total enumeration sampling

design. It is a type of purposive sampling technique where

the researchers choose to examine the entire population that

consist of 19 students that have a particular set of

characteristics. In sampling, units are the things that make

up the population. When using total enumeration sampling, it

is most likely that these units will be people. (Kothari, C.

R. 2004).

Statistical Process
 72

This study will use a quantitative correlational

research design, to analyze the data the researchers use

statistics in calculating the mean scores. Pearson “r”

coefficient correlation will be conducted to examine

significant relationships between the students.

BIBLIOGRAPHY
 73

Sasha Blakeley, 2024

https://teachinglicense.study.com/resources/multicultural-
education-benefits-importance.html

Alan, S., Ertac, S., & Mumcu, I. (2018). Gender stereotypes

in the classroom and effects on achievement. Review of
Economics and Statistics 100 (5), 1-36 DOI:
10.1162/rest_a_00756

Bray, M., Brown, A., & Green, T. D. (n.d.). Chapter 1:

looking at gender, culture, and other diversities in the
classroom: an overview. Technology and the Divers Learner: A
Guide to Classroom Practice, 1-17.DOI
:https://dx.doi.org/10.4135/9781483328911.n1
Costigan, A., DaSilva, G., Kehoe, J., Livingston, J., &
Quenneville, Z. (2022, April 1). Elements and impacts of
student-teacher relationships. Classroom Practice in 2022.
Retrieved [date], from
https://ecampusontario.pressbooks.pub/educ5202/chapter/eleme
nts-and-impacts-of-student-teacher-relationships/

Dewan, A. (2018). An Apology for Multiculturalism [Image].

Open Canada. https://opencanada.org/apology-
multiculturalism/.
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García-Moya I. (2020) The Central Attributes of

Connectedness with Teachers from the Students’ Perspectives.
In: The Importance of Connectedness in Student-Teacher
Relationships. Palgrave Pivot, Cham. https://doi-
org.ledproxy2.uwindsor.ca/10.1007/978-3-030-434465_3
Hayes, J. (2019). 5 Ways Teachers Can Address Socioeconomic
Gaps in the Classroom. Social Studies School Service Blog.
https://blog.socialstudies.com/5-ways-teachers-can-address-
the-poverty-gap-in-the-classroom.

Dr. Kathleen Markey PhD, MSc, PGCHE, BSc, DipHE, RGN a, Dr.
Brid O’ Brien PhD, MSc, BNS, H. Dip Man, OTT Certificate,
OND, RGN b, Dr. Christiana Kouta PhD, MSc, BSc, DipN, RN c,
Christiana Okantey MSc, RGN, BSc d, Dr. Claire O’ Donnell
PhD, MSc, BSc, RNT, RM, RGN e

Tsangari, V., Wawzonek, P., Petryna, M., Hick, D., & Rowley,
C. (2022, April 1). Embracing multiculturalism in
primary/junior classrooms. Classroom Practice in 2022.
Retrieved [date], from
 74

https://ecampusontario.pressbooks.pub/educ5202/chapter/embra
cing-multiculturalism-in-primary-junior-classrooms/

SOUTHERN MINDANAO COLLEGES

 75

PAGADIAN CITY
(GRADUATE SCHOOL)

QUESTIONNAIRE-CHECKLIST
(Respondents)

Dear Respondent,

We would like to request for your help by answering

this questionnaire-checklist entitled “PROMOTING

MULTICULTURALISM TO DEVELOP SOCIAL SENSITIVITY IN SOUTHERN

MINDANAO COLLEGES, PAGADIAN CITY” where you are identified

as one contributors to the research Of the important.

In this connection, please answer to the best of your

ability the questions asked without leaving item/s

unanswered as this is important to the success of the study.

Rest assured that your responses are kept with highest

confidentiality thus you do not have to be afraid that you

will have the adverse effect.

Thank you.

Very respectfully yours,

MARUEL JAY ALABAN

Researcher

PART 1: BACKGROUND INFORMATION

 76

Name: (Optional) _________________________________________

Address: _________________________________________________
Please check your position in the School:

Instructors () Students ()

Instructions:

Please answer to the best of your ability by checking

in the appropriate space provided in the questionnaire-
checklist without leaving any items unanswered as these are
important to the researchers. For your guide, the following
indicators are provided.
Numerical Scale Verbal Equivalent

4 (3.26-4.00) - Always Applied (AA)

3 (2.51-3.25) - Often Applied (OA)
2- (1.76-2.50) - Sometimes Applied (SA)
1 (1.00-1.75) - Never Applied (NA)

1. Deconstruct Cultural Biases 4 3 2 1

a. Reflects on personal cultural biases
band prejudices that may influence
perceptions and judgments.

b. Seeks diverse perspectives

and actively listen to challenge
personal biases.

c. Continuously educate oneself

about different cultures
to challenge and unlearn biases.

d. Practices empathy and cultural

sensitivity when interacting with
individuals from different cultures.

e. Recognizes the challenges in

 77

deconstructing cultural biases

and actively work towards overcoming
them through self-reflection
and open-mindedness.

2. Make Learning a Two-Way Street

a. Participates active learning engagement.

b. Checks if feedback is given to encourage

ongoing student’s development.

c. Promotes candid discussion and communication.

d. Expresses viewpoints, experiences, and ideas.

e. Exchanges and encourages in an interactive,

collaborative learning environment.

3. Uplift Students’ Voices and Experiences

a. Appreciates student opinions while making

decisions.
b. Expresses their opinions, thoughts, and
worries.
c. Establishes a welcoming and safe space
where students can
express themselves without fear.

d. Includes a range of perspectives

and life experiences in the curriculum
and instructional materials.
e. Encourages students to work together and
have meaningful conversations with one another.

4. Provide Diverse Literature For Students

a. Provides a vast array of literary works

that embody a variety of cultures,
backgrounds, and viewpoints.
b. Ensures that characters in literature
come from a variety of social origins,
genders, races, and abilities.

c. Fosters understanding and empathy

while addressing societal challenges.

d. Make literature by authors from various

 78

nations and areas accessible.

e. Broadens the literature library frequently

to meet students’ changing requirements
and interests.

5. Create Multicultural Assignments

a. Creates assignment to investigate

and value many viewpoints and cultures.

b. Includes a variety of cultural allusions

and illustrations in the materials and
project questions.

c. Selects themes or topics that are

associated with other cultures and races.

d. Encourages students to work together

and share their cultural experiences
and expertise.

e. Assignments should be evaluated

according to cultural competency and
an awareness of various viewpoints.
79