A quantitative analysis of secondary teachers’ attitudes towards diversity and multiculturalism

Espinosa, Eli

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https://hdl.handle.net/2142/129264 Copy

Description

Title

A quantitative analysis of secondary teachers’ attitudes towards diversity and multiculturalism

Author(s)

Espinosa, Eli

Issue Date

2025-04-29

Director of Research (if dissertation) or Advisor (if thesis)

Ward Hood, Denice

Doctoral Committee Chair(s)

Ward Hood, Denice

Committee Member(s)

• Moton, Theopolies
• Kang, Hyun Sook
• Huang , Wenhao David

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Culturally Responsive Pedagogy
• Multicultural Education
• Teachers' Attitudes

Abstract

The demographic composition of the United States is undergoing profound transformation, bringing heightened attention to the need for culturally responsive and inclusive educational practices. Although extensive research underscores the importance of diversity, equity, and inclusion (DEI) within schools, political opposition—particularly during the Trump administrations (2017–2021; 2025–present)—has challenged these initiatives, often portraying them as divisive and counterproductive. Against this backdrop, teachers' perceptions of multicultural education and DEI efforts remain critical to advancing equity in school environments. This study, grounded in Ladson-Billings’ (1995b) framework of Culturally Relevant Pedagogy (CRP), explores how secondary educators in New York’s Hudson Valley region view multiculturalism and DEI within their professional contexts. Using the Teacher Multicultural Attitude Scale (TMAS), Professional Beliefs About Diversity Scale (PBDS), and Color-Blind Racial Attitudes Scale (CoBRAS), this research investigates the relationships between educators’ multicultural attitudes, beliefs about diversity, color-blind racial attitudes, and demographic factors such as age and race/ethnicity. The findings aim to offer deeper insight into how teachers’ perceptions shape the implementation of inclusive practices and impact the educational experiences of minoritized students. Moreover, the study seeks to inform future policy development, professional learning initiatives, and strategic efforts to foster equitable learning environments. By centering the role of teacher perceptions in educational equity work, this research highlights both the challenges and possibilities inherent in creating school spaces where all students are valued, supported, and empowered to succeed.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129264

Copyright and License Information

Copyright 2025 Eliezer R. Espinosa

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