2026-09-25T10:18:13Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129264 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Eli Espinosa, accepted the attached license on 2025-04-28 at 14:44. The student, Eli Espinosa, submitted this Dissertation for approval on 2025-04-28 at 14:52. This Dissertation was approved for publication on 2025-04-29 at 10:17. DSpace SAF Submission Ingestion Package generated from Vireo submission #22042 on 2025-10-19 at 18:11:08 A quantitative analysis of secondary teachers’ attitudes towards diversity and multiculturalism Espinosa, Eli 2025-04-29 Ward Hood, Denice Ward Hood, Denice Moton, Theopolies Kang, Hyun Sook Huang , Wenhao David Culturally Responsive Pedagogy Multicultural Education Teachers' Attitudes eng 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. 2025-05 Thesis https://hdl.handle.net/2142/129264 Copyright 2025 Eliezer R. Espinosa Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation