Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

Year 2023, Volume: 10 Issue: 2, 64 - 81, 30.03.2023

Tuğba Emiroğlu İlvan , Şerife Nur Karaçelik Varol , Eslem Gözde Şenöz , Remziye Ceylan

https://doi.org/10.17275/per.23.29.10.2

Cited By: 1

Abstract

The aim of this study is to investigate the multiculturalism perceptions and ethnocultural empathy levels of early childhood preservice teachers. This study was conducted in a correlational research design. This study had a sample of 380 undergraduate students studying in the academic year 2021-2022 in the Department of Early Childhood Education, Faculty of Education, Turkey. In this study, Multiculturalism Perception Scale, The Scale of Ethnocultural Empathy, and individual demographic form were used. The One-Way Variance Analysis (ANOVA) and Independent Samples t-tests were used to analyze if there are significant differences between early childhood preservice teachers’ descriptive characteristics on their perceptions of multiculturalism and ethnocultural empathy levels. Pearson correlation was utilized to determine the relationship between early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy levels. According to research results, early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy are positively correlated. Furthermore, results revealed that those who have cross-cultural friends have higher mean scores on both multiculturalism perception and ethnocultural empathy than those who do not have cross-cultural friends. Moreover, early childhood preservice teachers who want to take courses on multiculturalism have higher scores on multiculturalism perception and ethnocultural empathy than those who do not want to. The results were discussed in the context of related research and recommendations were given for future research.

Keywords

multiculturalism perception, ethnocultural empathy, early childhood preservice teachers

References

• Abdullah, M. N. L. Y., & Abdullah, A. C. (2018). Preschool teachers' training and attitudes towards multicultural education in Malaysia. International Journal of Early Childhood Education and Care, 7, 1-13. doi:10.37134/saecj.vol7.1.2018
• Akman, Y. (2020). An analysis of the relationship between teachers’ attitudes towards refugee students and their perceptions of multicultural education. Pamukkale University Journal of Education, 49, 247-262. doi:10.9779/pauefd.442061
• Aktoprak, A., Yiğit, P., & Güneyli, A. (2017). Attitudes of primary school teachers toward multicultural education. Quality & Quantity, 52(1), 181-194. doi:10.1007/s11135-017-0600-x
• Alanay, H., & Aydın, H. (2016). Multicultural education: The challenges and attitudes of undergraduate students in Turkey. Education and Science, 41(184), 169-191.
• Ayaz, M. F. (2016). Multiculturalism Perception Scale: Reliability and validity study. Electronic Journal of Social Sciences, 15(57), 463-471. doi:10.17755/esosder.11595
• Bachmann, A. S. (2006). Melting pot or tossed salad? Implications for designing effective. multicultural workgroups. Management International Review, 46(6), 721-748. doi: 10.1007/s11575-006-0124-4
• Bahadır, Ö. (2016). The evaluation of social science teachers' multiculturalism and their multi-cultural education perception. (Unpublished master’s thesis). Sakarya University, Sakarya.
• Balaban, Ç. D. (2013). The roles of intergroup threat, social dominance orientation and right-wing authoritarianism in predicting Turks’ prejudice toward Kurds. (Unpublished master’s thesis). Middle East Technical University, Ankara.
• Banks, J. A. (2008). An introduction to multicultural education. Boston: Pearson.
• Banks, J. A. (2009). Multicultural education dimensions and paradigms. In J. Banks (Ed.), The Routledge international companion to multicultural education (pp. 9-32). New York: Routledge.
• Bennet, M., Doolan, M., Moriarty, B. (2018). Developing understanding of indigenous culture: experiences from Australian pre-service teachers. In P. Whitinui, C. Rodriguez de France and O. McIvor (Eds.), Promising practices in indigenous teacher education (pp. 57-69). Singapore: Springer.
• Beqiri, T., & Sylaj, V. (2021). The perception of multiculturalism and the impact on the social sphere of pupils. Italian Journal of Sociology of Education, 13(2), 261-282. doi:10.14658/pupj-ijse-2021-2-12
• Brahim, T. K., & Syarif, S. M. (2010). Why multicultural education is need for the early childhood education in developing a new society. National Teacher Education Journal, 3(2), 139-152.
• Brown, S. C. & Kysilka, M. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston: Allyn & Bacon.
• Bulut, C., & Başbay, A. (2015). Determination of teachers’ multicultural competence perceptions. Kastamonu Education Journal, 23(3), 957-978.
• Chang, J., & Le, T. N. (2010). Multiculturalism as a dimension of school climate: The impact on the academic achievement of Asian American and Hispanic youth. Cultural Diversity and Ethnic Minority Psychology, 16(4), 485-492. doi:10.1037/a0020654
• Cohen, L., Manion L., & Morrison K. (2018). Research methods in education. New York: Routledge.
• Coronel, J. M., & Gómez-Hurtado, I. (2015). Nothing to do with me! Teachers’ perceptions on cultural diversity in Spanish secondary schools. Teachers and Teaching, 21(4), 400-420. doi:10.1080/13540602.2014.968896
• Council of Higher Education [YÖK]. (2022). Retrieved from https://istatistik.yok.gov.tr/
• Damgacı, F., & Aydın, H. (2013). Attitudes of the academicians towards multicultural education. Electronic Journal of Social Sciences, 12(45), 325-341.
• Danacı, M. Ö., Eran, N., Çetin, Z., Pınarcık, Ö., & Bahtiyar, M. (2016). The preschool teachers’ attitudes about education of multiculturalism. Hacettepe University Faculty of Health Sciences Journal, 3(2), 73-86.
• Dedeoğlu, H., & Lamme, L. L. (2011). Selected demographics, attitudes, and beliefs about diversity of preservice teachers. Education and Urban Society, 43(4), 468-485. doi:10.1177/0013124510380718
• Demir, S., & Başarır, F. (2013). Evaluation of preservice teachers’ opinions of multicultural education. IIB International Refereed Academic Social Sciences Journal, 4(9), 1-30.
• Demircioğlu, E., & Özdemir, M. (2014). Analysis of pedagogical formation students’ attitudes toward multicultural education. Ege Journal of Education, 15(1), 211-232. doi:10.12984/eed.22924
• Demoiny, S. B. (2017). Are you ready? Elementary preservice teachers' perceptions about discussing race in social studies. Multicultural Education, 24(2), 15-33
• Dixon, J., Durrheim, K., Thomae, M., Tredoux, C., Kerr, P., & Quayle, M. (2015). Divide and rule, unite and resist: Contact, collective action and policy attitudes among historically disadvantaged groups. Journal of Social Issues, 71(3), 576-596. doi:10.1111/josi.12129
• Duncan, G. J., Boisjoly, J., Levy, D. M., Kremer, M., & Eccles, J., (2003). “Empathy or antipathy? The consequences of racially and socially diverse peers on attitudes and behaviors.” IRP- Working Paper 03-05, Institute for Policy Research, Northwestern University, Evanston, IL. Retrieved from https://eric.ed.gov/?id=ED472566.
• Engin, G., & Genç, S. Z. (2015). Attitudes teacher candidates towards multicultural education (Çanakkale Onsekiz Mart Unıversity example). Route Educational and Social Science Journal, 2(2), 30-39. doi:10.17121/ressjournal.295
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
• González-González, H., Álvarez-Castillo, J. L., & Fernández-Caminero, G. (2015). Development and validation of a scale for measuring intercultural empathy. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 21(2), 1-18.doi:10.7203/relieve.21.2.7841
• Güngör, S., Buyruk, H., & Özdemir, Y. (2018). Teacher candidates’ attitudes towards multiculturalism. Electronic Journal of Social Sciences, 17(66), 816-837. doi:10.17755/esosder.386067
• Haro, J. (2016). The role of geographical and social context on ethnic identity and ethnocultural empathy (Unpublished doctoral dissertation). California State University, Sacramento.
• Jondeau, E., & Rockinger M. (2003). Conditional volatility, skewness, and kurtosis: existence, persistence, and comovements. Journal of Economic Dynamics & Control, 27, 1699-1737. doi: 10.1016/j.iref.2019.11.003
• Kapıkıran, N. A. (2021). Sources of Ethnocultural empathy: personality, intergroup relations, affects. Current Psychology, 1-19. doi:10.1007/s12144-021-02286-2
• Karacabey, M. F., Özdere, M., & Bozkus, K. (2019). The attitudes of teachers towards multicultural education. European Journal of Educational Research, 8(1), 383-393. doi: 10.12973/eu-jer.8.1.383
• Karslı-Çalamak, E., & E. Erdemir. 2019. Syrian children and families in Turkey: Missing stories and counter narratives. Journal of Education for Life, 33(2), 216-246. doi:10.33308/26674874.2019332119
• Kaya, I., & Aydın, H. (2014). Çoğulculuk, çokkültürlülük ve çokdilli eğitim [Pluralism, Multiculturalism and Multilingual Education]. Ankara: Anı.
• Kim, H., & Connelly, J. (2019). Preservice teachers' multicultural attitudes, intercultural sensitivity, and their multicultural teaching efficacy. Educational Research Quarterly, 42(4), 3-20.
• Kim, P. Y., & Tausen, B. M. (2022). White college students’ ethnocultural empathy toward Asians and Asian Americans during the COVID-19 pandemic. Asian American Journal of Psychology, 13(3), 305-313. doi:10.1037/aap0000246
• LaDuke, A. E. (2009). Resistance and renegotiation: Preservice teacher interactions with and reactions to multicultural education course content. Multicultural Education,16(3), 37-44
• Lee, B. A., Neville, H. A., Schlosser, M., Valgoi, M. J., & Cha-Jua, S. K. (2021). Ethnocultural empathy and racial colorblindness among white police recruits: Do Cross-Racial Friendships Matter?. Race and Justice. doi:10.1177/21533687211021051
• Lu, Y., Hill, C. E., Hancock, G. R., & Keum, B. T. (2020). The effectiveness of helping skills training for undergraduate students: Changes in ethnocultural empathy. Journal of Counseling Psychology, 67(1), 14-24. doi:10.1037/cou0000404
• Mazı, A. (2018). Examination of the teachers multicultural perception: sample of Hatay province. (Unpublished master’s thesis). Kahramanmaraş Sütçü İmam University, Kahramanmaraş.
• Milner, H. R. (2005). Stability and change in US prospective teachers’ beliefs and decisions about diversity and learning to teach. Teaching and Teacher Education, 21(7), 767-786. doi:10.1016/j.tate.2005.05.010
• Ming, K., & Dukes, C. (2006). Fostering cultural competence through school-based routines. Multicultural Education, 11(3), 42-48.
• Moe, R. (2019). How to teach kindergarten teacher education students about play? The perspective of academic pedagogy teachers. Universal Journal of Educational Research, 7(3), 60-67. doi: 10.13189/ujer.2019.071307
• Munroe, A., & Pearson, C. (2006). The Munroe multicultural attitude scale questionnaire. A new instrument for multicultural studies. Educational and Psychological Measurement, 66(5), 819-834. doi:10.1177/001316440528554
• Nadelson, L. S., Boham, M. D., Conlon-Khan, L., Fuentealba, M. J., Hall, C. J., Hoetker, G. A., ... & Zenkert, A. J. (2012). A shifting paradigm: Preservice teachers’ multicultural attitudes and efficacy. Urban Education, 47(6), 1183-1208.doi.org/10.1177/0042085912449750
• Ogletree, Q., & Patricia, L. (2010). Implementing multicultural practices in early childhood education. National Forum of Multicultural Issues Journal, 9(1), 1-9.
• Özdemir, M., & Dil, K. (2013). Teachers’ attitudes toward multicultural education: Case of Çankırı province. Ankara University Journal of Faculty of Educational Sciences (JFES), 46(2), 215-232. doi:10.1501/Egifak_0000001302
• Özdikmenli-Demir, G., & Demir, S. (2014). Testing the psychometric properties of the scale of ethnocultural empathy in Turkey. Measurement and Evaluation in Counseling and Development, 47(1), 27-42. doi: 10.1177/0748175613513805
• Pasch, S., Pasch, M., Johnson, R., Ilmer, S., Snyder, J., Stapleton, E., Hamilton, A., & Mooradian, P. (1993). Reflections of urban education: A tale of three cities. In M. J. O'Hair & S. J. Odell (Eds.), Diversity and teaching: Teacher education yearbook I (pp. 9-30). New York: Harcourt, Brace, Jovanovich.
• Peköz, Ç., Külcü, B., & Gürşimşek, A. I. (2018). Investigating early childhood teacher candidates’ perceptions on multiculturalism. Turkish Journal of Social Research, 22, 118-134. doi.org/10.1108/JME-05-2019-0043
• Pettigrew, T. F., & Tropp, L. R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38(6), 922-934. doi:10.1002/ejsp.504
• Phoon, H. S., Abdullah, M. N. L. Y, & Abdullah, A. C. (2012). Unveiling Malaysian preschool teachers’ perceptions and attitudes in multicultural early childhood education. Asia-Pacific Education Researcher Journal, 22(4), 427-438. doi:10.1007/s40299-012-0042-0
• Polat, S. (2009). Probationary teachers’ level of inclination to multicultural education. International Online Journal of Educational Sciences, 1(1), 154-164.
• Polat, İ., & Kılıç, E. (2013). Multicultural education in Turkey and teachers’ competencies in multicultural education. Van Yüzüncü Yıl University Journal of Education Faculty, 10(1), 352-372.
• Polat, S., & Barka, T. O. (2012). Multiculturalism and intercultural education: A comparative study with a sample of Swiss and Turkish candidate teachers. World Applied Sciences Journal, 18(9), 1180-1189. doi: 10.5829/idosi.wasj.2012.18.09.1242
• Portera, A. (2011). Intercultural and multicultural education: Epistemological and semantic aspects. In C. A. Grant, & A. Portera (Eds.), Intercultural and multicultural education: Enhancing global interconnectedness (pp. 12-30). New York: Routledge.
• Rasoal, C., Eklund, J., & Hansen, E. M. (2011). Toward a conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology, 5(1), 1-13. doi:10.1037/h0099278
• Rissanen, I., Tirri, K., & Kuusisto, E. (2015). Finnish teachers' attitudes about muslim students and muslim student integration. Journal for the Scientific Study of Religion, 54(2), 277-290. doi:10.1111/jssr.12190
• Sharma, S. (2005). Multicultural education: Teachers perceptions and preparation. Journal of College Teaching & Learning (TLC), 2(5), 53-64. doi:10.19030/tlc.v2i5.1825
• Spinthourakis, J. A., Karatzia‐Stavlioti, E., & Roussakis, Y. (2009). Pre‐service teacher intercultural sensitivity assessment as a basis for addressing multiculturalism. Intercultural Education, 20(3), 267-276. doi:10.1080/14675980903138624
• Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2016). Pre-service teachers' perceptions towards multicultural education & teaching of culturally & linguistically diverse learners. Multicultural Education, 23, 42-48.
• Tortop, H. S. (2014). Attitudes of candidate teachers towards multicultural and gifted education. Journal of Gifted Education Research, 2(2), 16-26.
• Umaña-Taylor, A. J. (2004). Ethnic identity and self-esteem: Examining the role of social context. Journal of Adolescence, 27, 139-146. doi:10.1016/j.adolescence.2003.11.006
• United Nations High Commissioner for Refugees (UNHCR). (2022). Populations. Retrieved from https://reporting.unhcr.org/turkey#:~:text=Turkey%20hosts%20four%20million%20refugees,and%20Iran%20in%20the%20country.
• Van de Vijver, F. J., Breugelmans, S. M., & Schalk-Soekar, S. R. (2008). Multiculturalism: Construct validity and stability. International Journal of Intercultural Relations, 32(2), 93-104. doi:10.1016/j.ijintrel.2007.11.001
• Vittrup, B. (2016). Early childhood teachers' approaches to multicultural education & perceived barriers to disseminating anti-bias messages. Multicultural Education, 23, 37-41
• Wang, Y. W., Davidson, M. M., Yakushko, O. F., Savoy, H. B., Tan, J. A., & Bleier, J. K. (2003). The Scale of Ethnocultural Empathy: Development, validation, and reliability. Journal of Counseling Psychology, 2, 221-234. doi:10.1037/0022-0167.50.2.221
• Winn, J. J. C. (2019). Association between study abroad experiences and ethnocultural empathy. (Unpublished doctoral dissertation). Bethel university, Minnesota.
• Yazıcı, S., Başol, G., & Toprak, G. (2009). Teachers’ attitudes toward multicultural education: A study of reliability and validity. Hacettepe University Journal of Education, 37(37), 229-242.
• Yılmaz, F., & Göçen, S. (2013). Investigation of the prospective primary teachers’ intercultural sensitivity levels in terms of certain variables. Adıyaman University Journal of Social Sciences, 6(15), 373-392. doi:10.14520/adyusbd.649