Multicultural Education Inservice Programs In Large School Districts In California Having Substantial Minority Enrollment

Author

Frances Aroc Rilloraza, University of the Pacific

Date of Award

1979

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Sandra Anselmo

First Committee Member

Samuel Christie

Second Committee Member

Donald Decker

Third Committee Member

Robert R. Hopkins

Fourth Committee Member

Frank Ciriza

Abstract

The purpose of this study was to provide information about the range and type of multicultural inservice programs designed to fulfill the mandate of Education Code, Sections 44560 - 44564. The following characteristic components of multicultural education (ME) inservice program were the focus: 1) Inservice program design, 2) Program priorities, 3) Scope, 4) Participation, 5) Approaches, 6) Time frame, 7) Resources, and 8) Evaluation.

The need for the study was documented by the educational literature and personal interviews with local and international experts.

This study surveyed large school districts in California maintaining schools with 25% or more minority enrollment. In order to accomplish the purpose of the study, structured interviews in person or by telephone· were conducted. A structured interview guide was devised in the form of a questionnaire. Examination of approved programs and progress reports submitted by the local education agencies (LEAs) to the Office of Intergroup Relations, State Department of Education, was also used to supplement the data gathered from the interviews. A total of twenty-four interviews were carried out. This represents approximately 86% of the twenty eight large LEAs in California having over 25% minority enrollment.

The data were analyzed through frequency distributions which yielded mean scores in some instances. Tables were utilized to summarize the data. Where appropriate, responses to probe questions were included in the footnotes of the tables.

Some major trends and issues emerged from the data. First, typical ME central office personnel are experienced educators with advanced training, although not necessarily in ME. Second, minorities are usually assigned to take charge of minority related programs. Third, middle management level people in charge of ME are being phased out. Fourth, school boards tend to cut ME inservice funds out of the budget when funding problems arise. Fifth, there is a heightened federal and local interest in YE but very little money has been put into inservice programs. Sixth, ME inservice training appears to be implemented in response to societal pressures and legal mandates, e.g. accountability, desegregation, Article 6, etc. Seventh, there is proliferation of cognitively oriented commercially marketed materials. Eighth, inservice programs are short term efforts with very little continuity or follow-up. Ninth, ethnic minority enrollment appears to have some bearing on the ethnic group program focus of the inservice programs. Tenth, it appears that the Hispanic staff, both classified and certificated, as well as the administrators were underrepresented in relation to Hispanic enrollment.

The discrepancies between the findings of this study and the views of the experts in the field led to three major conclusions: 1) There is a poor understanding of the purposes and meaning of ME on the part of the people concerned. 2) There is lack of support (administrative, financial, personnel). 3) There is a lack of substantive inservice programs.

Based on the findings and the consensus of the experts as well as the position of the researcher, steps are recommended that could help LEAs focus their efforts in promoting a better understanding of the meaning and purposes of ME, in gaining support, and in providing substantive inservice programs. The recommendations were organized around the characteristics components of ME inservice programs. Inservice program design: 1) Develop design including, for instance, exit criteria and post conference with individuals concerned; 2) Provide flexible structural change in large school districts; 3) Establish procedural steps such as management procedure, guidelines for implementation and a list of teaching competencies in a multicultural setting. Scope: 1) Insure that the purpose and meaning of ME must precede other contents and activities; 2) Provide a balance of the cognitive and affective domain; 3) Theories of learning and child development along with cultural background must undergird curriculum development phase of the inservice program. Participation: 1) Specific tasks of the various role groups must be defined; 2) Insure full participation of all concerned via an advisory group or council. Resources: 1) Include ME inservice training in master contracts; 2) Consolidate funds for ME; 3) Establish criteria in selecting resource people. Evaluation: 1) Follow-up inservice sessions with observations and post conference. 2) Examine, revise, adapt various evaluation instruments applicable to program objectives.

The following are some recommendations for further research: 1) comparative study about the implementation of mandated programs on a nationwide scale, 2) evaluation of support system for ME, 3) the appropriateness of locally developed curriculum materials with child growth and development, 1) utilization of ME resources, 5) incentive practices, etc.

Pages

168

Recommended Citation

Rilloraza, Frances Aroc. (1979). Multicultural Education Inservice Programs In Large School Districts In California Having Substantial Minority Enrollment. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/3392