Abstract: Abstract This qualitative study explores the sources of the self-efficacy development of five Chinese doctoral students’ use of English as a second language in a southeastern university in the United Sates. Although individual differences were reported, common themes were also recognized. Consistent with the self-efficacy theory and previous studies in this field, the major factors that influenced the participants’ self-efficacy beliefs to use English are (1) past performance, (2) peers’ and advisors’ influence, (3) social persuasions, (4) emotional and physiological states, (5) self-awareness of English proficiency, (6) familiarity with and the difficulty level of the tasks, and (7) interest. The uniqueness of this study is that western individualism and Chinese collectivism were considered in the discussion of self-efficacy development. In order to improve Chinese students’ self-efficacy beliefs in learning English as well as to enhance their academic attainments and professional performance, it is necessary to explicitly understand which factors and components play significant roles in the development of their self-efficacy beliefs.

Abstract: Abstract The purpose of this research was to develop a new tool for assessing multicultural and international competency in faculty teaching through vignette scenarios of university classroom critical incidents – across disciplines of clinical and forensics psychology, business, and education. Construct and content validity of the initial draft vignettes and the associated scoring rubric was established by a panel of experts who approved the vignettes as consistent with current teaching models and multicultural and international competency models. Each vignette presented a critical incident needing resolution – a rupture in the relationship between the instructor and students vis-à-vis a diversity issue. These hypothetical ruptures took place in university classrooms in four different disciplines: clinical and forensic psychology, business, and education. The authors recruited ten faculty participants for the online study, who were personally known to the authors as interested in competency-related issues and who were teaching in graduate programs. Each participant responded to three questions for each vignette, which prompted their written feedback on (a) process and content issues surrounding the critical incident as well as (b) coaching for the hypothetical instructor on how to resolve the incident. Five scorers rated the participants’ written responses according to a five-point scoring rubric. In the data analysis, once statistical conclusion validity and interscorer reliability was established (Krippendorff’s α = 0.887), content validity was again explored by assessing whether the written responses were indeed captured by the guiding models. The results, which indicated preliminary validity and reliability of the vignettes and the rubric, suggest that the vignettes are worthy of further testing. These vignettes can also be used as discussion tools to stimulate dialogue in competency trainings for faculty.

Abstract: Through the article, I share the theoretical foundations, structure, knowledge acquisition, and outcomes of a cultural leadership course. The process for course development integrates several theories and research meth- ods into practice: L. Dee Fink's Taxonomy of Significant Learning, Feminist Theory, Critical Race Theory, and Portraiture/Phenomenology. This course has been piloted at two universities and represents a partnership between the Student Affairs Division and the College of Humanities & Social Sciences at both institutions. This article explores the importance of culture, examines knowledge production on leadership outside of traditional academic venues, and paints a portrait of culture and leadership in the lives of college students.

Abstract: Abstract This inquiry into the digital discussion forums tied to two English classes in an urban public high school examines the potential of new media to honor the multicultural composition of classrooms and support teachers to design culturally sustaining pedagogies. Given the increasing significance of digital media as well as the growing diversity of our classrooms, it is critical that educational researchers, practitioners, and policymakers think about the ways in which new media could support multicultural teaching and learning. This work draws on socio-cultural constructions of literacy, resource pedagogies, and critical literacy frameworks. The author uses case study methodologies to understand how digital media, specifically networked technologies, support secondary level students as they wrestle with complex issues related to race, language, and culture. This article offers three central ideas that emerged from an analysis of student participants’ interactions across the networked spaces that were linked to the intellectual work of their English classes. This work has implications for educators at all levels who are committed to addressing issues related to race, language, class, and other identities that are salient in all classrooms. The author puts forth a pedagogical approach for sustaining multiculturalism in the context of rigorous academic work. This approach intentionally draws on digital media to cultivate culturally responsive education.

Abstract: Abstract In this paper, the authors deconstruct commonly held mythologies about immigration to inform the critical discourse and support those educators who strive to be fair brokers of an inclusive educational system addressing the distinct needs of immigrant students. We (teacher educators and a community organizer) emphasize and clarify verifiable information that in fact refutes seven prevalent mythologies often articulated in the public debate. In our observations and experiences, this misinformation impacts decisions and fosters biases about Latina/o immigrants in the educational field, particularly impacting students from Mexico and Latin American countries. By debunking misinformation, we seek to inform a thoughtful discourse as advocates engaged to positively influence how these students are viewed by educators. This paper highlights evidence needed to advance the learning and educational success of Latina/o students. The hope of the authors is for a more thoughtful recognition of the immigrant student plight in the face of a nationally politicized and criminalized immigration stance.

Abstract: Abstract Authors in this special issue of Multicultural Learning and Teaching utilized emerging qualitative research methodology, narrative ethnography, to seek to understand and then to describe the innermost fears and joys and to hear recommendations from the diverse individuals they interviewed, observed, and formed a relationship with over time. Most are university professors and students, and one the father of a student, who depict their experiences with teachers and professors in educational contexts in the United States over time. The narratives are moving and thoroughly engross the reader in their worlds.Several individuals are twice-diverse given both ethnicity and disability or language. This added component of a second diverse aspect in their lives makes these stories particularly compelling. Narrative ethnography is a powerful authentic way to unmask the faces behind the façade and discover individuals’ personal, evolving realities, so teachers and professors can maximize student potential.

Abstract: Abstract Children’s mental health can be a barrier to school success. School-based mental health services exist and research has shown positive results with the implementation of them. However, students spend the majority of their school time with a teacher and very little research exists on the role of a teacher in regards to students with mental health conditions. In this study, a college student shares his life-long experiences on being a student living with anxiety. What can educators learn from someone like him?

Abstract: Abstract Many predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not as successful as other racial and gender groups in K-12, but little research has been given to Black men who successfully finish the K-12 system and matriculate to higher education (Griffin, K. A., Jayakumar, U. M., Jones, M. M., & Allen, W. R. (2010). Ebony in the ivory tower: Examining trends in the socioeconomic status, achievement, and self-concept of black, male freshmen. Equity & Excellence in Education, 43(2), 232–248. doi: 10.1080/10665681003704915). This study presents the cultural background of a male from Africa and how his culture has helped him to be successful in higher education.

Abstract: Abstract This research is an ethnography (Murchison, 2010) that describes the lived experiences of a university professor and former public school superintendent. The work explores racial integration and desegregation of America’s public school system. Through a series of seven semi-structured interviews, background information has been collected about the educational leader’s ethnic identity, personal experiences as a student in public schools and professional background. Descriptions of the challenges, issues, and success of racial integration are presented from the professional experience of the educational leader along with existing contemporary challenges.

Abstract: As educators, scholars, professionals, and executive editors of Multicultural Learning and Teaching (MLT), we have worked together for about 30 years despite our differences in race, culture, language, and national origin. Our styles, behavioral patterns, and personal idiosyncrasies are very different; yet, we have been able to work together, mentor people different from us, and produce landmark works (e. g., MLT). We have worked like brothers, family members, and friends; and we are both true stories of the American dream. We have neither lost our cultures nor our ways. We have our likes and dislikes; and we have never talked about how to destroy our detractors. We frequently talk about how to create new ideas and support others different from us. Whenever we can, we ask others to join us in our quest to uplift humanity. In addition, we have never denied color because we see color; and, we use color to light the candles in fellow humans. We value each other, respect our unique voices, and cherish the wonders of our own differences and individualities. These qualities ought to be emulated by all professionals, especially those preparing teachers for today’s changing world (Obiakor, 2015; Obiakor, Bakken, & Algozzine, 2014). In our current Editors’ Comments, we lament the inability of higher education and educator preparation programs to realistically and futuristically deal with issues of race, culture, language, and national origin. While we are fairly

Abstract: Abstract As part of a four-year professional development program centered on increasing special education faculty members’ cultural responsiveness, the faculty members interviewed culturally and/or linguistically diverse (CLD) teacher candidates nearing completion of the special education program at a large Western university. The interviews, which focused on the candidates’ experiences during their time in the program, were conducted in the candidates’ homes. Each interview was audio and/or videotaped and transcribed verbatim, then analyzed using the inductive analysis design for qualitative research. The CLD candidates described types of learning activities and professor behaviors that had helped them to be successful. They also contributed suggestions to benefit future CLD candidates, including recommendations for professors and for the program as a whole.

Abstract: As co-founding and co-executive editors of Multicultural Learning and Teaching (MLT), we are lifelong learners who like others, continue to learn from positive and negative experiences and challenges. Without new learning, our lives, institutions, communities, nation, and world will be static. According to John Dewey (1958) many years ago, learning and education go hand-in-glove; and without experiences and experimentations, our society will not progress at a reasonable pace. For example, not long ago, many of us resisted learning and using new technologies; but today, they are a part of our lives (Obi, Obiakor, Drennon-Gala, & Magee, 2013). It is not uncommon for all of us to feel empty, lost, and terrible, without our telephones, computers, and new gadgets, to mention a few. To be good educators, scholars, and leaders, we must see learning as an important lifelong process that is mutually inclusive and multicultural. In fact, in all our human activities, learning is intertwined with our sacred existence – we cannot reasonably divorce ourselves from it since “everything has everything to do with everything” and it does not catch up with you until it catches up with you (Obiakor & Algozzine, 2015, p.1). Lifelong learning opens epistemological and multicultural doors since those who engage in it are visionary people who challenge the status quo and step outside the box and their comfort zones to move themselves and their lives forward. Lifelong learners are usually inquisitive “work horses” and not “thoroughbreds” – they search for truths that are unending and strive for perfection in their chosen crafts, even with their imperfections (Obiakor, 2015). Interestingly, as educators, scholars, and leaders, they strive for perfection in their chosen professions in an imperfect world. They continue to learn and grow

Abstract: Abstract The central purpose of this article is to explore research, issues, and perspectives on the implementation of service learning programs to improve student achievement in at-risk student populations. The implementation of service learning programs takes place within multiple contexts and across several terrains. The complexities of implementing service learning are captured in a framework of “contextual dynamism” which consists of six interrelated terrains: the political, the economic, the accountability, the financial, the demographic, and the staffing. In this article, the authors explore each of the terrains, ending with recommendations for policymakers and practitioners.

Abstract: Abstract Most educators and students are unaware of the Name Day, an alternative to the birthday celebrated in many cultures. Rather than birthdays, individuals of these cultures celebrate a day devoted to the saint, mythological god, or historical figure after which they were named. If students, particularly of elementary years, are to be educated in a multicultural society, they should be introduced to worldwide cultural observances, such as the Name Day; then perhaps those who also celebrate the closing of one year and the beginning of another in a different manner would not feel culturally unrepresented during this crucial time of social development. Since the Name Day tradition is still honored throughout the world today and continues to be practiced by ethnic groups living in America, it is important that this cultural tradition be introduced to students in order to promote the value of this ancient, yet still relevant, tradition.

Abstract: Abstract Parent involvement has been shown to be one of the keys to student educational success, their ability to perform at a high level and persevere. The latest government statistics reveal that 53 million Hispanics now reside in the United States and 75 % of this population speaks Spanish at home (Cooper, M. (2014). Hispanics in America and in higher education by the numbers. The Hispanic Outlook in Higher Education. 25(2), 6). It is vital to understand the struggle these parents experience when trying to support their children’s educational journey. The purpose of this ethnographic study is to understand one parent’s perspective as they struggle to help their child become a responsible and independent learner while caught between two cultural worlds and languages.

Abstract: Abstract The following article summarizes a research study which involved an investigation of the educational experiences of Afro-Caribbean student immigrants who were academically successful in the United States (U.S.). Although immigrants of African descent experience barriers such as immigrant status and racial minority status which leads to a double disadvantage in educational institutions, this group is more likely to persist and achieve academic excellence. This narrative ethnographical case study’s aim was to understand the influences for Afro-Caribbean immigrant students motivating them to pursue the attainment of a higher education degree. The data for this study was collected through in-person interviews of Afro-Caribbean immigrants who were graduates of a mid-sized state university located in Southwest Florida. The subjects were selected through purposeful sampling. There were similar cultural impacts identified which may have influenced the study participants to perform with high academic achievement. A cross-case analysis was used as a qualitative data analysis technique to discover themes such as familial support, values learned from private school attendance, and language barriers which emerged through the interview responses.

Abstract: Abstract The present research investigates the differences in attitudes toward multiculturalism and the level of ethnic identification among Arab and Jewish students in Israel. In addition, ethnic group effects on the relationship between the two variables were examined. Based on a sample of 142 college students, the findings indicated that Arab students showed more positive attitudes toward multiculturalism and a higher level of ethnic identity. Furthermore, the ethnic group had a significant effect on the relationships between ethnic identity and multiculturalism. For Jewish students the effect of ethnic identity on overall multiculturalism was significantly negative, while for Arab students it was positive, but not significant. These findings stress the importance of understanding the college multicultural climate at both interpersonal and institutional levels and of assessing its impact on both dominant and non-dominant culture students.