GUEST EDITORS' INTRODUCTION: Multicultural Education in Middle Grade Settings
Bibliographic record
Abstract
Multicultural education has a long history in the United States which was stemmed from the civil rights movements of 1960s. The discussion on race and ethnicity had originally focused on the African American population, and was spearheaded by African American scholars including James Banks, Geneva Gay, and Carl Grant in 1970s (Ramsey, 2008). However, the discussion on race and ethnicity in the beginning of multicultural education gradually broadened its topic by including class, gender, sexual orientation, and disabilities. Currently, due to the large influx of immigrant students in the United States, the issue of language diversity increasingly became an important topic in multicultural education. Whichever topic multicultural education has dealt with, its main focus has always been to redress systemic inequities, ensuring individuals' educational equities based on social justice.In this special-themed issue-multicultural education in middle grade settings-we aim to address these equity issues through four selective scholarly articles. All of these articles are based on the studies that were conducted in classroom or school settings. Although multicultural education became a pressing topic in the educational field, it has not been widely discussed in middle grade settings. Therefore, as editors of this special issue, we are pleased to offer this opportunity to middle school educators and researchers to critically examine the issues of multicultural education. More specifically, the first article, Storylines: Listening to Immigrant Students, Teachers, and CulturalBridge Persons Making Sense of Classroom Interactions by Martha Strickland, follows the caring and nurturing efforts of teachers and cultural-bridge persons as they interact with newly arrived middle-level students. The implications of these storylines are important for middle-grade educators to further understand multicultural education in schools. The second article, Critical Pedagogy With the Oppressed and the Oppressors: Middle School Students Discuss Racism and White Privilege by Jill Flynn, examines the conversations between White students and students of color as they engaged in a unit of study on cultural conflict and resolution. Their comments and those of their White teachers provide insight into multicultural education approaches. In the third article by Ellis Hurd, the topic of mixed heritage is investigated through a case study of the in- and out-of-school experiences of one middle level student and his close-in-age siblings. Hurd considers the contradictory relationship between assimilation and achievement for these students in A Framework for Understanding Multicultural Identities: An Investigation of a Middle Level Student's French-Canadian HonduranAmerican (Mestizo) Identity. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".