Christine Bennett

Genres of Research in Multicultural Education

This article develops a conceptual framework of research genres that illustrate the complex multidisciplinary roots of multicultural education. The primary objective is to provide educational researchers and teacher educators with a lens as they design new (or rethink existing) inquiry and teacher preparation programs in the meta-disciplinary field of multicultural education. Other objectives are to encourage multicultural theoreticians to consult a range of original research (as opposed to other theoreticians and secondary or tertiary sources in the field), and to underscore hopeful possibilities for practice. The framework also invites a rethinking of the genres as conceptualized in this paper. The proposed genres originate from the author’s immersion in multi-cultural theory, research, and practice spanning over three decades. Examples of research are included to clarify the nature of the genres, as well as the interactive connections across genres within the framework as a whole and implications for practice.

Enhancing Ethnic Diversity at a Big Ten University Through Project TEAM: A Case Study in Teacher Education:

Project Transformative Educational Achievement Model (TEAM) is an instructional initiative designed to increase the number of students from underrepresented minorities at Indiana University who enter a teacher education program (P–12), complete their baccalaureate degree, and obtain teaching licensure in Indiana. A conceptual framework based on theories of campus climate and integrated pluralism, ethnic identity development, and teaching for social justice guides program development and inquiry. Longitudinal research since 1996 has identified four main themes that help explain the Project TEAM experience (a) creating community among students of color to mediate an alienating campus climate at a predominantly White university, (b) strengthening ethnic identity and an understanding of and ability to deal with racism, (c) working for social justice through multi-cultural education, and (d) professional development and commitment to teaching as a profession. This article provides an overview of program development, research methodology, and findings associated with the four themes as well as program success in recruiting, supporting, and graduating students of color.

Suspensions and Expulsions of Male and Black Students A Study of the Causes of Disproportionality

Black students are suspended far more often than white students. The extent of disproportion depends largely upon school and staff characteristics.

Teaching the Social Studies: Multiple Approaches for Multiple Perspectives

This article reports a second phase of research on individuals making a career change into teaching. Our research over the past four years has shown us a variety of perspectives among such individuals, those of: Scholar Psychologist; Friendly Scholar; Inculcator; Facilitator of Thinking and Lifelong Learning; Friendly Pedagogue; Empowerer; and Nurturer, The authors present portraits of seven social studies teachers who each reflect one of these perspectives. Given the multiplicity of perspectives among these teachers, and given the stability of such perspectives over time (Bennett and Spalding, 1991), we contend that perhaps multiple approaches to teaching social studies are needed to fit the multiple perspectives teachers bring to the field.