This study examined the influence of teachers' acculturation ideologies (polyculturalism, assimilation, colorblindness, multiculturalism) on their multicultural sensitivity in the Philippines. The results showed that polyculturalism and multiculturalism were positively correlated with sensitivity, while colorblindness was negatively correlated. Regression analyses also found that polyculturalism and multiculturalism predicted greater sensitivity, while colorblindness predicted less sensitivity. The study concludes that teachers' endorsement of polyculturalism and multiculturalism helps promote understanding of diverse students, whereas colorblindness can undermine sensitivity by ignoring cultural differences.
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Acculturation Ideologies on Multicultural Sensitivity in Filipino In-Service Teachers
1. The influence of acculturation
ideologies on multicultural
sensitivity in filipino in-service
teachers
tabuelog | vicoy | vicente
2. The Philippines is known to be one of the
countries that hold such great cultural diversity.
Within the country itself, there are several
groups that have their own cultural norms and
languages..
According to the National Commission on
Indigenous People and Summer of Institute
Linguistic (2013), there are 110 indigenous
communities and more than 170 ethno linguistic
3. Iligan city
As the Philippines continue to become
diverse, educators will be called on to teach
more students from diverse cultures (Diller &
Moule in Vincent & Torres, 2013).
(DepEd- Iligan City Division, 2010)
4. Gap
Multicultural sensitivity is important in integrating
multicultural education in the classroom and each
teacher has acculturation ideologies/belief that will
be important in achieving sensitivity towards
students.. However, none so far have pointed how
these acculturation ideologies influence the
multicultural sensitivity of filipino in-service teachers.
5. Addressing the
Gap
This study examines the influence of
acculturation ideologies on multicultural
sensitivity in filipino in-service teachers.
6. Awareness of subtle cultural differences
between oneself and people from other
cultures that results in applying one's
knowledge, showing appreciation and
respect, and adjusting one's behavior with
regard to other cultures.
multiCultural Sensitivity
10. Significance of the Study
this study would be beneficial in giving information on how
acculturation ideologies which are multiculturalism, colorblindness,
polyculturalism and assimilation affect the multicultural sensitivity
of Filipino in-service teachers. This study will be significant in
promoting cultural cognizance in dealing students with different
cultural backgrounds and it promotes the importance of
Multicultural Education. The result of this study will give a better
understanding of how acculturation ideologies influence the
multicultural sensitivity in Filipino in-service teachers.
11. Significance of the Study
• To the educators
• To the students
• To the
administration
12. Limitation
of the
Study
Generally speaking, this study is
bounded how acculturation ideologies of
a teacher affects his/her multcultural
sensitivity. Iligan City is known for having
schools with students from different
cultural background. To validate the
study, the researchers would include all
different grade levels to further know the
impact of these ideologies on the
teachers multicultural sensitivity.
14. With the increase of international mobility in higher
education a considerable number of studies have
emerged to portray, acculturation has been taking
place for millennia. There are many definitions in
what is acculturation. According to Berry,
acculturation is the dual process of cultural and
psychological change that takes place as a result
of contact between two or more cultural groups
and their individual member (2005).
Acculturation
ideologies
15. In the classroom setting, at the individual
members (teachers and students) it
involves changes in person’s behavioral
repertoire. This often entails, for example
learning each other’s languages, sharing
each other’s food preferences, and
adopting forms of dress and social
interactions that are characteristics of
Acculturation
ideologies
16. There are many definitions about multiculturalism or
multicultural education. We build on the work on
James Bank (2001), who defines multiculturalism as,
“an idea, an educational reform movement, and a
process”. According to Banks, multiculturalism seeks
to create equal opportunities for all students, including
those from different racial, ethnic and social class
groups. It tries to create an equal environment for the
students by changing, the total environment so that it
will reflect the diverse culture and groups in the
Multiculturalism
17. Colorblindess is a racial ideology that posits
the best way to end discrimination is by
treating individuals as equally as possible
without regarding the race, culture or
ethnicity. The colorblind approach suggests
that prejudice derives from people’s
emphasis on superficial and irrelevant group
categories (e.g..,race), and therefore
colorblindness
18. Assimilation is a gradual process by which
a person or group belong to one culture
adapts the practices of one another,
thereby becoming a member of that
culture. (Chegg Tutors 2017). This belief
is a strategy when individuals do not wish
to maintain the identity of their heritage
culture, seek close interaction with other
assimilation
19. The polycultural approach recognizes
people’s racial and ethnic backgrounds
(similar to the multicultural approach in all
of its forms), but instead of focusing on the
differences among different cultural groups
(“important differences,” as well as other
forms of multiculturalism), focuses on the
many connections among groups due to
polyculturalism
20. According to Banks (2004), Perkins, (2012), and
Yasemin (2015), it is of great importance for the
teachers to be prepared to teach culturally,
ethnically, racially, economically and linguistically
diverse students. It is empirical for teachers to be
multiculturally sensitive in their strategies and
implementation of equal opportunities for learning
and development for all students. To maximize
effective teaching in a multiculturally diverse
Multicultural
SENSITIVITY
21. Multicultural sensitivity is defined as
“sensitivity to importance of one’s cultural
differences and point of view of people in
other cultures” (Straffon,2003). Studies
show that multicultural insensitivity
causes a barrier in the students’ learning
process, thus affecting their academic
success (Butler, 2005).
Multicultural
SENSITIVITY
27. 1. Are there significant intercorrelation
of acculturation ideologies and
multicultural sensitivity?
28. polyculturalism Multicultural
sensitivity
The result shows that teachers’ polycultural belief is correlated
to the multicultural sensitivity of Filipino in-service teachers.
The result is parallel to the study of Fabregas and Kelsy (2012), indicating that
possessing polyculturalism beliefs in a multicultural environment is one of the
qualities of a multicultural sensitive individual. The moment when a teacher and
his students interact with each other, their beliefs and cultures change constantly
through different racial and ethnic groups’ interactions and influences that would
lead to their beliefs and cultures become socially constructed and dynamic
rather than static.
29. assimilation Multicultural
sensitivity
The result of the table shows that Assimilation is correlated to
multicultural sensitivity of teachers.
The results are parallel to Bolaffi (2003) indicating that if the teacher
assimilates himself with his students, becoming part of the class by altering
his internal values and contributes to the improvement of the class, there is
a harmonious classroom environment that is built due to the multicultural
sensitivity that the teacher exhibits. Furthermore, assimilation requires
internal value change; that is, individuals come to be a part of a class,
absorb the meaning of the cultural group, and contribute to the improvement
30. colorblindness Multicultural
sensitivity
Shown in the results, colorblindness has a negative correlation
to multicultural sensitivity of teachers.
According to Villegas (2007), ignorance of cultural differences could lead teachers to
“underestimate the true academic potential” of minority students. Teachers’
judgments on students’ potential have profound and long-lasting effects on students’
lives. Further study stated that adapting colorblind beliefs means downplaying of
someone’s racial identity. It is essentially erasing the entire background and culture
thus disregarding the meaning of racial and ethnic identity. Therefore, even though
color-blindness is intended to promote equality and fair treatment.
31. multiculturalism Multicultural
sensitivity
The results show a significant correlation between multicultural
teaching skills and cultural empathy.
The results are parallel to the study of McLaren (1995) indicating that as
multicultural beliefs of teacher increases, his multicultural sensitivity also
increases since multicultural beliefs accept that diverse students are
equal and the same. At its core, multiculturalism asserts that through
learning about different groups and developing an understanding of and
appreciation for them, negative attitudes will be reduced (e.g., Takaki,
1993).
32. 2. Is acculturation ideologies a
significant predictor of a teacher’s
multicultural sensitivity?
34. The result in this study is parallel to Rosenthal and Levy (2012)
indicating that as polycultural belief increases, it will lead to
increasing of teachers’ multicultural sensitivity. The moment the
teacher applies polycultural beliefs inside or outside the classroom,
they now change and affect each other, he is fully aware that his
students have different culture and this becomes an impact to the
teachers' multicultural sensitivity.
It is important that a teacher has polycultural beliefs that will lead him
to adapt his students' diverse culture and beliefs allowing his own
culture to be dynamic and socially constructed. If the teacher is able
to adapt to each of the diverse culture and beliefs of his students, his
multicultural sensitivity enhances positively since he is able to
understand each of his students that can help in promoting a
35. The result is parallel to Kennedy (1997) indicating that as
multiculturalism increase, it also leads to the increase of multicultural
sensitivity of teachers. He claims that teachers bring beliefs to their
education programs which are products of their upbringing, a
reflection of their life experiences, or a result of socialization process
in schools. Through multiculturalism, there is an effect of the teachers
teaching practices that would lead in accepting and treating the
students equally regardless of their cultural backgrounds.
Another study by McLaren (1995), states that teachers having
multicultural beliefs accept that diverse students are equal and the
same. Findings suggest that through multiculturalism, teachers starts
to integrate their instruction with respect to students’ different cultural
and ethnic backgrounds. Furthermore, Pajares (1992) pointed out
36. 3. Is acculturation ideologies a
significant predictor of a teacher’s
multicultural sensitivity (teaching
empathy?
38. The result is parallel to the study of Villegas
(2015), indicating that as the teacher’s
colorblind beliefs increases, his ignorance to
cultural differences would lead him to
underestimate the true potential of his
students. Colorblindness is the belief in which
individuals don’t see color or race, but rather
see everyone as equal individuals. By viewing
the whole class as one equal entity, it may
create and lead to an environment that denies
39. It is also said that polyculturalism is the recognition and appreciation
of the multiplicity and intersectionality of identities, viewing culture as
dynamic and thriving (Emory, 2018).This suggests that if a teacher
appreciates and believes that his culture is somehow dynamic and is
affected by his students racial and cultural beliefs, he can easily share
emotions and put himself in the mind of his students imagining what
the students feel or think.
Also, a teacher who has a polycultural belief in his system can
provide children with the support they need in developing strong self-
regulation skills since students’ could disregard the feeling of
uncertainty when they have secure attachment relationships with their
teachers in which they could count on for emotional and physical
support. Moreover, pupils grow to like and respect such teachers and
40. 4. Is acculturation ideologies a
significant predictor of a teacher’s
multicultural sensitivity (teaching
competency)?
43. In this context, Duxa talks about “the ability to act in a
way that is appropriate to a specific situation” (2001: 66).
Hattie describes this assimilation proficiency as follows:
“It is the teachers who are open to experience, learn
from errors, seek and learn from feedback from students
and who foster effort, clarity and engagement in
learning“ (2009: 35).This requires a willingness and
ability to reflect time and time again on one’s approach
to teaching and is not simply knowledge that can be
learnt. It evolves as teachers consciously design their
lessons to the needs of the students and their specific
dispositions and then watch carefully how their students
44. This is parallel to the study of Poshtareva, indicating
that a class teacher who has achieved higher levels of
polycultural competence is an active subject of the
educational process with well – developed
professional/personal qualities that enables them to
effectively resolve all kinds of educational objectives
and be successful in performing their pedagogical
activity (2009). If a teacher acknowledges the
interconnectedness of his cultural ideologies and his
students, he could easily promote learning process
and design lessons that could cater all the needs of
45. This is parallel to the study of Gay indicating that
teachers in general perceived values, beliefs and
events in standard terms, and taught with regard
(principally) to what they knew themselves. As they did
not understand the ethnic, social, racial or linguistic
diversities of their students, they knowingly or
unknowingly applied the wrong educational techniques
in their classes.(1994). In order to allow the teacher to
deliver effective education in multicultural classes, the
teacher must be encouraged to employ multicultural
belief and ensure equality of opportunity so as to
47. Findings
Acculturation ideologies (polyculturalism, colorblindness,
assimilation and multiculturalism) and multicultural sensitivity.
The data reveal significant relationship among variables. The
finding shows that acculturations ideologies (polyculturalism,
colorblindness, assimilation and multiculturalism) correlate
with multicultural sensitivity of a teacher.
1
48. Findings
Controlling for age and gender, In testing for multiple
hierarchical regression, teachers' multicultural sensitivity
specifically polyculturalism and multiculturalism are indeed
predictors of multicultural sensitivity as shown by the
significance value (p=0.000) and (p=.002) much lesser than
the indicated 0.05 level of critical region.
2
49. Findings
In testing for multiple hierarchical regression, teachers'
multicultural sensitivity specifically polyculturalism and
color-blindness are indeed predictors of multicultural
sensitivity in teaching empathy as shown by the significance
value (p=0.000) and (p=.016) much lesser than the indicated
0.05 level of critical region
3
50. Findings
In testing for multiple hierarchical regression, teachers'
multicultural sensitivity, polyculturalism, assimilation and
multiculturalism are indeed predictors of multicultural
sensitivity in teaching competency as shown by the
significance values (p=0.000), (p=.048) and (p=.005) much
lesser than the indicated 0.05 level of critical region.
4
51. conclusion
As a result of polyculturalism, the teacher now shows multicultural sensitivity
towards his students in such a way that he emphasizes interconnectedness
rather than separateness of racial and ethnic groups inside the classroom,
helping to blur boundaries and allowing students to feel more connected to each
other, yet not requiring to ignore one’s own racial ethnic identity. In assimilation,
the teacher assimilates himself with his students, becoming part of the class by
altering his internal values and contributes to the improvement of the class,
there is a harmonious classroom environment that is built due to the
multicultural sensitivity that the teacher exhibits. Furthermore, assimilation
requires internal value change; that is, individuals come to be a part of a class,
absorb the meaning of the cultural group, and contribute to the improvement of
the group.
52. conclusion
Another thing is, as teachers’ colorblind beliefs increases it denies the
impact of race to multicultural sensitivity which is especially important to
the increase of positive relationship towards his diverse students.
According to Villegas (2007), ignorance of cultural differences could lead
teachers to “underestimate the true academic potential” of minority
students. Teachers’ judgments on students’ potential have profound and
long-lasting effects on students’ lives. In educational setting, in-service
teachers should attend seminars, lectures or dialogue groups and events
that highlight the history, culture and contribution of particular racial and
ethnic groups. Through multiculturalism, the teacher becomes
muticulturally sensitive and learns to appreciate and value different groups’
53. conclusion
Teachers' multicultural sensitivity, polyculturalism and colorblindness are
indeed predictors of multicultural sensitivity in teaching empathy.
Polycultural believes that as teachers became more conscious of making
connections to facilitate learning, empathy became a tool. Studies also
suggest that schools boost empathy in students when they foster
polyculturalism -- an inclusive, warm attitude about cultural diversity.
Moreover, this enhanced empathy is linked with increased happiness and
scholastic achievement (Le et al 2009; Chang and Le 2011).
54. conclusion
Finally, modern color-blindness constitutes an ideological confusion at best
and denial at it very worst. This implies that the "should not matter"
philosophy has a goal of achieving true color-blindness--in education, this
means not showing favoritism or discrimination to certain students based
on skin color--the "does not matter" philosophy requires that teachers turn
a "blind eye" to racial differences, despite the fact that skin color does
indeed impact how individuals are treated.
55. conclusion
Lastly, In testing for multiple hierarchical regression, teachers' multicultural
sensitivity, polyculturalism, assimilation and multiculturalism are indeed
predictors of multicultural sensitivity in teaching competency. As such, the
process of assimilation has a big impact in teaching proficiency. According
to Reinman, teaching proficiency when assimilating means the knowledge,
skills, abilities and attitudes which teachers need to have in order to
promote learning processes and design lessons (2011).
56. conclusion
Then, a class teacher who has achieved high levels of polcultural
competence is an active subject of the polycultural educational process
with well-developed professional/personal qualities that enable them to
effectively resolve all kinds of communication objectives and be successful
in performing their pedagogical activity. The relationship between teachers’
multicultural beliefs, proficiency would help teachers in teaching unspoken
rules and biases and promote multicultural classroom that are based upon
equality of diverse students (Seidman, 2006).
57. recommendation
With the results of this study, will help the teachers to implement
multicultural education by creating space for respect in different
cultural groups, through self-reflection and reflection on personal
experiences. Through this study, the teacher’s ability to enable’s
pupils enters into intercultural dialogue. According to Araujo &
Strasser, teacher can assist students in developing social-thinking
strategies that makes them more assertive and effective in resolving
peer problems (2003). Aside from that, they would be used in
implementing multicultural education into their respective programs.
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58. recommendation
The result of this study assists the students in comprehending how
their knowledge is produced and influence by social culture. Their
social action may be difficult to develop but through understanding
this study students can begin early develop critical thinking skills and
students will get fair treatment and empathy.
2
59. recommendation
The result of the study will assist them in empowering school
cultures directly and forcefully in promoting diversity as positive
learning experience. It will also help the school in incorporating
multicultural, anti-racism, and human rights perspectives in school
policies and practices and incorporate it in school curriculum.
According to Banks, the school was part of each of the earlier
dimension, Banks also sees that schools as its’ own cultural
structure. (2004). Through this study, it has been said that staff
works together to understand students’ racial attitudes and how their
racial attitudes can be altered.
3
60. recommendation
Future researchers may focus in identifying first as to what is the
current level of the teachers’ multicultural sensitivity. Through this,
school administrators will be able to determine the relevance of the
seminars and programs they would be giving to the teachers.
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