Abstract
As an integral component of the multicultural policy scheme, multicultural education has been receiving more attention from educational policymakers and researchers around the world (Banks 2008; Cha and Ham 2014; Grant and Lei 2001). Despite the concerted attention given to multicultural education as a policy agenda, systematic research on how effectively such policy effort has achieved the intended goals is less extensive than might be expected. As an attempt toward filling this void in research, this study aims to develop an empirical knowledge base that provides insight into how student learning varies depending on multicultural policy contexts. A particular analytic attention is given to examining the effect of multicultural curriculum policy on student engagement in learning by analyzing extensive international data from the TIMSS 2011 survey.
An earlier version was presented in the 2014 annual meeting of the American Educational Research Association, Philadelphia, PA. Another version was prepared in Korean for Multicultural Education Studies, Vol. 7, pp. 123–142. The work on the current version was supported by a National Research Foundation of Korea grant funded by the Korean government (NRF-2014S1A3A2044609).
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Notes
- 1.
TIMSS is the abbreviation of the Trends in International Mathematics and Science Study conducted by the International Association for the Evaluation of Educational Achievement.
- 2.
The term “ethnolinguistic minority learners” is operationalized in this study as the group of children who meet both of the following conditions: Children (1) who have at least one foreign-born parent and (2) whose primary language at home differs from the language of assessment in school.
- 3.
In this respect, Sutton (2005) has noted that although each national debate on cultural diversity in education reflects the aspects of diversity that are unique to a given particular country, the universal purpose of schooling as incorporation of future citizens into civil society renders a common framework for the formulation of multicultural education policies across different countries.
- 4.
Countries having less than .5 % of ethnolinguistic minority students in the TIMSS 2011 eighth-grade mathematics dataset were excluded from our sample.
- 5.
The 32 countries were as follows: Armenia; Australia; Bahrain; England; Finland; Georgia; Ghana; Indonesia; Iran, Islamic Rep. of; Israel; Italy; Jordan; Kazakhstan; Lebanon; Lithuania; Macedonia, FYR; Malaysia; Morocco; New Zealand; Oman; Qatar; Russian Federation; Saudi Arabia; Singapore; Slovenia; Sweden; Syrian Arab Republic; Thailand; Tunisia; Turkey; Ukraine; United States.
- 6.
Detailed results of the hierarchical linear model for each country are presented in Appendix.
- 7.
- 8.
MulticulPol, constructed based on data from the TIMSS 2007 Curriculum Questionnaire, is also highly correlated with the MIPEX education policy index (Cha and Ham 2014). The MIPEX, or the Migrant Integration Policy Index, is an ongoing project led by the British Council and the Migration Policy Group to create a range of cross-national comparative indices measuring migrant integration policies in EU member states and some other countries. The MulticulPol values for Finland and Macedonia, missing in the original index, were imputed by using a linear regression for MulticulPol predicted by the MIPEX education policy index. The results reported in this study did not meaningfully change, regardless of inclusion of the two countries in our data.
- 9.
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Appendix: HLM Analyses of Academic Engagement: A Summary of Regression Coefficients
Appendix: HLM Analyses of Academic Engagement: A Summary of Regression Coefficients
Academic enjoyment
Level-1 | Level-2 | Level-1 df | Level-2 df | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
MinorStatus | ParentEd | EdCapital | SchoolPoverty | |||||||
Coeff. | (SE) | Coeff. | (SE) | Coeff. | (SE) | Coeff. | (SE) | |||
1 Armenia | −.311 | (.197) | .119*** | (.018) | .083*** | (.018) | .055 | (.039) | 5060 | 151 |
2 Australia | .548*** | (.066) | .083*** | (.017) | .084*** | .019) | −.056 | (.033) | 6750 | 275 |
3 Bahrain | .154** | (.059) | .062*** | (.016) | .047** | (.018) | .037 | (.029) | 4116 | 93 |
4 England | .461*** | (.065) | .101*** | (.017) | .053* | (.022) | .014 | (.060) | 3614 | 116 |
5 Finland | .427*** | (.106) | .183*** | (.018) | .076*** | (.018) | .006 | (.032) | 4050 | 143 |
6 Georgia | −.081 | (.243) | .076*** | (.020) | .097*** | (.023) | .133 | (.084) | 3659 | 170 |
7 Ghana | −.223** | (.078) | .010 | (.016) | −.009 | (.018) | −.010 | (.035) | 5570 | 159 |
8 Indonesia | −.342 | (.239) | .011 | (.018) | .069*** | (.020) | .081* | (.039) | 5238 | 151 |
9 Iran | −.429* | (.219) | .003 | (.018) | .103*** | (.019) | .032 | (.025) | 5283 | 236 |
10 Israel | −.208* | (.095) | .041** | (.016) | .037* | (.017) | .038 | (.030) | 4013 | 149 |
11 Italy | −.063 | (.095) | .101*** | (.017) | .034* | (.017) | .017 | (.033) | 3721 | 195 |
12 Jordan | −.081 | (.085) | .066*** | (.015) | .065*** | .016) | .094* | (.039) | 6533 | 228 |
13 Kazakhstan | .019 | (.209) | .081*** | (.020) | .107*** | (.023) | .055 | (.040) | 3833 | 145 |
14 Lebanon | −.100 | (.072) | .066** | (.021) | .028 | (.022) | .032 | (.038) | 3223 | 143 |
15 Lithuania | .130 | (.202) | .072*** | (.017) | .045*** | (.013) | .048 | (.033) | 4472 | 139 |
16 Macedonia, FYR | −.197 | (.140) | .075*** | (.021) | .006 | (.022) | .078* | (.039) | 3145 | 148 |
17 Malaysia | −.067 | (.105) | .032* | (.017) | .059*** | (.015) | .000 | (.032) | 5423 | 178 |
18 Morocco | −.409** | (.163) | −.002 | (.015) | .094*** | (.018) | −.026 | (.022) | 7165 | 276 |
19 New Zealand | .492*** | (.065) | .061*** | (.015) | .049** | (.016) | .120*** | (.033) | 4811 | 156 |
20 Oman | −.126* | (.059) | .044** | (.015) | .134*** | (.017) | .005 | (.026) | 7837 | 321 |
21 Qatar | −.005 | (.068) | .023 | (.020) | .107*** | (.024) | .021 | (.025) | 3978 | 107 |
22 Russian Fed. | .064 | (.148) | .072*** | (.020) | .067*** | (.018) | −.006 | (.031) | 4655 | 208 |
23 Saudi Arabia | .130 | (.071) | .036 | (.020) | .067*** | (.020) | .036 | (.039) | 3876 | 151 |
24 Singapore | .200*** | (.034) | .034** | (.013) | .054*** | (.016) | −.013 | (.022) | 5809 | 163 |
25 Slovenia | .054 | (.096) | .042** | (.016) | .073*** | (.014) | .017 | (.032) | 4089 | 184 |
26 Sweden | .545*** | (.060) | .127*** | (.015) | .085*** | (.019) | .020 | (.033) | 4925 | 151 |
27 Syrian Arab Republic | −.437* | (.195) | .027 | (.020) | .070*** | (.021) | .018 | (.028) | 3257 | 132 |
28 Thailand | −.302 | (.191) | −.030 | (.016) | .083*** | (.018) | .061 | (.036) | 5719 | 170 |
29 Tunis ia | .015 | (.110) | .022 | (.017) | .062*** | (.018) | .016 | (.029) | 4440 | 204 |
30 Turkey | −.135 | (.227) | .075*** | (.016) | .005 | (.017) | .032 | (.028) | 6352 | 237 |
31 Ukraine | −.108 | (.074) | .073*** | (.022) | .059** | (.020) | .058 | (.043) | 3100 | 146 |
32 United States | .206*** | (.039) | .017 | (.011) | .073*** | (.015) | .066** | (.025) | 9582 | 499 |
Academic performance
Level-1 | Level-2 | Level-1 df | Level-2 df | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
MinorStatus | ParentEd | EdCapital | SchoolPoverty | |||||||
Coeff. | (SE) | Coeff. | (SE) | Coeff. | (SE) | Coeff. | (SE) | |||
1 Armenia | −.277 | (.160) | .174*** | (.017) | .075*** | (.016) | −.120* | (.052) | 5060 | 151 |
2 Australia | .250*** | (.061) | .074*** | (.012) | .079*** | (.013) | −.323*** | (.059) | 6750 | 275 |
3 Bahrain | .032 | (.044) | .144*** | (.013) | .090*** | (.019) | −.165** | (.063) | 4116 | 93 |
4 England | .180*** | (.047) | .076*** | (.011) | .059*** | (.010) | −.225** | (.081) | 3614 | 116 |
5 Finland | −.150 | (.163) | .186*** | (.015) | .087*** | (.017) | −.051 | (.037) | 4050 | 143 |
6 Georgia | −.506 | (.289) | .172*** | (.018) | .112*** | (.019) | −.073 | (.056) | 3659 | 170 |
7 Ghana | −.189** | (.059) | .013 | (.014) | −.033* | (.014) | −.135* | (.061) | 5570 | 159 |
8 Indonesia | −.672*** | (.109) | .103*** | (.015) | .012 | (.018) | −.237*** | (.050) | 5238 | 151 |
9 Iran | −.365* | (.167) | .111*** | (.016) | .113*** | (.015) | −.252*** | (.040) | 5283 | 236 |
10 Israel | .070 | (.053) | .156*** | (.014) | .107*** | (.017) | −.277*** | (.033) | 4013 | 149 |
11 Italy | −.409*** | (.091) | .184*** | (.017) | .062*** | (.016) | −.216*** | (.045) | 3721 | 195 |
12 Jordan | −.188** | (.074) | .166*** | (.013) | .114*** | (.016) | −.158*** | (.037) | 6533 | 228 |
13 Kazakhstan | .106 | (.113) | .086*** | (.015) | .084*** | (.017) | −.015 | (.067) | 3833 | 145 |
14 Lebanon | −.013 | (.052) | .114*** | (.016) | .041* | (.021) | −.330*** | (.048) | 3223 | 143 |
15 Lithuania | .052 | (.131) | .160*** | (.017) | .141*** | (.017) | −.164*** | (.043) | 4472 | 139 |
16 Macedonia, FYR | .124 | (.157) | .209*** | (.018) | .141*** | (.017) | −.171*** | (.040) | 3145 | 148 |
17 Malaysia | .147* | (.066) | −.013 | (.010) | .078*** | (.010) | −.156** | (.063) | 5423 | 178 |
18 Morocco | −.311*** | (.086) | .121*** | (.014) | .129*** | (.015) | −.156*** | (.035) | 7165 | 276 |
19 New Zealand | .165** | (.065) | .116*** | (.011) | .134*** | (.019) | −.308*** | (.048) | 4811 | 156 |
20 Oman | −.033 | (.045) | .137*** | (.013) | .190*** | (.012) | −.108*** | (.029) | 7837 | 321 |
21 Qatar | .180*** | (.048) | .134*** | (.017) | .050** | (.019) | .017 | (.061) | 3978 | 107 |
22 Russian Fed. | −.247* | (.102) | .128*** | (.015) | .031* | (.014) | −.149** | (.055) | 4655 | 208 |
23 Saudi Arabia | .158 | (.101) | .140*** | (.015) | .080*** | (.018) | −.055 | (.048) | 3876 | 151 |
24 Singapore | 172*** | (.027) | .095*** | (.013) | .114*** | (.013) | −.293*** | (.052) | 5809 | 163 |
25 Slovenia | −.643*** | (.085) | .200*** | (.019) | .069*** | (.016) | −.074* | (.032) | 4089 | 184 |
26 Sweden | −.191*** | (.056) | .207*** | (.015) | .120*** | (.015) | −.130*** | (.036) | 4925 | 151 |
27 Syrian Arab Republic | −.100 | (.133) | .097*** | (.021) | .018 | (.020) | −.083 | (.047) | 3257 | 132 |
28 Thailand | −.324 | (.197) | .040*** | (.012) | .042*** | (.012) | −.181** | (.059) | 5719 | 170 |
29 Tunisia | −.313*** | (.071) | .117*** | (.016) | .108*** | (.019) | −.140*** | (.033) | 4440 | 204 |
30 Turkey | −.430** | (.160) | .179*** | (.015) | .162*** | (.017) | −.188*** | (.039) | 6352 | 237 |
31 Ukraine | −.009 | (.061) | .185*** | (.019) | .153*** | (.023) | −.020 | (.056) | 3100 | 146 |
32 United States | .012 | (.032) | .058*** | (.009) | .055*** | (.009) | −.278*** | (.039) | 9582 | 499 |
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Cha, YK., Ham, SH., Ku, H., Lee, M. (2017). Multicultural Policy and Ethnolinguistic Minority Learners’ Academic Engagement. In: Cha, YK., Gundara, J., Ham, SH., Lee, M. (eds) Multicultural Education in Glocal Perspectives. Springer, Singapore. https://doi.org/10.1007/978-981-10-2222-7_12
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