Complete Schedule

Multicultural Education and Attitudes Towards Immigrant Groups in the U.S. [Poster]

Presentation Type

Poster Presentation

Abstract

This study examines how multicultural education experiences relate to attitudes towards Arab, Chinese, and Mexican immigrants and whether a difference exists in attitudes towards immigrant groups between individuals who have had educational experiences with a foreign language and those who have not. College students rated their levels of multicultural education, adapted from the School-Wide Cultural Competence Observation Checklist (Nelson et al., 2008), and indicated their proficiency and experience with foreign languages. They also completed an adapted version of the Modern Racism Scale (Akrami et al., 2000) toward immigrant groups. I hypothesize that participants who had more multicultural education experiences will report more positive attitudes towards Arab, Chinese, and Mexican immigrants. Additionally, I expect that participants who have learned a foreign language will have more positive attitudes toward these groups than those who have not.

Start Date

12-4-2021 11:30 AM

End Date

12-4-2021 12:30 PM

Faculty Advisor

Helen Harton

Department

Department of Psychology

Student Type

Undergraduate Student

Comments

This entry was part of the following session of the event:

  • Session title: Mental & Physical Health; Monday, April 12, 2021; 11:30 a.m. to 12:30 p.m.; Moderator: Emily Machen.

Electronic copy is not available through UNI ScholarWorks.

Related Work

Comments?

Share

COinS
 
Apr 12th, 11:30 AM Apr 12th, 12:30 PM

Multicultural Education and Attitudes Towards Immigrant Groups in the U.S. [Poster]

This study examines how multicultural education experiences relate to attitudes towards Arab, Chinese, and Mexican immigrants and whether a difference exists in attitudes towards immigrant groups between individuals who have had educational experiences with a foreign language and those who have not. College students rated their levels of multicultural education, adapted from the School-Wide Cultural Competence Observation Checklist (Nelson et al., 2008), and indicated their proficiency and experience with foreign languages. They also completed an adapted version of the Modern Racism Scale (Akrami et al., 2000) toward immigrant groups. I hypothesize that participants who had more multicultural education experiences will report more positive attitudes towards Arab, Chinese, and Mexican immigrants. Additionally, I expect that participants who have learned a foreign language will have more positive attitudes toward these groups than those who have not.