The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida.,A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics.,The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills.,Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics.,The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students.,Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

中文翻译：

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他们眼中的光芒：为博士生开设多元文化教育课程

由于学生对文化的反应能力有限，他们仍需要在多元文化教育中接受进一步的培训。研究的局限性在于，研究人员都深深地参与了材料和课堂的建设，作为班级教授和一名学生，这可能影响了作者对学生学习多元文化教育旅程的看法。研究人员的双重角色（作为研究人员，课程教授和研究生助理）可能影响了参与者的反应，因为他们知道他们是研究项目的一部分。因此，参与者在分享他们对多元文化教育的看法和信念时的自发性可能受到了阻碍，也许是在回应研究人员的期望而不是用他们对主题的真实观点。这项研究对教师，教育者和从业者的意义在于，它邀请读者反思他们与不同文化的学生一起工作的学术准备。对于政策制定者来说，该研究表明有必要制定标准，以研究在职研究生教师的自我效能，准备程度和与不同文化背景的学生一起工作的性格。由于在博士生中学习多元文化教育的出版物有限，作者的研究为博士生学习多元文化教育的转型经验以及改善多元文化教育研究生课程的意义提供了重要的见识。教育者和从业者希望邀请读者反思他们与不同文化的学生一起工作的学术准备。对于政策制定者来说，该研究表明有必要制定标准，以研究在职研究生教师的自我效能，准备程度和与不同文化背景的学生一起工作的性格。由于在博士生中学习多元文化教育的出版物有限，作者的研究为博士生学习多元文化教育的转型经验以及改善多元文化教育研究生课程的意义提供了重要的见识。教育者和从业者希望邀请读者反思他们与不同文化的学生一起工作的学术准备。对于政策制定者来说，该研究表明有必要制定标准，以研究在职研究生教师的自我效能，准备程度和与不同文化背景的学生合作的意愿。由于关于学习多元文化教育的博士研究生的出版物有限，作者的研究为博士生学习多元文化教育的转型经验以及改善多元文化教育研究生课程的意义提供了重要的见识。