Purpose

The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.

Design/methodology/approach

This study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.

Findings

Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.

Research limitations/implications

Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.

Originality/value

This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

中文翻译：

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多元化晚餐对话前后教育者多元文化态度的检验

目的

美国公立学校学生的人口构成正变得越来越多样化，需要对教师进行多元文化能力培训。尽管如此，很少有研究涉及在职教师的多元文化能力培训。在这项试点研究中，我们旨在实施一项干预措施，称为多样性晚餐对话 (DDD)，其中小学和大学教育工作者阅读同一本与多样性相关的书，然后聚在一起讨论这本书及其对他们工作的影响.

设计/方法/方法

这项研究使用了一项预实验研究，并测量了参与者对干预的反应，以及培训后立即和六个月后多元文化态度的变化。

发现

结果表明，参与者对 DDD 有积极的反应，但培训后多元文化态度下降，这可能表明参与者在干预期间遇到了种族认同发展过程。

研究限制/影响

需要进一步研究影响 K-12 学校和高等教育中教育者多元文化态度的 DDD 和干预措施。

原创性/价值

本研究为 K-12 学校和大学合作伙伴关系提供了一种新的潜在干预措施，可能支持文化响应教学实践的发展，并促进参与者在种族认同发展过程中的体验。