{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129264"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129264","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A quantitative analysis of secondary teachers’ attitudes towards diversity and multiculturalism","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_has_math":false,"creators":["Espinosa, Eli"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denice","Moton, Theopolies","Kang, Hyun Sook","Huang , Wenhao David"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-29","date_published":"2025-04-29","updated_at":"2026-07-22T22:25:04Z","subjects":["Culturally Responsive Pedagogy","Multicultural Education","Teachers' Attitudes"],"languages":["en","eng"],"rights":["Copyright 2025 Eliezer R. Espinosa"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129264","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice","Moton, Theopolies","Kang, Hyun Sook","Huang , Wenhao David"]},{"key":"dc:creator","label":"Author","values":["Espinosa, Eli"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-29","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally Responsive Pedagogy","Multicultural Education","Teachers' Attitudes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Eliezer R. Espinosa"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129264"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Eli Espinosa, accepted the attached license on 2025-04-28 at 14:44.","The student, Eli Espinosa, submitted this Dissertation for approval on 2025-04-28 at 14:52.","This Dissertation was approved for publication on 2025-04-29 at 10:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22042 on 2025-10-19 at 18:11:08","The demographic composition of the United States is undergoing profound transformation, bringing heightened attention to the need for culturally responsive and inclusive educational practices. Although extensive research underscores the importance of diversity, equity, and inclusion (DEI) within schools, political opposition—particularly during the Trump administrations (2017–2021; 2025–present)—has challenged these initiatives, often portraying them as divisive and counterproductive. Against this backdrop, teachers' perceptions of multicultural education and DEI efforts remain critical to advancing equity in school environments. This study, grounded in Ladson-Billings’ (1995b) framework of Culturally Relevant Pedagogy (CRP), explores how secondary educators in New York’s Hudson Valley region view multiculturalism and DEI within their professional contexts. Using the Teacher Multicultural Attitude Scale (TMAS), Professional Beliefs About Diversity Scale (PBDS), and Color-Blind Racial Attitudes Scale (CoBRAS), this research investigates the relationships between educators’ multicultural attitudes, beliefs about diversity, color-blind racial attitudes, and demographic factors such as age and race/ethnicity. The findings aim to offer deeper insight into how teachers’ perceptions shape the implementation of inclusive practices and impact the educational experiences of minoritized students. Moreover, the study seeks to inform future policy development, professional learning initiatives, and strategic efforts to foster equitable learning environments. By centering the role of teacher perceptions in educational equity work, this research highlights both the challenges and possibilities inherent in creating school spaces where all students are valued, supported, and empowered to succeed."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A quantitative analysis of secondary teachers’ attitudes towards diversity and multiculturalism"]}]}],"canonical_facts":{"dc:contributor":["Ward Hood, Denice","Moton, Theopolies","Kang, Hyun Sook","Huang , Wenhao David"],"dc:creator":["Espinosa, Eli"],"dc:date":["2025-04-29","2025-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Eli Espinosa, accepted the attached license on 2025-04-28 at 14:44.","The student, Eli Espinosa, submitted this Dissertation for approval on 2025-04-28 at 14:52.","This Dissertation was approved for publication on 2025-04-29 at 10:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22042 on 2025-10-19 at 18:11:08","The demographic composition of the United States is undergoing profound transformation, bringing heightened attention to the need for culturally responsive and inclusive educational practices. Although extensive research underscores the importance of diversity, equity, and inclusion (DEI) within schools, political opposition—particularly during the Trump administrations (2017–2021; 2025–present)—has challenged these initiatives, often portraying them as divisive and counterproductive. Against this backdrop, teachers' perceptions of multicultural education and DEI efforts remain critical to advancing equity in school environments. This study, grounded in Ladson-Billings’ (1995b) framework of Culturally Relevant Pedagogy (CRP), explores how secondary educators in New York’s Hudson Valley region view multiculturalism and DEI within their professional contexts. Using the Teacher Multicultural Attitude Scale (TMAS), Professional Beliefs About Diversity Scale (PBDS), and Color-Blind Racial Attitudes Scale (CoBRAS), this research investigates the relationships between educators’ multicultural attitudes, beliefs about diversity, color-blind racial attitudes, and demographic factors such as age and race/ethnicity. The findings aim to offer deeper insight into how teachers’ perceptions shape the implementation of inclusive practices and impact the educational experiences of minoritized students. Moreover, the study seeks to inform future policy development, professional learning initiatives, and strategic efforts to foster equitable learning environments. By centering the role of teacher perceptions in educational equity work, this research highlights both the challenges and possibilities inherent in creating school spaces where all students are valued, supported, and empowered to succeed."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129264"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Eliezer R. Espinosa"],"dc:subject":["Culturally Responsive Pedagogy","Multicultural Education","Teachers' Attitudes"],"dc:title":["A quantitative analysis of secondary teachers’ attitudes towards diversity and multiculturalism"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:04Z"}