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Record identifier : 567175
Personal Name - Primary Intelectual Responsibility : Martin, Daniela
Title and statement of responsibility : Identity and difference in multicultural education: A social-psychological analysis of college diversity practices [Thesis]
Publication, Distribution,Etc. : City University of New York, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , City University of New York
Summary or Abstract : The aim of this study was to assess how multicultural educational practices shape students' learning, intergroup relations, and identity development. Multicultural education reflects the diversity of students' backgrounds to make learning relevant to students' lives and models positive intergroup relations by examining diverse perspectives. It is hypothesized that these effects are associated with the development of students' own identities. Dialogical Self theory (Hermans, 2001) conceptualizes identities as relational, rather than individual, constructs embedded in particular practices and interactions. This study tested the capacity of dialogical theory to identify those practices that foster the development of all students equally..
Information of biblio record : TL
 
 
 
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