Social Studies Research and Practice
Volume 2, Number 1, Spring 2007
Teaching in Isolation: An Examination of the Treatment of Multicultural Content in a Predominantly White and Affluent Suburban School
Ashley de Waal-Lucas
Ball State University
This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.
About the Author(s)…
Ashley de Waal-Lucas is an assistant professor of social studies education at Ball State University in Muncie, Indiana. Her research interests include multicultural and global issues in social studies education. Contact information: email@example.com.