Published since January 1, 2006

Multicultural Learning and Teaching

ISSN: 2161-2412

Founded by: Festus Obiakor, Robert Algozzine

About this journal

Objective
Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT　focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.

Topics

Identification
Assessment
Labeling/categorization
Placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds
Family or community-related services
Legislation
Litigation
Professional preparation
Diverse multicultural backgrounds
Learning environments
Multicultural communication

Article formats
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications. The article formats are: Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.

Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching.

Your Benefits

Your benefits

Multidisciplinary journal devoted to education
Theoretical and practical implications for multicultural education
Internationally recognized editorial board

History

History
2 issues/year
Content available since 2006 (Volume 1, Issue 1)

Abstracting and Indexing

Multicultural Learning and Teaching is covered by the following services:

Baidu Scholar
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CNKI Scholar (China National Knowledge Infrastructure)
CNPIEC - cnpLINKer
Dimensions
EBSCO (relevant databases)
EBSCO Discovery Service
Educational Research Abstracts Online
ERIC (Education Resources Information Center)
ERIH PLUS (European Reference Index for the Humanities and Social Sciences)
Genamics JournalSeek
Google Scholar
J-Gate
JournalTOCs
KESLI-NDSL (Korean National Discovery for Science Leaders)
MLA International Bibliography
MyScienceWork
Naver Academic
Naviga (Softweco)
Primo Central (ExLibris)
ProQuest (relevant databases)
Publons
QOAM (Quality Open Access Market)
ReadCube
Semantic Scholar
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Summon (ProQuest)
TDNet
Ulrich's Periodicals Directory/ulrichsweb
WanFang Data
WorldCat (OCLC)
X-MOL
Yewno Discover

Supplementary Materials

Manuscript Preparation Guidelines

Topics

External Links

Volume 17 Issue 2

September 2022

Publicly Available October 5, 2022

Frontmatter

Page range: i-ii

Download PDF

Editorial

September 26, 2022

Executive editor’s comments: education and survival of blacks matter: beyond narrow confines

Festus E. Obiakor

Page range: 111-115

Research Articles

September 14, 2022

Black voices and thoughts in general and special education: introducing the special issue

Lenwood Gibson

Page range: 117-122

Abstract

At this current time in history, many Black people in the United States are in perilous positions. Moreover, Black students find themselves in similar situations in regards to their education. Over the past two years, the effects of the global Covid-19 pandemic and on-going police violence against Black people have created an atmosphere that is suffocating and demoralizing. Strong and continued discourse is needed to provide solutions to on-going social and educational inequities that our students face. These inequities have only been further exacerbated by the pandemic and turbulent political atmosphere. This introduction to the special issue provides the context for why the voices and thoughts of Black scholars matter so much at this time. As it appears, it is wise too not stand idly by when the future of Black students is at stake. Scholars in this special issue are standing up to represent at a time when freedom seems to be in danger at all levels.

September 21, 2022

Addressing educational inequity of Black students by demolishing the school-to-prison pipeline

Starr E. Keyes

Page range: 123-141

Abstract

There is a plethora of literature regarding disproportionality in special education, school discipline, and the School-to-Prison Pipeline (STPP). The literature also describes the far-reaching ramifications for African American and other historically marginalized students not receiving the quality education to which they are entitled. These ramifications include poor outcomes in school (e.g., problems with retention and lack of reading proficiency), and lower quality of life outside of school (e.g., lack of high-quality jobs and homelessness). This article discusses factors that contribute to disciplinary exclusion of Black students and other historically marginalized and oppressed populations (e.g., students with disabilities). In addition, it provides research-based practices that teachers, schools, districts, and universities can enact to reduce disciplinary disproportionality, foster more inclusive environments, and help put an end to the STPP.

September 26, 2022

“Mines in the Classroom”: Black student’s safety with general and special educators

R. Kweku Akyierfi Smith

Page range: 143-158

Abstract

How Black learners are made to feel in the classroom by their general and special education professionals affect how they learn and navigate their world. An historical account of American education for the Black mind can be viewed as dull, dangerous, and deadly. It is imperative that each child feels physical and psychological safety in every educational environment. This is the premise of this article.

September 14, 2022

Over represented – under represented: the juxtaposition of Black males in special education programs

Lenwood Gibson

Page range: 159-172

Abstract

The disproportionate, over-representation of Black boys in special education continues to be a matter of social injustice and inequity in education. Many Black students are placed in special education due to subjective identification processes. This is especially true when it comes to classifications such as Emotional Behavior Disorders (EBD). Black boys classified with EBD are more likely to be educated in exclusionary settings, and once placed, are less likely to return to integrated environments. This often leads to poor educational and life outcomes. The topic of disproportionality in special education has been studied and discussed over the past several decades, yet the problems persist. The purpose of this article is to discuss reasons for the over representation of Black boys who are identified as having EBD. Moreover, this discussion is extended to include the disproportionate, under-representation of Black men as special education professionals, classroom teachers and full-time faculty members in special education teacher preparation programs. The impact of this juxtaposition continues to exacerbate both sides of disproportionality of Black males in special education.

September 27, 2022

Life, learning, and legacy: retired Black educators and the quest for education

Floyd D. Beachum, Tashina Khabbaz, Kadia Hylton-Fraser

Page range: 173-192

Abstract

Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development , 17, 21–32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., & Still, M. (2020). Categorical inequalities between Black and White students are common in US schools—but they don’t have to be. Brookings Center Chalkboard . https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/21/categorical-inequalities-between-black-and-white-students-are-common-in-us-schools-but-they-dont-have-to-be/). Further, changing student demographics across the United States makes it imperative that students’ experiences within the classroom are positive, affirming, and reflective of their cultures and realities (Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education , 54(1), 68–78). While research in education has focused on the various teaching and leadership experiences of CLD educators, there are only a few which have specifically explored those of Black educators who taught in the era after the Great Migration. Unearthing such stories would be instructive for informing and improving current pedagogical practices for Blacks and other CLD students. Further, centering Black educators’ narratives is a way to disrupt the pervasive hegemonic narratives that typically focus on the experiences of White educators. Consequently, this small-scale study sought, through qualitative inquiry, to explore the perspectives of Black educational leaders and educators who attended segregated schools and then taught in more integrated settings after the Great Migration. Data collected through semi-structured interviews revealed three main themes: boundaries, community , and enhanced education . Importantly, the findings also revealed that as these Black educators shared their teaching and leadership experiences after migrating, they somehow could not escape the physical or psychological burden associated with being Black. The study has implications for how current educators interface with Black and CLD students to help them navigate a system that is still marked by anti-Black racism.

September 14, 2022

“Life is in the Ears”: what Black learners should hear from general and special educators

Festus E. Obiakor

Page range: 193-202

Abstract

What Black learners hear from their general and special education professionals affect how they communicate and interact in classrooms and other learning situations and environments. Most students, no matter how young, are very perceptive—they can tell if the teacher or the learning environment is welcoming or unwelcoming. When the environment is not welcoming, Black learners feel psychologically disenfranchised, disadvantaged, and disillusioned. And, when the environment is welcoming, these learners feel motivated and inspired to maximize their fullest potential. Rather than engage Black learners with implicit and explicit messages that are results of negative assumptions, unrealistic expectations, illusory generalizations, and systemic racist statements, general and special educators should send inspiring messages to their learners while also trying to hear from them to allow their silenced voices to be visible in school programs. This is the premise of this article.

September 27, 2022

We Gotta Have It: Black and Brown ideologies on solidarity

S. Divine Sankofa, Natalie Muñoz, Deanna Philippe, Soribel Genao, Cristóbal Rodríguez

Page range: 203-220

Abstract

Amid the global COVID-19 pandemic, which highlighted the disparities of healthcare for Black and Brown communities, the tragic and senseless deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, Tony McDade, and Rashard Brooks took place before we were halfway into 2020. Furthermore, while Black deaths at the hands of police are the highest rate compared to all groups, Latinos follow right behind at almost twice the rate compared to Whites, which highlight how both Black and Brown communities face the same crisis and oppression, and both face the greater need for solidarity. Reflecting on a recent historical period of our socio-political culture, this article endeavors to expose how the media’s influence has amplified the need to reignite a rallying cry of race and identities across the globe. Utilizing our educational backgrounds and classroom experiences, we examine what can be learned by amplifying the importance of culturally relevant pedagogy and solidarity through the lens of Spike Lee’s She’s Gotta Have It series on Netflix. We specifically explore the oneness of Black and Brown people and highlight how solidarity is key for upliftment and well-being.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 17 (2022)

Volume 16 (2021)

Volume 15 (2020)

Volume 14 (2019)

Volume 13 (2018)

Volume 12 (2017)

Volume 11 (2016)

Volume 10 (2015)

Volume 9 (2014)

Volume 8 (2013)

Volume 7 (2012)

Volume 6 (2011)

Volume 5 (2010)

Volume 4 (2009)

Volume 3 (2008)

Volume 2 (2007)

Volume 1 (2006)

European Reference Index for the Humanities

Submit

Submission
Online Submission of Manuscripts

Your benefits of publishing with us

Prominent scholars who reflect the journal's international and multidisciplinary scope
Fast access to articles due to ahead of print publishing
Every article easily discoverable because of Search Engine Optimization (SEO) and abstracting and indexing services
Optional open access publication
Secure archiving by De Gruyter and the independent archiving service Portico

Submission process

Set your manuscript according to the Manuscript Preparation Guidelines
Submit the article via our Online Submission Tool
Peer review procedure
Decision on your paper
Ahead of print publishing

Please note

Manuscripts of articles should be in English. Authors whose native language is not English are asked to have their article carefully checked by a native speaker
Before submitting a paper please get familiar with our Publication Ethics Statement and our copyright agreement
Once your article is accepted you have the option to publish it open access
Our repository policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
If you have any general questions please visit our FAQ page for journal authors

We look forward to receiving your manuscript!

Hybrid Open Access

Authors have the option to publish their article under an open access license. The standard article processing charge for a hybrid open access article is 2,000 Euro (plus VAT if applicable). Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.

Editorial

Founding Editors
Festus E. Obiakor, Sunny Educational Consulting, USA,
Bob Algozzine, University of North Carolina at Charlotte, USA, Emeritus

Executive Editor
Festus E. Obiakor, Sunny Educational Consulting, USA,

Editor
Tachelle Banks, Cleveland State University, USA,

Managing Editor
Eugene Asola, Valdosta State University, USA

Associate Managing Editor
Lenwood Gibson, Queens College of New York, CUNY, USA,

Executive Associate Editors
Lyndal Bullock, University of North Texas, Denton, USA, Emeritus
Vivian Correa, University of North Carolina at Charlotte, USA, Emerita
Bridgie A. Ford, University of Akron, USA,Emerita
Samuel Hodge, Ohio State University, USA,
Sunday O. Obi, Kentucky State University, USA,
Marty Sapp, University of Wisconsin, Milwaukee, USA, Emeritus
Jenna Min Shim, University of Wyoming, USA,
Sean Warner, Clark Atlanta University, USA,

Associate Editors
Floyd Beachum, Lehigh University, USA,
Ying Hui, Rhode Island College, USA,
Mary Anne Prater, Brigham Young University, USA,
Terri Purcell, Cleveland State University, USA,
Scott Sparks, Ohio University, USA,
Paul Zionts, DePaul University, USA,

Editorial Board Members
Elena Andrei, Cleveland State University, USA,
Jeffrey P. Bakken, Bradley University, USA,
Christopher J. Cormier, Loyola Marymount University, USA,
Jennifer Dohy, Cleveland State University, USA,
C. Jonah Eleweke, Portland State University, USA,
Don Gala, Educational Consultants Network, USA,
Jacob Gordon, University of Kansas, USA,Emeritus
Jessica B. Graves, Valdosta City Schools, Valdosta, Georgia, USA,
Satasha Green, Minnesota State Colleges and University System, USA,
Brian Harper, Cleveland State University, USA,
Andrew J. Holliman, University College, London, UK
Shannon Tovey Howrey, Kennesaw State University, USA,
Carol Huang, The City College of New York, CUNY, USA,
Dakota King-White, Cleveland State University, USA,
Jae Hoon Lim, University of North Carolina at Charlotte, USA,
Endia J. Lindo, Texas Christian University, USA,
Gina C. Obiakor, Loma Linda University, USA,
Kristen E. Obiakor, Yale New Haven Children's Hospital, USA,
Elizabeth Omiteru, Georgia Institute of Technology, USA,
Patricia Peterson, University of Northern Arizona, USA,
Otensia Peets-Allamby, Charlotte Amalie High School, St. Thomas, VI, USA,
Marla Sanders, Columbia College, USA,
Shaunita Strozier, Berta Weathersbee Elementary School, La Grange, Georgia, USA,
Chuang Wang, University of Macau, China,
Christopher Yawn, The City College of New York, CUNY, USA,

(Deutsch)

Online ISSN: 2161-2412
Type: Journal
Language: English
Publisher: De Gruyter
First published: January 1, 2006
Publication Frequency: 2 Issues per Year
Audience: The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication