Discipline: Education
The United States has always been a diverse nation with different races and cultures that impact American classrooms. Offshore teachers who opted to teach in the United States are always challenged to improve the overall academic achievement of their diverse students and must hold the expectation that all students in their classes can be successful despite cultural differences. This study explores the understanding of offshore teachers’ multicultural education and its influence on student academic achievement, the dimensions of multicultural education that contribute to the level of cultural, instructional proficiency, and academic achievement, and the additional types of professional development to support teachers in becoming culturally proficient. The core questions of this study seek to identify the specific data needed to enhance offshore teachers’ multicultural education, the contributions of multicultural education dimensions to academic achievement, and what additional supports are necessary for offshore teachers to become culturally proficient. This phenomenological qualitative study utilizes the sample of offshore teachers in the counties of Maryland. Data are collected through Face-to-face and focus questions, and Dedoose utilization produces three themes. The study reveals that offshore teachers do not have in-depth knowledge of multicultural education, that the degree of importance of multicultural education dimensions varies from each offshore teacher, and additional trainings are necessary for these educators to become culturally and instructionally proficient in teaching people of color.
ISSN 2960-365X (Online)
ISSN 2945-4603 (Print)
Philippine E-Journals
