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Description / Abstract
Districts and schools are not looking at the data on racial judgments, segregation, and neighborhood quality, along with children’s friendship choices, open-mindedness, and social emotional factors to fully understand and educate others on the benefits of multiculturalism. This case study describes the impact that English-only classrooms and two-way dual language classrooms have on racial acceptance and behavior incidents for kindergarten, first, and second graders in a school located in a Midwest suburb. In utilizing The Child Behavior Checklist (Achenbach & Ruffle, 2000) and Office Discipline Referrals (ODRs) to determine specific behavior problems and the Modified Subtle and Blatant Prejudice Scale to determine racial judgements; both independent-samples t tests and one-way ANOVAs were run, depending on the research question. The impact that English-only classrooms and two-way dual language classrooms have on racial acceptance and behavior incidents for kindergarten, first, and second graders in a school located in a Midwest suburb are evident in both social-emotional and behavior factors. Specifically, students who are enrolled in dual-language are less likely to exhibit anxiety and depression according to their teachers’ reports. Along with this, they are less likely to demonstrate rule-breaking behavior and internal behavior issues. Lastly, students who are enrolled in both dual language and general education, and also exhibit higher prejudice are more likely to receive Office Discipline Referrals. Students who are in dual-language demonstrated an even higher likelihood of this pattern.
Students who are enrolled in dual-language are less likely to exhibit anxiety and depression according to their teachers’ reports. Students are less likely to demonstrate rule breaking behavior and internal behavior issues. Students who are enrolled in both dual language and general education, and also exhibit higher prejudice are more likely to receive Office Discipline Referrals. Students who are in dual-language demonstrated an even higher likelihood of this pattern.
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This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Keywordsdual language, multicultural, education, behavior, racial
Degree AwardedDoctor of Education (EdD)
Awarding InstitutionOlivet Nazarene University
Committee MembersKristy Ingram
Supervisor or ChairDavid Van Heemst
Periodical Date07-May-2022
Peer Reviewed?No
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15 Resources
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Papers and theses produced by Olivet faculty and students.
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