Multicultural awareness practices in education: A sense of belonging for transfer students

This qualitative, descriptive study explored how the use of culturally-based education (CBE) practices in diverse school environments supported students who transferred at unexpected transition points or mid-way through a school year to a build a sense of belonging in school. The research integrated knowledge of multicultural awareness in education (MCE) and belonging needs of individuals grounded in Maslow's Hierarchy of Needs. The study delved into teacher perceptions of how students coped with stress due to transition, how they built a sense of belonging to school, and MCE training. Three public conversion charter schools in the Hawaiian Islands with diverse student populations were selected for this research. A purposeful sample of 14 teachers utilizing culturally-based education (CBE) practices were interviewed and eight administrators, counselors, and program coordinators responded to questionnaires responses. Findings from the analysis of data reflected that teacher use of CBE supports the building of a sense of belonging for students transferring at unexpected transition points in diversely populated schools. Data revealed MCE and CBE primarily included the dominant culture within the school as integrated strategies utilized, and additional challenges were reported for mid-year transfers. Teachers described training specific to MCE as inadequate, indicating a need for professional development in the field of education related to cultural competence. School leaders and teachers both practicing and those enrolled in certification programs benefit from the recommendations within this research.