Elementary Student Perceptions of School Climate after Implementing a Multi-Cultural Curriculum in Kindergarten through Fifth Grades

Date of Submission


Degree Type


Degree Name

Doctor of Psychology (PsyD)



Department Chair

Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology

First Advisor

Yuma Tomes, PhD, ABA, Chairperson

Second Advisor

Sarah Allen, PhD

Third Advisor

Kimberly McGlonn, PhD


This study will explore how the implementation of a multi -cultural learning series will impact the perspectives of students regarding school climate, specifically African American students. The trend in research often focuses on secondary school adolescents and young adults to demonstrate the connection between ethnic identity, school climate, and multicultural curriculum. The positive and systematic integration of these elements are believed to promote a culturally responsive environment that improves minority students' perceptions of school climate and increases academic achievement. In addition, there are additional benefits to implementing a multicultural curriculum in schools, which include building cultural awareness amongst all within the school community. This study implemented a multi-cultural curriculum in an elementary school to facilitate and increase diversity awareness by exploring culturally differentiated instruction in order to promote a healthy school climate.

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