Lived experiences of teachers and parents in dealing with multicultural elementary school students

Document Type : Research Paper

Authors

1 PhD student in Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

2 Associate Professor, Department of Curriculum Studies, Allameh Tabatabaei University, Tehran, Iran

Abstract

This study explores the lived experiences of teachers and parents in dealing with multicultural students in elementary schools of Qom Province, Iran, where increasing cultural, linguistic, and ethnic diversity presents both opportunities and challenges for inclusive education. Using a qualitative approach and a descriptive phenomenological method, the research aimed to deeply examine how these key stakeholders perceive, interpret, and respond to multicultural dynamics in the classroom and at home. Data were collected through semi-structured interviews with 17 teachers and 19 parents from multicultural schools during the 2024–2025 academic year. Participants were purposefully selected based on specific criteria: teachers with a minimum of three years' experience in multicultural settings and parents belonging to minority groups (e.g., Afghan, Iraqi, Pakistani, Indian, or Lebanese) whose children had been enrolled in such schools for at least two years. Thematic analysis was conducted using Colaizzi’s (1978) phenomenological framework, and the trustworthiness of the findings was ensured by applying Guba and Lincoln’s (1985) criteria—credibility, dependability, confirmability, and transferability—through strategies such as prolonged engagement, member checking, and detailed documentation. Findings from teacher interviews revealed 10 main themes and 24 sub-themes, including managing cross-cultural dynamics, redefining teacher identity in multicultural classrooms, language as a tool of communication and power, creating safe and inclusive classroom environments, the role of families in shaping moral and educational values, supportive leadership by principals, teacher behavioral bias, cultural diversity as an opportunity for mutual learning, and structural inequalities. Parent interviews resulted in 5 main themes and 12 sub-themes, encompassing concerns over their children’s cultural acceptance, perceived discrimination, limited participation in school processes, the impact of diversity on personality development, and the lack of adequate educational and psychological support structures. Despite its contributions, the study has limitations: its findings are context-specific to Qom and cannot be easily generalized to other regions or stakeholder groups such as students, school leaders, or policymakers; and its reliance on qualitative methods, while rich in depth, may not capture quantifiable aspects of multicultural education. To address these gaps, future studies are encouraged to adopt mixed-methods approaches and include broader samples across various geographic and cultural contexts. Based on the findings, the study offers practical recommendations: for policymakers—to allocate resources for developing culturally inclusive curricula and provide in-service training for teachers to overcome biases; for teachers—to recognize diversity as a pedagogical asset and foster empathetic, safe classrooms; for school leaders—to support teacher innovation and ensure inclusive parental engagement policies; and for parents—to actively participate in school communication and promote the preservation of their children's cultural identity. The study concludes that teachers’ and parents’ lived experiences are central to the success of multicultural education, and that promoting equity, empathy, and inclusion in elementary schools requires systemic policy support, ongoing professional development, and collaborative engagement among all educational stakeholders.

Keywords

References

Abbasi, Z., Ameri, H., & Mardanlu Moghadam, H. (2020). Identifying and classifying challenges of Persian language instructors teaching non-Persian speakers in multicultural classes. [Persian]. 
Adamczewski, J. (2018). The Multicultural School. Analysis of challenges and opportunities based on examples from Vasa Övningsskola. Biuletyn Historii Wychowania.
Adrianzen, M. O. (2021). The lived experiences of Latinx parents and their perception of bilingual programs: A phenomenological reflection (Doctoral dissertation, National Louis University).
Ahmadi, M., Ghorashi, S. A., & Goodarzi, F. (2018). Investigating multicultural issues in elementary schools of Saveh city and proposing solutions. Research in Educational Systems, 12(42), 121-137. [Persian]. 
Ahmadi, S. S., & Montajabi, F. (2023). Multicultural education: An effective approach for teachers in the classroom. Proceedings of the First National Conference on Education; Enhancing Productivity, Challenges, Strategies, and Solutions, Tehran. [Persian]. 
Anyichie, A. C., Butler, D. L., & Nashon, S. M. (2023). Exploring teacher practices for enhancing student engagement in culturally diverse classrooms. Journal of Pedagogical Research, 7(5), 183-207.
Arab Shiraz, G., Soleimani, N., & Shafi’i Zadeh, H. (2022). Lived experience of immigrant students regarding cultural diversity in schools in Iran. Journal of Science Promotion, 13(22), 62-75. [Persian]. 
Ashouri, F., & Sadeghi, A. (2020). Investigating the impact of teaching multicultural components on enhancing multicultural literacy of sixth grade students in Tehran. Educational Psychology Quarterly, 16(58), 285–259. [Persian]. 
Aydın, H., & Tonbuloğlu, B. (2023). Exploring teachers’ multicultural awareness and competencies in diverse classrooms: A qualitative study. International Journal of Multicultural Education, 25(1), 67–89.
Bahrami, A. (2024). Multicultural classrooms: Challenges and opportunities for today’s teachers. Sixth National Conference on Professional Research in Psychology and Counseling with a Teacher-Centered Approach, Minab. [Persian]. 
Bakhshi, H., & Rahnama, A. (2016). Comparative analysis of multicultural education goals in Iran, Australia, and Germany and proposing solutions for improving Iran’s educational system. Proceedings of the 14th Iranian Curriculum Studies Association Conference. [Persian]. 
Banks, J. A. (2010). Multicultural Education: Characteristics and Goals. In Multicultural Education: Issues and Perspectives. Wiley.
Banks, J. A. (2019). Multicultural Education: Issues and Perspectives (10th ed.). Wiley.
Banks, J. A. (2021). Multicultural Education: Issues and Perspectives. John Wiley & Sons.
Benediktsson, A. (2021). Establishing a multicultural learning environment based on active knowledge exchange and mutual trust between teachers and students. NJCIE, 5(2), 79–85.
Byrne, B., & de Tona, C. (2014). Multicultural desires? Parental negotiation of multiculture and difference in choosing secondary schools for their children. The Sociological Review, 62(3), 475–493.
De Silva, S., & Streeter, S. (2005). Attitudes of culturally diverse parents and their beliefs about the role they play in their children's education. Northwest Journal of Teacher Education, 4(1), Article 10.
Elias, A., Mansouri, F., & Sweid, R. (2021). Public attitudes towards multiculturalism and interculturalism in Australia. International Migration and Integration, 22(3).
Falicov, C. J. (2016). The multiculturalism and diversity of families. In Sexton, T. & Lebow, J. (Eds.), Handbook of Family Therapy (Chapter 5). New York: Routledge.
Forghani-Arani, N., Cerna, L., & Bannon, M. (2019). The lives of teachers in diverse classrooms. OECD. https://www.oecd.org/education/the-lives-of-teachers-in-diverse-classrooms.htm
Foulidi, X., & Papakitsos, E. C. (2022). The parental involvement in a multicultural educational context. Journal of Research Initiatives.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Ghale’i, A., & Mohajeran, B. (2013). Investigating the state of multicultural education in Australia. International Conference on Education. [Persian]. 
Gollnick, D. M., & Chinn, P. C. (2016). Multicultural Education in a Pluralistic Society (10th ed.). Pearson.
Grant, K. B., & Ray, J. (2013). Home, School, and Community Collaboration: Culturally Responsive Family Engagement (2nd ed.). SAGE.
Gunasekaran, D., Kumar, A. G., Maduvegadde, K., & Narayanan, B. (2024). Teaching strategies used in multicultural classrooms: A systematic literature review. International Journal of Pedagogy and Curriculum, 32(1), 37–59.
Hamidizadeh, K., Fathi Vajargah, K., Arefi, M., & Mehran, G. (2019). Multicultural education: Reflection on the ideal experience of successful teachers in schools. School Management, 7(1), 163-181. [Persian]. 
Hamidizadeh, K., Fathi Vajargah, K., Arefi, M., & Mehran, G. (2018). Systematic analysis of multicultural education in Iran. Research in Educational Systems, 12(42), 25-38. [Persian]. 
Imani, N. (2016). Investigating the quality of acceptance of multicultural values in educational settings: A case study of a girls’ elementary school. Curriculum Studies, 11(43), 99-124. [Persian]. 
Islamic Republic of Iran. (1989). Constitution of the Islamic Republic of Iran (Articles 12–16. [Persian].
Izza, V. R., & Harvani, I. D. (2023). The role of parents in supporting multicultural education in the era of Society 5.0. Universitas Jember.
Jafari Tadi, Z., Alaei, S., & Kavosi, E. (2018). Investigating challenges of marginalized multicultural schools in Tehran (Case study: Elementary schools in District 6, Region 4). Sixth National Conference on New Studies and Research in Humanities, Management and Entrepreneurship, Tehran. [Persian]. 
Jalaeri Layin, S., Jafari Thani, H., Ayati, M., & Jalaeri Layin, G. (2021). Lived experiences of native teachers on challenges of teaching in subcultural areas during COVID-19 crisis. [Persian]. 
Javidi, H. (2013). Investigating teaching problems arising from cultural diversity: A case study of elementary students in West Azerbaijan Province. National Conference on Multicultural Education, Urmia. [Persian]. 
Kaya, D. (2014). Multiculturalism and education: Contemporary issues in education studies (Book Review). Journal of Ethnic and Cultural Studies, 1(1), 38-39.
Kim, K. (2022). A study on parenting experiences of multicultural families with disabled children in Korea. Social Sciences, 11(9), 381. https://doi.org/10.3390/socsci11090381
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a new question. Educational Researcher, 50(1), 14–24. https://doi.org/10.3102/0013189X211039929
Masiran, R. (2022). A review of parenting in a multicultural country: The Malaysian experience. IntechOpen.
McGowan, M. D. (2022). Teaching for Diversity: A Critical Approach. Palgrave Macmillan.
Michael, S., Wolhuter, C. C., & van Wyk, N. (2012). The management of parental involvement in multicultural schools in South Africa: A case study. Center for Educational Policy Studies Journal, 2(1), 57–82. https://doi.org/10.26529/cepsj.395
Mohammadi, Sh., Kharazi, K., Kazemifard, M., & Pourkarimi, J. (2016). Multicultural education management in Iranian schools: A qualitative meta-analysis. Biannual Scientific Research Journal of School Management, 4. [Persian]. 
Mohammadinia, L. (2023). Investigating multiculturalism in students and education system. New Achievements in Humanities Studies, 6(63), 114–130. [Persian]. 
Nada-Trunk Š, Valerij, D., Novak T., A., & Aleš, T. (2018). Responsible management and challenges of inclusion in multicultural school environment in Slovenia. 14th International Symposium in Management, 670–679.
Nieto, S. (2017). Affirming diversity: The sociopolitical context of multicultural education. Pearson.
Norheim, H., Broekhuizen, M., Moser, T., & Anderssen, N. (2024). ECEC professionals’ views on partnerships with parents in multicultural classrooms in four European countries. International Journal of Early Childhood, 56(3), 443–460.
Ölçücü Sbunat, N., & Zaimoğlu, S. (2025). Teachers’ perceptions and practices of cultural content in ELT classrooms. International Journal of Language Academy, 13(1), 165–181.
Orshal, J., Seyedabbaszadeh, M., & Esavi, M. (2013). The role of student multiculturalism on teaching and learning the Heavenly Gifts course using combined poetry and creative drama: Perspectives of elementary teachers in district 2 of Urmia (2012–2013). National Conference on Multicultural Education, Urmia. [Persian]. 
Partovi, M., Amiri Takasi, M., & Partovi, F. (2024). Parental involvement in educational systems of multicultural societies. First International Conference on Applied Studies in Educational Processes, Bandar Abbas. [Persian]. 
Pérez, A., & González, J. (2022). Cultural competence in education: Bridging gaps between diverse communities. Journal of Multicultural Education, 16(2), 117–132.
Pishbahar, A., & Ebrahimpour, H. (2024). Teachers’ challenges in facing cultural diversity in classrooms. Seventh National Congress on Humanities, Tehran. [Persian]. 
Pitt, S. (2018). Multiculturalism in the 21st century: Challenges and opportunities. Journal of Diversity in Higher Education, 11(4), 371–382.
Pouresfahani, V., Dehghani, M., & Javadipour, M. (2025). Analyzing managers' perceptions of the educational and training challenges of multicultural learning environments in elementary school and presenting suggested solutions. Curriculum Research. [Persian].
Rahimi, A., & Abbasi, N. (2015). Pathology of problems in multicultural schools. Journal of Cultural Management, 9(27). [Persian]. 
Rajabpour Savari, F., Molaei Aliabad, H., Mehravar Giglou, Sh., & Faraji Dehsorkhi, H. (2022). Investigating the impact of cultural diversity on the education process: A phenomenological study. [Persian]. 
Sadeghi, A. (2012). Characteristics and necessities of developing a multicultural curriculum in Iran: Challenges and strategies. Strategic Culture Quarterly, 5(17–18), 121–193. [Persian]. 
Sadeghi, A. (2013). Multicultural knowledge and lifestyle improvement in Iran. Culture, Counseling, and Psychotherapy, 4(13). [Persian]. 
Sadeghi, A., & Azizi, Y. (2022). Identification and formulation of principles of multicultural education in the Islamic Republic of Iran. Educational Innovations, 21(1), 7-26. [Persian]. 
Sadeghi, A., & Havas Beigi, F. (2020). Assessing multicultural literacy of professors at Allameh Tabataba’i University and proposing ways to improve it. Higher Education Curriculum Studies, 21, 31–67. [Persian]. 
Safari, Z., Yaho, H., Jamali, M., & Yousefi, Sh. (2025). How teachers face linguistic and ethnic diversity in multicultural schools. First International Conference on Artificial Intelligence in Education, Psychology, Educational Sciences, and Religious, Cultural, Social and Managerial Studies in the Third Millennium, Bushehr. [Persian]. 
Shahab Lavasani, M., Sabbaghian, Z., & Ahmadbeigi, F. (2020). Lived experience of high school teachers from multicultural education process. Quarterly Journal of Social Sciences, 2(49). [Persian]. 
Sharma, S. (2007). Multicultural education: Teachers' perceptions and preparation. Journal of College Teaching & Learning, 4(9), 45–54.
Sierra Huedo, M. L., Romea, A., & Bruton, L. (2024). Parents’ assumptions and beliefs about the impact of cultural diversity on children.
Sleeter, C. E. (2005). Un-standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom. Teachers College Press.
Suárez-Orozco, M. (2018). Children of Immigration. Harvard University Press.
Szech, L. (2022). Fostering culturally relevant teaching through family visits. International Journal of Multicultural Education, 24(3), 51–71.
Vassallo, B. (2018). Promoting parental involvement in multicultural schools: Implications for educators. The Online Journal of New Horizons in Education.
Wang, L., & Ruan, J. (2023). Conflict or harmony? The impact of family cultural diversity on children's educational attainment. Economic Modelling, 125.
Ward, C., Bochner, S., & Furnham, A. (2001). The Psychology of Culture Shock. Routledge.
Wilson, H. F. (2013). Collective life: Parents, playground encounters and the multicultural city. Social & Cultural Geography, 14(6), 625–648.
Journal of Curriculum Research
Volume 15, Issue 2
March 2026
Pages 200-165

Files

History

  • Receive Date: 22 July 2025
  • Revise Date: 31 December 2025
  • Accept Date: 08 February 2026

Share

How to cite

Statistics