Situational practices assessment of multicultural education: development of educational equity policy framework

Multicultural education creates equal educational opportunities from diverse gender, religion, social, and ethnic groups. This study assesses the experiences of students towards situations of multicultural education in Jose Rizal Memorial State University (JRMSU) System as basis for development of educational equity policy framework. Actual situations and practices rendered to students were the main focus of the study. The quality of these situations and practices was assessed using five areas, i.e., equality in learning, culture, faculty, curriculum and students. Descriptive research was used with the survey questionnaire as the main tool in gathering the data needed for this investigation. Descriptive statistics such as frequency and percentage were used in describing the data. In measuring the difference between the groupings of the respondents was analyzed through the use of Chi-square test w/ Yates’ Correction. Findings reveal that majority of the respondents rated YES, which means that they experienced positively the situational practices of multicultural education in JRMSU in terms of Equality in Learning, University Culture, Faculty, Curriculum, and Students. Furthermore, result found that there is no significant difference in student respondents’ experiences when they are grouped according to ethnicity and religion. To maintain the positive reactions of students on the equality that they enjoyed in JRMSU, an educational equity policy framework was proposed. The University would enhance its national and international reputation maintaining students with exceptional achievement and maximizing their potentials for equity outcomes. This benefits the creative and intellectual life of the University, and support engagement with the University’s diverse communities.