Author(s)

Kebede Nemomsa Saketa ¹, Boka Dugasa Fayisa ²

Affiliation(s)

¹ College of Education and Behavioral Sciences, Wollega University, P.O. Box 395, Nekemte, Ethiopia
² College of Education and Behavioral Sciences, Jimma University, P.O. Box 5195, Jimma, Ethiopia

Corresponding Author

Kebede Nemomsa Saketa

ABSTRACT

This study assessed diversity management in multicultural education in secondary schools in East Wollega Zone, Ethiopia using a descriptive mixed-methods approach. Five principals, five-unit leaders, five heads of Parent-Teacher-Student Associations (PTSA), 85 teachers, and 290 students were sampled from their respective populations using various sampling techniques. Data collection was carried out using questionnaires, interviews, focus group discussions, and observations analysed using frequency, percentage, mean, and standard deviation. Findings showed low awareness of diversity dimensions (ethnicity, language, gender, culture, religion) and ineffective diversity management strategies. Multicultural content integration and instructional accommodation were also not present. The study recommends collaboration with education authorities to enhance diversity awareness and diversity management practices.

KEYWORDS

Practice, Diversity Management, Multiculturalism, Content Integration and Secondary School

CITE THIS PAPER

Kebede Nemomsa Saketa, Boka Dugasa Fayisa, Evaluating Diversity Management Practices in Multicultural Education: Evidence from Secondary Schools in East Wollega, Ethiopia. Advances in Educational Technology and Psychology (2025) Vol. 9: 96-102. DOI: http://dx.doi.org/10.23977/aetp.2025.090415.

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