Author(s)

Chao Wei

Corresponding Author

Chao Wei

Abstract

The study was based on the influence of teaching strategies on student identity formation within multicultural classroom settings. The study aimed to understand how different teaching strategies can make an impact on student identity formation in multicultural education. The study implemented Erikson's psychosocial development theory to understand how student identity is formed through social relationships with other elements, such as teacher-student interaction or teaching strategies. The study used a qualitative method for analysing secondary sources to answer the research question. The findings of the study revealed that culturally responsive teaching strategies were important for understanding the diverse cultural backgrounds of the students in the multicultural classroom. Prejudice reduction strategies of teachers have been taken into consideration to understand how teachers' student interactions contribute to reducing stereotyping in multicultural classroom settings, to inspire positive identity formation of the students. The study also found a positive impact of inclusive teaching Strategies for shaping sales identity within students in diverse educational backgrounds. Therefore, it could be concluded that the teaching strategies have the potential to impact student identity formation in the multicultural classroom system.

Keywords

Teaching Strategies, Multicultural Classroom, Student Identity Formation, Culture