A Model for the Development of Multicultural Identity in Elementary Students Based on Foundation-Data Theory

The purpose of this study was to foster the multicultural identity of elementary school students. The research method was applied in terms of purpose and descriptive-survey in terms of data collection; in Addition, the statistical population in the qualitative sector included professors and experts in the field, managers, assistants of education and elementary teachers. And also in the quantitative section, including 1400 principals, teachers, educational assistants, moreover, sample size in the qualitative sector upon the theoretical saturation principle and using purposive sampling method 15 subjects whereas in the quantitative section using Cochran's formula 302 subjects randomly were selected. The research tools of qualitative sector were semi-structured interview, while in quantitative section theresearcher-made questionnaire with 72 questions was used. According to the findings, nurturing multicultural identity included 9 dimension; teacher pedagogy factors, multicultural social competencies, learning patterns and practices, Evaluation and Participation, Cognitive-Emotional Content of Culture, Educational Tools, Linguistic-Religious Cognition, Social System Recognition, Development of multicultural literacy, knowledge of history and historical memory, geography of culture, formal education, explaining multicultural attitudes and values, cultivation program and multicultural belonging.