Academic Journal
Q1Multicultural Education Review
About Multicultural Education Review
Multicultural Education Review is a scholarly journal published by Taylor and Francis Ltd.. SCImago 2025 lists it in Q1, with an SJR of 0.52 and H-index of 21.
Coverage: 2009-2013, 2015-2026. Research categories: Anthropology (Q1); Education (Q2).
Verified field sources
- Journal Impact Factor: 1.3 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Global Education and Multiculturalism; Educator Training and Historical Pedagogy; Multilingual Education and Policy; Teacher Education and Leadership Studies; Psychosocial Factors Impacting Youth; Critical Race Theory in Education.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-01. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Cultural representation in Arabic textbooks: unveiling intercultural gaps and pedagogical implications in Indonesian Islamic higher education
Sutaman, Aidillah Suja, Syarifaturrahmatullah, Moh. Buny Andaru Bahy et al.
2026-07-03 · DOI: 10.1080/2005615x.2026.2705691Parental perceptions of English literacy readiness among Korean immigrant families with pre-K children
Sunyoung Kim, So Yeon Kim, Casey K. Kim, Jeongae Kang et al.
2026-07-03 · DOI: 10.1080/2005615x.2026.2705682Cultivating multicultural dispositions through artistic pedagogy: evidence from artist educators in Singapore
P. Costes-Onishi, S. S. Teng, Varsha Vignesh
2026-07-03 · DOI: 10.1080/2005615x.2026.2705686Preparing culturally responsive teachers in preK-12: A systematic review of interventions and measurement tools
I-Chun Vera Hsiao, Qianyi Gao
2026-07-03 · DOI: 10.1080/2005615x.2026.2705688Enacting digital diasporic tellings with Black African immigrant youth through podcasting
Neisha Terry, Vaughn W. M. Watson
2026-07-03 · DOI: 10.1080/2005615x.2026.2705680Interconnected third spaces: collective inquiry into spaces that honour the hybrid identities of immigrant children and youth
Jin Kyeong Jung, Bong Gee Jang, Yoo Kyung Sung, Jungmin Kwon et al.
2026-07-03 · DOI: 10.1080/2005615x.2026.2705679Teacher narratives in high-concentration multicultural schools: a K–12 case study in Korea’s industrial cluster
Bo La Kim, Insil Chang
2026-07-03 · DOI: 10.1080/2005615x.2026.2705684Unpacking multiple ideological dimensions in Indonesian EFL textbooks: a critical social semiotic perspective
Nizamuddin Sadiq, Noprival Noprival
2026-04-03 · DOI: 10.1080/2005615x.2026.2675106Traversing borders and identities: a transnational narrative on race- and ability-making processes across globalised academic institutions
Seungwoo Hwang
2026-04-03 · DOI: 10.1080/2005615x.2026.2665480Representations of languages, cultures, and identities in children’s picturebooks portraying refugee stories
Aijuan Cun
2026-04-03 · DOI: 10.1080/2005615x.2026.2665481U.S. teachers’ cross-cultural explorations through a study trip to South Korea
Carrie E. Hong, Keumjae Park, Kyung-Hyan Yoo
2026-04-03 · DOI: 10.1080/2005615x.2026.2665487Border-crossing teachers in a deglobalizing world: multilingual identities and pedagogical resistance in the United States
Sung-ae Kim, Sujin Kim
2026-04-03 · DOI: 10.1080/2005615x.2026.2665488This is what happens in the classroom with diverse students: from the perspective of preservice teachers
Hyojeong Kim
2026-04-03 · DOI: 10.1080/2005615x.2026.2665484Students as partners in South Asia: contextualizing values for culturally responsive student-faculty collaborations in higher education
Amrita Kaur, Mohammad Noman
2026-04-03 · DOI: 10.1080/2005615x.2026.2665476Responsibilities of individuals and institutions to promote antiracism in Finnish lower secondary schools
Saara Loukola, Maïmouna Matikainen-Soreau, Gunilla Holm, Jenni Helakorpi et al.
2026-01-02 · DOI: 10.1080/2005615x.2026.2618921Enhancing multicultural education with MOOCs: impacts on pre-service teachers’ knowledge and attitudinal outcomes
Abeer Watted, Manal Yazbak Abu Ahmad
2026-01-02 · DOI: 10.1080/2005615x.2026.2618918Tibetan students’ experiences amid ethnic language programmes consolidation: redefining multilingual education in Chinese higher education
Dak (Lajiadou) Lhagyal
2026-01-02 · DOI: 10.1080/2005615x.2026.2618920Difference without deficits: culturally responsive SEL for diverse early learners of STEM
Jabari Mahiri
2026-01-02 · DOI: 10.1080/2005615x.2026.2618924Empowering refugee-background students through transnational, multimodal, and critical pedagogy
Yeji Kim
2026-01-02 · DOI: 10.1080/2005615x.2026.2618925The kids are alright: a preliminary investigation of the effectiveness of a microaggression training series for adolescents
Brea M. Banks, Bianca Sierra, Khyati Verma, Giselle Rivera et al.
2026-01-02 · DOI: 10.1080/2005615x.2026.2618922Reviews
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October 4, 2026 at 9:17 pm
October 2, 2026