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About This Journal

The purpose of the Journal of Multicultural Affairs (JMA) is to promote cross-disciplinary, multiculturally based work. The field of multicultural affairs is vast, diverse, and includes a variety of disciplines which is the reason that JMA does not focus on a single educational arena.

The Journal of Multicultural Affairs (JMA) adheres to the belief that the multicultural field is not based solely in one area or owned by a single entity. It is vast. It is beautiful. It is dynamic. Work pertaining to multicultural affairs can be found within higher education, K-12, scientific, spiritual, religious, and community enclaves. How is multicultural affairs defined within JMA? JMA defines multicultural affairs as the affairs that affect the many faces of society, disrupts homogeneous thinking, fights for social equity, and seeks social justice. JMA is focused on bridging the gap between all settings and seeks to provide a platform for our audience to share their work in multicultural affairs and to engage in vital multicultural dialogue. We welcome submissions in a variety of platforms: research-based, personal experience, and poetry. JMA will be published at least two times a year.

Guidelines for Authors:

Submissions length will vary by format.

  • Research-based submissions should be between 3,000 to 6,000 words (general acceptance rate: 20-30%).
  • Personal experience submissions should be between 1,200 to 2,500 words.
  • Poetry submissions do not have a minimum word count but should not surpass 700 words.
  • All submissions must follow the guidelines of the Publication Manual of the American Psychological Association (7th Edition).
  • Submissions must be double-spaced and include an abstract (you will be asked to copy and paste your 50 to 125 word abstract during the submission process. Please do not include your abstract in the primary document that you upload).
  • Tables, charts, and figures should be placed in the appropriate location within the document.
  • All submissions will follow a double-blind review format.
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    Special Issue Call for Papers

    Educators’ Voices Amplifying Research, Reason & Rhyme: Stepping Out of the Shadows of COVID-19

    Guest Editors

    Tonya Huber, Ph.D., Guest Editor

    Alexandra Christiane Daub, Guest Assistant Editor

    Sara Abi Villanueva, Guest Assistant Editor

    Kristen Pedersen Erdem, Guest Editorial Assistant

    Maria Cristina Ferraz Soares, Guest Editorial Assistant

    Maricruz Flores Vasquez, Guest Editorial Assistant

    Stephanie H. Wright, Guest Editorial Assistant

    The pandemic has changed the educational landscape in an unforeseen and unpredictable fashion. The unexpected changes have caused some educators to feel powerless, voiceless, and invisible; while others have felt empowered, supported, and heard. Each educator has had a unique experience during the COVID-19 pandemic, and the Guest Editors of the Journal of Multicultural Affairs would like to invite educators to share the analysis of those experiences to inform others. The purpose of the Special Issue, “Educators’ Voices Amplifying Research, Reason & Rhyme: Stepping Out of the Shadows of COVID-19,” is for people engaged in education to share their research, personal experiences, reviews, and poetry that highlight their lived experiences.

    Projected Publication of Special Issue: Summer 2021, Volume 6(2)

    For Special Issue inquiries, please contact The Guest Editors at JMA2021McVoices@gmail.com

    Submission Deadline: February 21, 2021

    Guidelines for Authors

  • Submission length will vary by topic and format.
  • Research-based submissions should be between 3,000 to 6,000 words and include an abstract and keywords (general acceptance rate: 20-30%).
  • Personal experience submissions should be between 1,200 to 2,500 words.
  • Poetry submissions do not have a minimum word count but should not surpass 500 words without consulting the Guest Editor.
  • All submissions must follow the guidelines of the Publication Manual of the American Psychological Association (2020, 7th ed.).
  • Submissions must be double-spaced and in 12-point Times New Roman serif fonts, except within tables and figures or creative submissions.
  • Tables, and figures should be placed in the appropriate location within the document accompanied by numbered titles.
  • Authors must prepare their submissions for blind, peer-review including masking their identity in the text and in the references so the document creators are not easily revealed, nor the participants nor locations (without consent to do so). For more details, please review APA (2020) Section 12.7. Ideally, authors making a submission benefit by volunteering to also review a submission for the same issue.
  • A complete cross-check for all entries in the reference section should indicate on what page(s) they are cited. This list is for the editors and reviewers, but not for publication.
  • The history of colonialism and hegemonic oppression includes renaming peoples, tribes, nations, lands, and places. In an anti-colonial, anti-racist, Indigenous positioning to reject this practice, Guest Editor Dr. Huber requires full names with the initial introduction of people, as well as for all authors and editors, as the names appear on the quoted source, and in all references. This is a modification of APA (2020) 7th edition guidelines. An illustration follows along with the inclusion of the cross-check of references to show where they appear in the submission.
  • References Cross-Check Example

    Cestou, Lorena P., Alexandra Reyes, Elizabeth R. Sanmiguel, & Tonya Huber. (2019). Creating a culture of critical consciousness and interpreting intercultural competence in educators. In Tonya Huber & James G. O’Meara (Eds.), Teacher education at the edge: Expanding access & exploring frontiers (pp. 33-69). In Tonya Huber (Series Ed.), International Education Inquiries: People, Places, and Perspectives of Education 2030, Premier Vol. Information Age Publishing. pages 3,9

    Daub, Alexandra Christiane, & Tonya Huber. (2020). Effectiveness of social stories on social skills for elementary-aged students with autism: A literature review. International Journal of Education, 12(4), 12-37. http://dx.doi.org/10.5296/ije.v12i4.17759 pages 3, 10, 11