Minority Ethnic Students' Experiences in Multicultural Education: A Study Based on Banks' Five Dimensions at an Elite Catholic High School in Surabaya

Abstract

Multicultural education is a critical policy objective in diverse societies like Indonesia. This qualitative study explores the experiences of four minority ethnic students at an elite Catholic high school in Surabaya, where the majority of students are Chinese Indonesian. Using Banks' Five Dimensions of Multicultural Education as an analytical framework, the data were analysed through thematic analysis. The findings highlight two main dynamics within the institution. The school successfully promotes a positive social environment and provides symbolic empowerment through cultural programs and extracurricular visibility. However, significant structural inequities remain, such as a lack of teacher training in culturally responsive teaching and the implicit favouring of the majority group’s privilege, such as access to private tutoring. These factors lead to disproportionate representation, with majority students dominating leadership roles. The paper argues that while the school celebrates diversity, it must move beyond mere tolerance and adopt structural reforms to achieve true social justice and eliminate the unspoken ethnic hierarchy that persists.