Trends in Multicultural Education Publication Over a Four-Decade Period: A Bibliometric Review

The objective of this study is to systematically review academic works in the area of multicultural education. Publications were gathered using the Scopus database and a variety of bibliometric variables. The publishing mapping program VOS viewer was used to analyzing the collected data. There were 501 publications on intercultural and multicultural education that were published between 1973 to 2021. The results showed that between 1973 and 2021, the number of publications varied. With the addition of 12 publication documents, the number of publications has doubled starting in 1997. The most published documents amounted to 42 in 2020. The number of academic scientific papers published in the United States, which is recognized as the most productive nation, is 321. Constantine, M.G., of Columbia University in the United States, is the most prolific writer. With 14 publications, Columbia University in the US was the most productive university. The findings of this study imply that the main keyword is "multicultural training" which is grouped with


INTRODUCTION
Multiculturalism has existed since the first interactions in society and is fundamentally the existence of more than one culture, as the word itself expresses (Kymlicka, 2010;Schuster & Solomos, 2001;Uzunboylu & Altay, 2021). Based on the idea of the nationstate, multiculturalism emphasizes regional solidarity, language, and culture (Yılmaz, 2016), disability, and sexual orientation (Holm & Londen, 2010). Differences in life become commonplace and should be addressed wisely so that they do not become a factor of division in social life. Education plays a critical role in fostering and guiding each individual to accept the existing differences. Education needs to promote and teaches appropriate responses to cultural diversity (Raihani, 2012). Thus, multicultural education must be properly implemented.
The most advancement in delivering and implementing multicultural education has been accomplished in literacy practices, notably reading and writing (Atwater, 2010). Multicultural education enables students to examine the social and economic systems that contribute to inequity between the majority and minority (Arphattananon, 2018;Barzanò et al., 2017). Due to the inadequate knowledge of multicultural education, the politically motivated movement for social justice and equality is in danger (Zilliacus et al., 2017). Multicultural education is a systematic social adjustment (Hulsbosch, 2010), and it should be prominent in developing students' and teachers' critical awareness (Au, 2017). The multicultural education consensus revolves around ideas and actions (Dunn, 2017). Through curriculum and educational institution change, multicultural education's overarching purpose is to create educational equity (Chang, 2012). As educational institutions work to mold students who can engage in social action across several identities and contribute as global citizens in various communities, multicultural education courses have demonstrated their value (Chang, 2002;Clark, 2005;Gurin et al., 2004;Kjellin & Stier, 2008;Mayhew et al., 2005;Pittman, 2009).
The purpose of multicultural education is to promote diversity, excellent education for everyone, equality, and equity. Multicultural education is concerned with the interactions of different ethnic groups, genders, and social classes (Liu, 2022). Planning more efficient learning experiences that will help students develop multicultural competence can be aided by multicultural education (Lobb, 2012). Taking the lead in mediating learning (Mahiri, 2017a), improving academic achievement, educational equity, and student social development are the main challenges for multicultural education (Mahiri, 2017b). The goal of multicultural education is to improve educational outcomes (Nieto, 2017). At various intersecting levels, multicultural education must be constantly re-conceptualized and reinvented (Oikonomidoy, 2011). Multicultural education focuses almost entirely on cultures other than their own (Owen, 2010). Multicultural education aims to bridge conditions of difference (Rios & Markus, 2011), and eliminate inequalities between different social groups in society (Shen, 2019).
Due to its application in assessing the publications of organizations and nations and in determining the growth or decline of particular topic areas, bibliometrics is crucial in this regard (Prieto et al., 2015). Bibliometrics is best defined as the study or measurement of books or other publications using various metadata available in numerous databases (Abdullah, 2021a). A bibliometric review offers a summary of the current state of scientific research on a certain subject (Abdullah, 2021b). Bibliometrics is likely to persist as the primary method of assessing the impact of articles, researchers, and journals (Pesta et al., 2018). Bibliometric analysis recognizes the various contributions made by authors, institutions, and nations while also advancing the art of new works (Sofyan, Abdullah, & Hafiar, 2022) A well-conducted bibliometric study can create the framework for developing a topic in fresh and significant ways, giving academics the ability to get a complete understanding, spot knowledge gaps, come up with fresh research ideas, and position the planned contribution to the field (Donthu et al., 2021). Three categories of bibliometric indicators exist quantity indicators, which gauge productivity in terms of the number of publications; quality indicators, which gauge the impact of a publication in terms of the number of citations; and structural indicators, which gauge the relationship between publications. Therefore, conducting bibliometric studies that consider both the volume and quality of publications is essential (Blanca-Torres et al., 2020).
The purpose of this study is to look at a bibliometric analysis of publication trends, which includes 1) a description of publication descriptive parameters (evolution of publications), 2) leading sources, 3) countries and institutions, 4) active authors, 5) visualizing citation patterns from academic works in the field of multicultural education, 6) extracting keywords and producing maps that describe the co-occurrence of terms in academic works related to multicultural education, and 7) give an overview of the results and impact of scientific research in the area of multicultural education. This study's content is meant to give readers and researchers a comprehensive summary of research trends in multicultural education, which can motivate them to examine the data for additional research.
It is greatly anticipated in this study that the bibliometric review approach will significantly enhance the study of multicultural education. We anticipate that this study will close any gaps and present fresh research directions. We offer a factual and current overview of the area of multicultural education based on bibliometric analysis and visualization. This bibliometric study is a reliable, objective source that provides a list of the various research topics, enabling a wider selection of properly chosen works (Hernández-Torrano et al., 2020). Roni Rodiyana, Bunyamin Maftuh, Sapriya, Ernawulan Syaodih, Davi Sofyan, Trends

METHODS
It has been shown that bibliometric analysis is a reliable technique for finding and analyzing research in the literature as well as for creating a system for studying the literature to uncover publication trends and patterns . Because there are so many studies being published in practically every area of knowledge, bibliometric reviews have become a popular area of study (Abd Aziz et al., 2022). The minimum amount of metadata needed for analysis in bibliometric analysis varies considerably (Sofyan, 2022), and the lowest and maximum metadata standards that can be examined are not established .
The goal of this study was to look at how multicultural education publications changed from 1973 to 2021. The foundation of this study was the entire data collection process, from data collection to data filtering coupled with current publications. Defining and specifying the research's objectives is a crucial initial step in this bibliometric review study. The method for compiling Scopus documents, which will then be evaluated, is depicted in Figure  1.

Figure 1. Article Metadata Search Design
The primary objective of this bibliometric research is to examine the distribution of publications on multicultural education in the Scopus database. The inquiry was carried out as part of the descriptive analysis in the Scopus database utilizing the document-checking approach. To obtain the Scopus database for this descriptive analysis, keyword searches ("multicultural* training" OR "multicultural* teaching" OR "multicultural* learning") were performed on December 20, 2021. This bibliometric study is based on the selection strategy and research protocol of the PRISMA flowchart. PRISMA flow chart from Moher et al. (2010) was used in this study.
In the Scopus database, metadata is retrieved using the keyword search string described above, namely from 1973-2021 (excluding 2022, because this year it will appear TITLE-ABS-KEY:"multicultural* training", "multicultural* teaching", "multicultural* learning" Date of Retrieval: December 20, 2021 Publication Identified and Screened: n = 530 Publication Removed: n = 5 Publication Included: n = 508 Selected articles for further analysis: n= 513 (exclude 2022) on the Scopus dashboard). We got 513 metadata because in 2022 17 documents have been entered into the Scopus database. Maybe it will be added until the end of 2022 when everything is completed. After data retrieval is completed in CSV and RIS formats, the data from CSV format is converted to excel. The purpose is to check the existing metadata manually. This manual check is intended to see if there are duplicate files or not, by looking at the article title, author's name, publisher journal, year of publication, and DOI one by one. Five duplicate files were found from the initial metadata, so they had to be removed and the remaining 508 files in excel format had to be saved back in CSV format because VOSviewer will only read CSV format if the file comes from the Scopus database. Because the file type read when the metadata is from the Web of Science database is in text format. Thus, the total metadata analyzed is 508 documents. For further analysis, this evaluation employs data exported from RIS and CSV formats into Microsoft Excel (Abdullah, 2021c). VOSviewer converts CSV data into diagrams or clusters using visual elements based on mapping techniques (Abdullah & Aziz, 2021;van Eck & Waltman, 2010). The name of the author, the source of the document, the year it was published, its title, the nation, the journal, the topic, and the publication style are all gathered. Researcher evaluation of pertinent data, including author, location, organization, citation, co-citation, and other refining elements, is commonly aided by mapping approaches (Khalil & Crawford, 2015). Researchers employ some VOSViewer options, such as cooccurrence analysis, all keywords, calculation techniques, and the minimum number of author documents, to acquire article meta data (2 documents) (Jeong & Koo, 2016).

RESULTS AND DISCUSSION
From 1973 to 2021, the Scopus database contained 508 publications on multicultural education. These findings highlight the significance of multicultural education in the field of science education research. There were 397 articles, review (35), book chapter (34), conference paper (32), note (4), book (3), and conference review, Erratum, and Short Survey (1). There were 501 publications in English, two in Spanish and Slovenian, and one each in Afrikaans, Arabic, and Russian.

Trends in Global Publication
The sections that follow describe the evolution of scientific publications and bibliometric reviews on multicultural education that were discovered between 1973 and 2021. Every year, it is critical to track publishing trends to identify potential research areas for further investigation. It is also critical to assist readers and future researchers in determining the significance of the research theme. Furthermore, it may be of interest for future researchers who want to fine-tune the factors that influence the growth or decline of year-based publications. Roni Rodiyana, Bunyamin Maftuh, Sapriya, Ernawulan Syaodih, Davi Sofyan, Trends   The development of publications related to multicultural education in the world shows a fluctuating trend. Since 2012, publications have increased significantly, with 25 documents published. Then, the highest peak of publication occurred in 2020, with 44 documents published. This publication trend also demonstrates that multicultural education is one of the scientific fields that has a significant impact on ethnicity, social, economic, cultural, and educational issues, as evidenced by researchers' interest in conducting multicultural education research.

Leading Scientific Source
Leading scientific journals serve as a forum for writers and scholars to submit manuscripts based on research that will be useful to readers. The first table summarizes the most influential leading scientific sources in multicultural education. List of ten scientific sources that have at least five publications published on them. Counseling Psychologist is the most influential resource in the field of multicultural education, with a total of 23 scientific manuscript publications. The Journal of Multicultural Counseling and Development is second with 20 scientific manuscript publications, and Training and Education in Professional Psychology is third with 11 scientific manuscript publications. In 1994, Ridley, C. R., Mendoza, D. W., and Kanitz, B. E. conducted research entitled "Multicultural Training: Reexamination, Operationalization, and Integration" and received 162 citations. This article was published in the Journal of Counseling Psychology. This article describes the Pyramid of Multicultural Program Development, which is a five-level framework that outlines the stages of developing a multicultural counseling training program (MCT). This pyramid is meant to serve as a reference for programmers as they create their original MCT program. The pyramid shows the progression of important decision-making stages in the development of MCT, from the formulation of an explicit training philosophy through the stages of identifying training objectives, choosing an instructional strategy, selecting from a variety of suggested program designs, and finally evaluating the program. Pyramids are used to promote critical analysis of the numerous possibilities at each level. The scientist-practitioner model, the effects of the pyramid on present MCTs, and the direction of MCT research and development are explored.
Based on these findings, these sources have contributed useful knowledge and valuable resources for aspiring researchers to use in their future research toward the excellence of multicultural education. It also conveys the message that the source simplifies the process of finding and manipulating relevant information for readers. Table 2 lists the ten most productive countries in terms of multicultural education publications, with each producing at least seven publications. With 321 academic scientific works published, the United States is the most productive country, but it lags far behind other countries. With 26 and 17 academic publications, respectively, the United Kingdom and Australia are the second and third most productive countries. A country's performance must attract the attention of academics and researchers to promote the country and increase the country's reputation for contributing to the growth and development of science. As a result, the performance of a country in each area of knowledge is measured by ranking the productivity of institutions in that area. Of course, a country's performance can attract collaborative research between countries, which is typically carried out by universities between countries. Table 2 demonstrates that the United States is indeed very focused on multicultural research, as it is one of the countries with a very high level of multiculturalism, such as Indonesia.

Top cites
The influence and effectiveness of the multicultural education sector are assessed using the overall number of citations as well as the number of citations per year. Document citation statistics as of December 20, 2021. By importing RIS format files from the Scopus database, Harzing's Publish and Perish software generated citation metrics. The ten most cited publications in the Scopus database are listed in Table 4.  Leung and Chiu's (2010) study showed that, as a result of a study, European American undergraduates who were exposed to both American and Chinese cultures or to a hybrid culture created by mixing American and Chinese cultures performed better creatively right away. The likelihood of engaging in some creativity-supporting processes, such as the development of innovative ideas and openness to ideas originating from other cultures, is thus favorably correlated with exposure to intercultural experiences. Finally, the authors discovered that the favorable relationship between intercultural experiences and openness to ideas from other cultures was greatly weakened by the demand for cognitive closure (or the need for definitive answers) and existential panic. Roni Rodiyana, Bunyamin Maftuh, Sapriya, Ernawulan Syaodih, Davi Sofyan, Trends Table 5 lists nine authors who have at least three publications in the field of multicultural education. Constantine, M.G., of Columbia University in the United States, leads with six publications. Ponterotto, J.G., from Fordham University in the United States comes in second place with 5 publications, and Chao, R.C.L, from the University of Denver in the United States comes in third with four publications. This demonstrates that professional writers have taken an interest in research in the field of multicultural education. The most well-known writers are from developed countries. However, few professional writers from developing countries are actively involved in research on multicultural education. However, one disadvantage of bibliometric studies is the potential for author names to be identical, and they express concern about it (Sofyan & Abdullah, 2022b).

Quote Network Across Countries
A network map made with VOS viewer is shown in Figure 3 to show the nation's contribution to the study of multicultural education. There are at least eight documents, each with at least one citation, that was used in the process of making the map. Eight countries make up the citation network, which is divided into four groups: the red cluster, made up of the United States, the United Kingdom, the Russian Federation, Israel, and Indonesia; the green cluster made up of Canada; the blue cluster made up of South Korea, and the yellow cluster made up of Australia. The nodes' respective nations produce a lot of publications, and the more nodes there are, the more publications there are. The United States has more significant nodes in this scenario, among other things. When it comes to publishing production and citations, the United States has been the most productive nation. The second place belongs to the United Kingdom. As a result, these nations will certainly play a significant part in fostering scientific relationships and serving as information hubs in the context of intercultural education. Since bibliometrics is a quantitative analysis of bibliographic features of scientific publications, the evaluation of co-authorship is essential to ensure that researchers are widely acknowledged and their works are used as a knowledge base when performing their research .

Figure 3. Country quotation network visualization
Indonesia has the potential to play a significant role in multicultural education. The diversity of cultures, ethnicities, languages, and religions in Indonesia can provide excellent opportunities for researchers and scholars to conduct multiculturalism research in Indonesia. The network map in Figure 3 shows that developed countries dominate publications related to multicultural education, with only Indonesia representing developing countries.

Distribution of Frequently Appearing Keywords Overlay
The keywords represent the main content of the existing research as well as the areas studied within the given domain's boundaries. The keyword is a significant component that must not be overlooked to identify multiple publications that are linked to the research topic (Sofyan & Abdullah, 2022a). The publication keyword is considered a basic element in bibliometric research that represents the concept of knowledge and has been commonly used to reveal the knowledge structure of the research domain (Su & Lee, 2010), as is the process of selecting "important" keywords for this analysis (Chen & Xiao, 2016). The author's keywords are frequently used together, highlighting important study areas and intercultural education issues. VOS viewer has mapped the authors' keywords in this analysis. In this analysis, the size of the nodes is proportional to the frequency of occurrence of the keyword. Figure 4 shows a keyword network diagram where the relationship between keywords is shown by the color, node size, text size, and thickness of the connecting line (Sweileh et al., 2017). There are 150 keywords organized into 17 different nodes (cluster) colors (dark blue, light blue, sky blue, red, pink, gray, yellow, dark purple, light purple, navy blue, green, leafgreen, pink, orange, brown, dark purple, light orange). The most popular keyword is "multicultural training" in the light blue node. These are classified as "case conceptualization", "multicultural case conceptualization", "multicultural competence", "school psychology", and "supervision". This demonstrates the importance of multicultural education concerning the keywords mentioned. Furthermore, further research into these keywords is required to better understand the field of multicultural education. Figure 4 shows more information about the distribution of keywords. Roni Rodiyana, Bunyamin Maftuh, Sapriya, Ernawulan Syaodih, Davi Sofyan, Trends

Research Funding Sponsor
According to Table 6, many studies published in reputable scientific journals have been funded by various parties to obtain comprehensive information about multicultural education. The U.S. Department of Health and Human Services, a United States government agency established to protect all Americans' health and provide essential human services, has funded five multicultural education studies and is the largest funding sponsor of all. As a humanitarian service agency, the Department of Health and Human Services (HHS) has a role to play in improving services for all Americans. In keeping with their goal of promoting healthy and sustainable progress in medicine, public health, and social services while also improving the health and well-being of all Americans.