摘要：This study investigated the influence of early socialization of pre-service teachers and their tendency for interactions towards racial unity in Malaysian higher teacher education institutions. Early socialization in this study refers to the influences of family, school, peers and the mass media. Meanwhile, the interaction aspects refer to the tendency for interaction in different institutional environments among multi-ethnic pre-service teachers during their involvement in curricular activities, co-curricular activities, campus environment and daily in-campus activities. The unity in this study focuses on the appreciation of the values for unity and how it affects the tendency for interaction with multi-ethnic pre-service teachers. The current study utilized a survey research design where a number of 299 pre-service teachers from Higher Teacher Education Institutions (TEI) in the East Malaysia were randomly selected. A set of adapted questionnaires were used as the instruments. The pilot test using Cronbach alpha analysis showed all the items of the constructs are at a high value level between 0.775 and 0.957. This informs that the instruments are valid and reliable to be used. Descriptive statistics involved means and percentages whereas inferential statistics used a structural equation model (SEM). The mean score of the tendency for interaction and unity among multi-ethnic preservice teachers is between 4.17 and 4.7. Meanwhile, the mean scores for unity appreciation aspects among multi-ethics are also at a higher level with the mean scores between 4.19 and 4.41. This indicates that there is a higher level of interaction for unity as well as unity appreciation. Structural Equation Modeling (SEM) analysis showed the following sub-constructs i.e. family, school and peer pressure are significantly contributed to the tendency of interaction and appreciation towards the values for unity among multiethnic preservice teachers, where the coefficients paths are 8.712, beta 0.504 (family variable); 5.441, beta 0.288 (school mi-lieu variable); and 3.407, beta 0.183 (peer pressure variable) respectively. These data suggest that those three factors mentioned are supposed to be taken into account in designing and implementing activities for unity in multi-ethnic higher teacher education community.
