Abstract This paper argues that multiculturaleducation has had significant positive effects on the educational system in the United States. The paper provides an overview of multiculturaleducation. It then examines various ways that multiculturaleducation has been integrated into various parts of the school curriculum and reflects on how these techniques have worked. The paper then examines case studies showing successful application of multiculturaleducation and gives suggestions on how multiculturaleducation can be further integrated towards a successful education for all of America's children.
Table of Contents:
MulticulturalEducation Multiculturalism in the Classroom
Continuing Challenges
Conclusion
From the Paper "Multicultural education can take on a different level in the college setting, wherein the learning communities provide a safe space for interaction between different students. These interactions can give students chances to disagree and voice their diverse opinions, and give students chances to learn from one another in creative and meaningful ways. For example, a writing teacher reported great success in an exercise where students were asked to write and share regarding the origins of their names and the resulting perceptions that such names engendered. In an Art Lab class, students wrote and shared about their personal experiences with various art forms like music and dance. Such interactions helped the students connect with one another on both aesthetic and emotional levels (Yamane 2001)."
Abstract The paper explains that there are many complex issues that have to be taken into account in order to attempt a definition of multiculturaleducation. The paper points out that multiculturaleducation intersects by necessity with many other controversial issues, such as integration as well as social structure and transformation. The paper highlights the opposing views on what is multiculturaleducation and discusses foundation points that almost all educationists and role players agree on. The paper concludes that if educationists are united in the meaning of multiculturaleducation, there is a better chance of overcoming the challenge of defining multiculturaleducation.
From the Paper "Studies also show that educationists and teachers often differ in their views and definitions on this subject. "It is rare that any two classroom teachers or education scholars will have the same definition for multicultural education. As with any dialogue on education, individuals tend to mold concepts to fit their particular focus." (Multicultural Education) This view points out that due to its changing and transformational character, and the various factors and implications that it carries with it, there is no one easy and universally acceptable definition of the term multicultural education."
Abstract Opponents of multiculturaleducation today often have many misconceptions. This paper examines how James A. Banks addresses many of these concerns, mostly affecting teachers and others influencing education. It looks at how he states that many think that multiculturaleducation is especially for the victimized minority groups and how he also focuses on the idea that multiculturaleducation is opposed to western tradition. The paper also discusses how he deals with the concern that multiculturaleducation will divide the nation and how he addresses concerns teachers have in employing a multicultural curriculum.
From the Paper "The second type of knowledge is popular knowledge. These are values and knowledge that are enforced by the mass media and popular culture. Banks borrows a term from Carlos Cortes in describing this, and names it the "societal curriculum" (2000, p. 113). This includes movies and television, which studies have proven to be very influential in childhood. The American Psychological Association recently studied the effect of television on children's behavior. The link between behavior and television occurs in the same ratio as smoking does to cancer. (Garbarino, 2001, p. 58) This alarming rate shows the immense influence that watching television has on students."
Abstract This paper reviews an extensive amount of literature regarding the achievement of culturally diverse students and the impact on this achievement of the attitudes of teachers toward these students, or specifically, the expectations that teachers hold in relation to the achievement potential of these students. The paper further looks at how failure to properly educate and prepare teachers for the multiculturaleducation classroom leaves too many unanswered questions in the instructional provision relating to attitudes based on myth or falsehoods, misconceptions or misrepresentations. Additionally, the paper contends that it is critical that teachers be effectively educated with regard to their attitude prior to their entry into the multicultural classroom.
Outline:
Objective
MulticulturalEducation Defined
Cultural Differences and the Construction of Meaning
Overview of Current State of Affairs
Identified Barriers to Student Achievement
Summary and Conclusion
From the Paper "The research conducted by Padilla and Lindholm has purported three: "major identifiable assumptions" relating to the education of ethnic minorities identified as follows: (1) The white middle-class American is the standard used for comparison of other groups to (typically this is the male); (2) Instruments used for assessment of differences are universally applicable "across groups, with perhaps only minimal adjustments for culturally diverse populations; and (3) Although a need exists for recognition of the sources of potential variance such as social class, educational attainment, gender, cultural orientation, and proficiency in English, these are nuisances that can later be discarded (1995, p. 97)." (McCue, nd) "
Abstract This paper examines the notion of multiculturalism in the United States. America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races, cultures, and ethnicities. Therefore, a wide debate has begun over how to educate today's children. The paper presents different arguments, including teaching all children about all cultures, only their native culture, or only the present culture they live in. Pros and cons of these and several other possibilities are presented as well as compared. Methods of education are also discussed, such as how to go about teaching multiculturalism, and the benefits it offers teachers, students, parents, etc.
Abstract The following paper presents information and statistics encouraging the use of multiculturaleducation in classrooms. The United States has always been very diverse, but its diversity is growing more and more with each passing year. The paper first presents the numbers and statistics associated with this growing diversity as compared to the numbers in the past. Secondly, the paper points out some documented cases promoting the benefits of using multiculturaleducation in classrooms. And lastly it presents some ideas and recommendations, which can be used by educators to implement into their curricula.
From the Paper "The first example of cultural differentiation was perhaps one major basis for why the United States was formed. A group of people sailed away from the culture and religion they once knew, and ventured out to a new land, to seek the freedom they longed for. And now as our country grows more culturally diverse it is essential that students be taught to accommodate with our ever-changing cultural landscape. Today, with more than one-fourth of the U.S. population is enrolled in school; the student population is quite diverse. One-fourth of the population accounts for about 72 million people, which were in school throughout the United States in October 1999. Eight million were enrolled in nursery school and kindergarten, 33 million in elementary school, 16 million in high school, and 15 million in college. Among children enrolled in kindergarten, the majority were White non-Hispanics (60 percent), followed by Blacks (16 percent), and Hispanics (17 percent). Asians and Pacific Islanders accounted for 5 percent of children enrolled in kindergarten. (1) The numbers accounting for children enrolled in elementary school are the highest, which is why it is essential that multicultural education be introduced at a very young age. The Institute of International Education estimates that there are 450,000 international students in the United States, and most of these students come from Asian and Latin American countries. (2) The presence of multiculturalism in American education is indisputable, but it is still a minority movement. Many skeptics feel that by integrating diversity into the American education system, it would be impoverishing the "White European" cultural model, thus doing away with the classics of art and literature, and depriving the students of essential knowledge. However, others have argued for the benefits of multicultural education as an active approach to learning, which encourages the learner to create his or her own knowledge. (3) As teachers prepare for the many educational challenges of the next century, it is essential that they learn how to build bridges between students' home cultures and the cultures of their school environment. These bridges are essential for student academic success, and without them, a serious disservice is done to both students and the larger society in every day life that will ultimately benefit from the development of their special talents. (4) Therefore, because our society has become so diverse, more teachers should implement multicultural education into their classrooms."
Abstract This paper discusses the importance of teaching multiculturaleducation as an academic discipline. The paper discusses the inherent conflict always present between democracy and diversity and how this is present in the United States. It suggests that American students are not aware of the problems and that multiculturaleducation therefore must be taught from a young age.
From the Paper "An example might be an activity like that described by Callazos, Guerrero and Pino in Knowledge Construction Awareness. In the activity students must work cooperatively to find their way out of a labyrinth. (Collazos, et. al.) Knowledge Construction Awareness Success is based on developing blind trust and working cooperatively. In this convergent activity students must trust. The common experience of playing the game together can lead to trust - as a first step toward accepting diversity.
"This activity is also an example of Progressive and Constructionist pedagogy. Curricular 'Constructionists' seek to have students construct their own knowledge based on experience, rather than by 'telling' students what they should know or believe."
Abstract This paper discusses how multicultural students in public schools are taught. She explores teaching methods used in multiculturaleducation. The author seeks to understand what it is like for students and teachers to learn and teach in a multicultural environment. She concludes that multicultural learning provides academic and social benefits to students. She explains the factors of race, gender and ethnicity in multicultural learning. Finally, she examines the new multicultural method of involving parent involvement in their child's schoolwork.
Table of Contents
Teaching Methods
Project Reach
The Multicultural Heroes Project
Multicultural Reading and Thinking (MCRAT)
Multicultural Literacy Program (MLP)
Opinion of these Programs
Students and Teachers in a Multicultural Environment
Race, Gender and Ethnicity in Multicultural Environment
Parent Involvement in Schoolwork
Conclusion
From the Paper "In addition to these educational benefits, it is noted that these students have higher self-esteem because they understand the value and importance of their own cultures and in doing so they can appreciate other cultures. Students also find these types of interactive curriculum fun and exciting, this encourages school attendance. In addition, students in these programs have an increased desire to socialize with children of other races when they are outside of the classroom.
Multicultural education can be very challenging for teachers because most multicultural curriculums require days of training and hours in preparation just to teach a lesson. Teachers also have to make sure that students are learning the basic curriculum of the school. However, teachers who have implemented these various programs have found that there own perceptions about different ethnic groups had changed. These changes in their own perceptions have allowed them to teach more effectively to all their students. In turn, students are more comfortable with teachers and are more apt to ask questions, which encourage learning."
Abstract This paper addresses the issue of multiculturalism and its connection to teaching students for whom English is a second language. It examines two main schools of thought. One believes that although schools should recognize the diversity of cultures in our midst, the primary goal of education should be to teach all children to speak English fluently, as soon as possible, and to make sure they are solidly grounded in mainstream American culture. An alternate view is that instructional approaches should support the development of the primary language and understanding of the primary culture rather than acculturation to mainstream culture.
From the Paper "Over the past few decades, the United States has become a country of markedly more diverse subcultures than ever before. At the same time, educators have grown in their understanding and appreciation of the richness that diversity can bring to the educational environment. In spite of this, little research has gone into the effects of language instruction on the cultural development and understanding of students for whom English is a second language. The value of multicultural education is recognized at all levels of education in our country. Recognition of cultural differences as an enriching fact does exist in preschool. However, some educators concerned with the needs of "second culture" children believe that culture and language cannot be separated, and that cultural diversity that eliminates the child's primary language is inherently distorting (Phillips & Crowell, 1999a)."
Abstract This paper introduces and analyzes Howards's book about racism in public education and then, using examples from the book, demonstrates that Howards's goal is to make educators aware of the existing racist phenomena in schools and teaching centers, as well as help them identify possible means by which such racism can be fought.
From the Paper "If we are to refer to the author's own experience, we should start by mentioning perhaps his first cultural conflict, as he relates it. Speaking about identity, he identifies his great grandfather's farm in Minnesota to be one of the focal points of his cultural heritage. Land represents for Gary Howard, as for many other American families, a place where the roots of the family come together and where a common identity is formed. However, he discovered that the lands that his family presently owns were once in the possession of the Ojibwa tribe and that, unconsciously and indirectly, he was one of the beneficiaries of racial exploitation that has marked America for the last centuries."
Abstract The paper looks at an argument that urban schools, which tend to be the most culturally diverse, tend to be more economically disadvantaged than suburban schools. The paper also discusses the assertions that teachers can find themselves with a hierarchically-imposed curriculum and student testing standards that conflicts with a training where innovation, active participation and broader social contexts are taken into consideration. The paper concludes that teachers should see the concept of multiculturaleducation as an integral foundation for their teaching.
From the Paper "The role of multicultural education in terms of teacher training is one that has certainly evolved over the years. From starting out as a simple acknowledgement that teachers throughout the school system should have some basic familiarity with the diverse backgrounds of their students, it has grown into a more complex and more comprehensive series of philosophies, concepts and pedagogical methodologies to enable teachers to much more effectively reach students from a wide variety of cultural backgrounds. This growth is welcome as the numbers and proportion of children from minority and/or multicultural backgrounds has continued to increase in school districts across the country, instilling more urgency and immediacy into the task of multicultural teacher training, especially given the downward trending of student achievement scores in some areas (Duarte.) As might be expected, this phenomenon has also created some points of disagreement about the precise role of multicultural educational programs for teachers."
This paper is a methodological study using critical discourse analysis to interrogate the assumptions underlying critical race theory in educational research.
Abstract This paper discusses critical discourse analysis (CDA) as used to analyze a Critical Race Theory (CRT) case study, which investigated reflective discourses of three co-directors of a Canadian summer institute on multi-culturalism and diversity. The author points out that CDA analysis of the discourses was undertaken using Clegg's six criteria of language-power discourse within groups and organizations as variables for the analysis: (1) Values, (2) rules, (3) power, (4) discretion, (5) organization and (6) paradox. The paper concludes that CDA, when used in its pure form for CRT analysis, represented a very slow and painstaking task; however, using Cleggs criteria was efficient and yielded flaws in the methodology of the case study approach.
Table of Contents
Introduction
Purpose of the Study
Research Question
Hypothesis
Null Hypothesis
Assumptions
Limitations
Delimitations
Literature Review
Introduction
Literature on Educational and Qualitative Research
Differences between Qualitative and Quantitative Research
Definition, Types, and Uses of Qualitative Research
Overview of Critical Race Theory (CRT): Its Purposes, Assumptions, and Limitations
Descriptive CRT Literature
Origins of Critical Race Theory (CRT)
The Power of Storytelling
Descriptive Literature on Race and Multiculturalism Enter "CRT-Light": Public Education Trends of the 1970's and 1980's
The 1990's and Beyond
Review of Critical Race Theory (CRT) Case Studies
Case Study 1: 'Thinking the Practice': Academic Adult Educators' Reflections on Mediating a Summer Institute as a Multicultural Learning Journey for Graduate Students'
Patti's Reflections: 'Walking on Quicksand'
Shahrzad's Reflections: 'Marginality of the 'Subject'; 'Subjectivity' of the Margin
Andre's Reflections: 'The Personal is Pedagogical'
Case Study 2: 'A Critical Race Analysis of Latino(a) and African American Advanced Placement Enrollment in Public High Schools'
Case Study 2's Methodology
Case Study 2 Results
Discussion, Recommendations and Conclusions
Case Study 3: 'Understanding Cheating in Nepal'
Case Study 4: 'The Acceptance of a MulticulturalEducation among Appalachian College Students'
Survey Instrument Content and Methods
Survey Distribution Methods
Case Study Survey Results
Other CRT Case Studies, Briefly Described
Conclusion
Research Methods
Introduction
Critical Discourse Analysis (CDA) as a Method
Origins of Critical Discourse Analysis (CDA)
Conclusions
Critical Discourse Analysis (CDA) Used to Interrogate Two Critical Race Theory Case Studies
The Case Study: 'Thinking the Practice': Academic Adult Educators' Reflections on Mediating a Summer Institute as a Multicultural Learning Journey for Graduate Students'
Values
Power
Rules
Discretion
Organization
Conclusion
From the Paper "The researcher for the present study also believed that ethnographic research elements were strongly present within secondary data for the study. This was because various pieces of both descriptive and case study literature, used as data for the present study, consisted of analysis and interpretation of other researchers' observations of day-to-day activities, over time, of particular groups that were observed first-hand (e.g., graduate students attending a summer institute on diversity; middle school students in Nepal; students in university basic writing and college composition courses). In addition, results of previously-conducted (by other researchers) ethnographic research, e.g., participant observation accomplished by the researcher over time were used, within the present study, as secondary data."
Abstract In support of multiculturalism in education, this paper reviews and discusses studies that have shown that a multiculturaleducation is good for society. The paper uses the example of the Dutch where multiculturalism is a fact of life and explains that multiculturalism in education will help America maintain its international economic and political dominance.
From the Paper "The study concluded that learning to be tolerant of those who are different from oneself is an important component of lessons on multiculturalism," Students were asked to rate their teachers on how well they teach tolerance. More students (44%) say their teachers do an average job than an above average (26%) or a below average (18%) job. In fact, an earlier 1996 Metropolitan Life study (...Violence, Social Tension, and Equality Among Teens) found that "...students are more likely to say students of diverse backgrounds get along well when they also say their teachers do a good job (vs. a bad job) of teaching tolerance." Students (51%) feels that their schools do a satisfactory job in the area of helping immigrant students learn to speak or improve their English. Although many students responded positively to this question, 31% of students responded that they did not know the answer to this question."
This paper gives an overview of multicultural issues relating to deaf education in the U.S., identifying relevant issues and citing practical implication of the current research.
Abstract This paper provides a critical review of the peer-reviewed and scholarly literature to identify relevant multicultural issues involved in the education of deaf children in the United States today. A discussion of the practical implications for a deaf education classroom based on the critical review of the literature and application of the research is provided in the conclusion.
Outline:
Review and Analysis
Background and Overview
Deaf Education in a Multicultural Classroom
Steps to Improve Education in the Deaf Classroom
Conclusions and Implications for Classrooms
From the Paper "In recent years, as deaf adults began participating in and directing the policymaking deliberations concerning the education of deaf children, these longstanding concepts and erroneous assumptions concerning the needs of deaf students were transformed somewhat, but the process has taken longer and required more effort than anyone might have expected. For instance, in recent years, 'Descriptions of deaf children as disabled persons needing auditory and speech rehabilitation began to fade. In their place, descriptions of deaf people as an ethnolinguistic group arose, where the young need 'bilingual education' using ASL as the medium of instruction, not 'special education' using invented or artificial languages or mechanistic methods. This cultural view of deaf people, existing alongside recent realizations of the multicultural nature of contemporary American life, has given rise to a new deaf education pedagogy, termed bilingual-bicultural (or bi-bi) education' (Flood et al., 2005, p. 313). The introduction of these educational techniques has also introduced yet another misconception concerning the education of deaf children. The implications of these trends on education in an increasingly multicultural deaf classroom are discussed further below."
Abstract This paper examines current sociopolitical attitudes in Canada about cultural diversity, which are generally conducive for achieving a Canadian society that fully accepts multiculturalism. Unfortunately, progress is not being made at an even pace in all areas of the country. It looks at how, in order to address this, Canada's national education system should take the lead in setting a multicultural example for the entire country.
From the Paper " It is evident that current sociopolitical attitudes in Canada are generally conducive for achieving a Canadian society that fully accepts multiculturalism, but progress is certainly not being made at an even pace in all areas of the country. In order to address this, Canada's national education system should take the lead in setting a multicultural example for the entire country. This can be achieved by cultivating multicultural awareness and acceptance in Canadian classrooms through course content and curricula, while emphasizing that cultural diversity is a beneficial reality that needs to be understood and accepted, not a problem that needs to be resolved. "
