Cultural Issues In Diversity Education

Poverty is a serious issue which our society and children faces every day. It is a constant struggle that shouldn’t be ignored. UNICEF states “The study of OECD countries in 2007, over fourteen percent of Australian children under the age of eighteen are currently living in households who are defined as poor or with incomes less than half of the median national income”. The increase in the number and percentage of children living in poverty within our society has contributed to making today's classrooms more diverse than ever it has been. This highlights and makes both teaching and learning more challenging. Diversity exists in the students who are living in poverty and the education assistant and teachers must provide the concept of diversity

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

The primary goal of providing cultural diversity in the classroom is to help all students become respectful of the multitudes of cultures and people that they’ll interact with once they exit the educational setting. This can be an overwhelming job for the educator, given that the world at large is substantially more diverse than their immediate learning environment. In the typical educational setting, there is a tendency for students to exhibit classic behaviors relating to their own culture and upbringing.

Jonathan Kozol, a Harvard University scholar, witnessed the travesty of racial segregation within the inner city public educational system. After many years of teaching and exposure to substandard classrooms with dilapidated furniture, a shortage of materials to engage a pupil’s mind and a disproportionate diversity ratio, he could no longer tolerate the conditions in which he was surrounded. Kozol’s frustration compelled him to become a staunch advocate for disadvantaged children so that they might receive equal rights to a quality education.

Chapter fifteen of Multicultural Education is divided into three major sections. These three sections include recruitment and barriers, recruitment recommendations, and retention issues/difficulties. A large part of this chapter focuses on the underrepresentation of culturally diverse students in gifted and advance placement programs. When taking a look at gifted education programs, there is an extreme underrepresentation of African Americans, Hispanic Americans, and Native Americans in these programs. Gifted education programs are a need not just a privilege and should not be used as a simple form of segregation between races or cultures.

A way this movie can relate to this class would be the diversity issues of race, and gender. In my Cultural Diversity class we learn a lot about diversity in race and gender and what causes it to take place which can lead to your values of families back then. Values were completely different years back. If you’re taught what is right is to have slaves and it’s all you ever see then people will follow along. Because, if you don’t follow along with the values of ones close to you sometimes it could of lead to death, judgement from family and friends, or even becoming a slave yourself as punishment. Values are described as the deep subjective ideals and standards by which members of a culture judge their personal actions and those of others(Page

There are numerous forms of diversity-related issues and cultural dilemmas, which afflict individuals or groups. Both aspects have positives and negatives that may or may not impact others, depending on perspective. For instance, gender can be thought as biologically and by genitalia who is considered to be a man and a woman (Kahn, 2015). This definition may not be all encompassing, as it is much more complex than this. There are individuals that may be transitioning from a man to a woman or vice versa or may identify as a woman or man. In fact, gender has become the center of controversy, for individuals that are transitioning and respecting their right to utilize the appropriate restroom in public. Therefore, this affects individuals that

I didn’t quite grasp anything from this chapter. This chapter simply talks about cultural diversity but goes on about minorities. I believe this chapter is trying to convey message, implying that one must understand each other culture as it is vital for the health workforce. Communication is key as well as learning how to collaborate with one another, and learning how to work as a team. I believe this course let alone just reading a chapter on cultural diversity will help with future courses for future practices. I firmly believe that you must experience hands-on on how to properly work together especially with a diverse team. you are supposed to learn how to communicate effectively in order to understand where each person is come from since

Chapter eight of Multicultural Education focuses on both understanding and supporting gender equity in schools. Supporting gender equality use to mean providing both equal access and equal outcomes for all students regardless of their gender; equality meant proving students with the exact same rather than providing students with opportunities and experiences based on what they needed in order to succeed and better themselves. Equality does not only focus on gender and understanding, it also includes other diverse aspects of male and female roles such as race, ethnicity, sexuality, disability, and religion. All of these diverse aspects create uniqueness from one student to another, which reiterates why we cannot use a one-size fits all teaching approach in our classrooms.

Effective instructors must understand the issues that impact multicultural education in the United States. The significance of providing an eminence instruction in an unbiased approach to all of their students is essential. The tide of demographic changes in the United States has affected most classrooms in our schools. As a result, some classroom teachers realize they must quickly acquire a comprehensive understanding of ethnic, cultural, and social-class diversity present in today’s schools. Otherwise, these teachers will face difficulty in classrooms comprised of fifty-one percent minority students. (Texas Education Agency, 1993) Nonetheless, traditional teachers with no experience in multicultural

Education that values diversity through multicultural education practices include students who come from a variety of socioeconomic backgrounds, their individual ethnicity, and gender. Teachers can improve relationships, views and connotations, and academic advancements through a variety of practices and strategies. Multicultural education encompasses empowerment of students and improvements towards relationships of students between different ethnic groups and cultures, and it involves practices such as culturally relevant teaching and issues-centered education approaches. Teachers can practice community relevant education to support students who come from low socioeconomic backgrounds to stay in school and continue their education. Culturally

their background or age. The role of the teacher is very critical to the students getting an

American educations are not only failing behind in education but also in cultural diversity of equality and communication. The education does not really focus on the child academic skills but subject matter.

Diversity and multiculturalism are two big words with big meanings. When people think of diversity and multiculturalism they think mostly of race, but it is so much more to that. America is one of the most diverse countries, and every person needs to learn about it. In today’s world, diversity and multiculturalism should be taught more than ever. It is amazing to think that if it was taught people would start to understand the value of other people’s lives, the way they were raised, and understand that it is okay to be different.

In this case study, a third year first-grade teacher was faced with the dilemma of whether or not to talk to the principal about her concerns. One of her concerns was that two of the other first – grade teachers (who were very good friends with the principal) were always getting the high achieving students that came from wealthy backgrounds in their classroom. Her other concern was that these two teachers always had higher test scores because of the high achieving students that were placed in their classroom. This made her scores look bad because she always received the students that struggled to perform. The third year first- grade didn’t mind teaching the struggling learners but she did feel that ALL students would benefit from mixed classrooms. Therefore, she was faced with the following questions: Should I talk to the principal or not? Should I talk to the other first grade teachers? Should I talk to someone else? Or, should I just ignore the situation to keep things from getting worse?