Diversity Through Multicultural Education Practices

Gender Separation in schools and colleges is good, as studies have proved that girls and boys learn in different slipways. According to a research by Dr. Leonardo Sax, the brain of girls and boys work differently, thus they must be taught in distinctive ways. Merely separating the girls and boys in classrooms may not be the right solution, yet when the teachers gear their teaching tactics specific to the gender, it really yield results. Studies also prove that both the gender learn in different environments(GreatSchools, 2014). Where the girls learn far better when the classroom temperature is warm. On contrary, the boys show better performance in cooler classrooms. Moreover, Single- six educational institutes can also provide a broader horizon

Mention separating students and putting them in same sex classrooms or even schools guarantees an uproar, however what most students don’t realize is that when making the great divide it actually creates a better learning environment and it unlocks opportunities for their future. Of course students will need time to adapt and most should take into consideration that just because they’re put into different classrooms doesn’t mean that their grades will automatically be golden. This approach is taken to understand the different learning styles of the male and female. With this, new lesson plans will be able to be assembled to suit their divergent needs.

It is no secret that, in general, boys and girls differ in their learning styles. Capitalizing on these differences could advance classroom performance. With on-going concerns about student success in school, any changes in the classroom that could increase student achievement should be considered. Recognizing the learning differences between boys and girls, one of the changes that could be instituted is single-gender classrooms.

Public schools are beginning to see a shift in demographics in the United States. There is now a culturally diverse student population and educators need to respond to this shift in order to ensure an equal education for all students. Culture aids in determining how students learn, and culturally responsive teaching is a way teachers can educate culturally diverse students and provide an equal education for all. Culturally responsive teaching is defined by Geneva Gay as using the various characteristics, perspectives, and experiences of many cultures to effectively teach culturally diverse students (2000). Culturally responsive teaching prepares teachers to work with and teach a culturally diverse classroom of students and allows teachers to create a classroom environment that is similar to their students’ home environments so students do not have to assimilate to the dominant culture or change from their home culture to their school culture depending on their setting (Brown). Multicultural education is not only important for ensuring equal education for all students, but also creates youth who will be able to function and be effective citizens in a pluralistic society (Gay 2003). In order to implement culturally responsive teaching, teachers must acknowledge potential biases and reconstruct their attitudes, create a diverse knowledge base, be caring and empowering, and create a classroom environment that is conducive to a culturally diverse

Over time there has been a change in gender success throughout education “coming into the late 1980’s girls were less likely than boys to obtain one or more A-levels and were less likely to go on to higher education however 1990 's there was a sudden reversal girl were doing better than boys and In 2006 10% more females were obtaining 2 or more A-levels than males (Trueman,2016)”. In today’s society feminist’s doubt that the topic in school want girls to achieve less like the model also considers that gender stereotyping may still be in society as boys are believed to fit better in the workforce than girls. The distinction between girls and boys are often sketched on sex and ideas of biology Dr Zuleyka mention that “Sex are the biological traits that societies use to assign people into the category of either male or female, whether it be through a focus on chromosomes, genitalia or some other physical ascription." (Zevallos), Gender does not depend on biological personality it is an idea that describes how societies determine and manage sex categories also determined by what an individual feels and does. Girls are more conscientious and mature while boys are seen as a liability student. A parent who spends less time reading to their son impact their son to achieve a lower grade. Many jobs tend to be dominated by one gender for example nursing which is seen as a female job. Girls do consistently better than boys at all levels and likely to get higher grades

This shows the reader the difficulty of the topic from the very start. This suggests that the educational system will always be more favorable to a certain group within our society because of societal expectations. It is also clear that because of the engrained stereotypes such as “girls are all hardworking” (Forde, p.5) and “boys are inevitably troublesome” (Forde, p.5) complicates the task of creating a gender-equal curriculum and environment. This is why it is important to realize that gender in education cannot only be evaluated as an individual variable, other factors (such as disability, poverty, religion…) come into play and can affect one’s education and identity. The first part of the book gives us background knowledge on this issue.

According to Groundwater-Smith, Ewing & Le Cornu, gender is a socially and culturally constructed phenomenon and there has been many debates in Australia that curriculum, assessment policies and practices have either advantaged boys or girls. One major gender issue began in the 1980s and early 1990s, which was the lower performance of girls when compared with boys, particularly in the subjects maths and science. The effect of gender on learning and achievement is constructed by culture. Paechter (2007) discusses Martino's (2004) study, which suggested that many teachers consider gender and schooling in terms of normalising assumptions that initialises particular ways of behaviour for boys and girls. Boys and girls are set in oppositional positions in terms of perception of the educator: Girls are expected to behave more passively than boys and boys are expected to be active and curious, often to the point of getting into trouble, which is considered normal and acceptable behaviour.

Educators have long been challenged by the differences in educational outcomes between boys and girls, and between different ethnic

So we have learned that learning styles including gender are a big part of diversity and how as a teacher to incorporate effective learning into the classroom. Now we switch gears and think about a multicultural classroom. Multicultural refers to race, ethnicity, and culture. Race is a group of persons sharing a common publicly determined category often connected to genetic characteristics, physical looks, and heritage. Today, about one in three Americans are of color (Sadker, p. 76). Ethnicity refers to common cultural behaviors such as language, religion, and dress. Culture is a set of learned beliefs, values, symbols, and behaviors, a way of life shared by members of a society. This is a category altogether referred to as multicultural and is the common thought when diversity is said. Multicultural individuals were in the past and

As a middle school English and history teacher, I am always looking for ways to better teach my students. I always look at ways to tap into their potential and try to plan my lessons accordingly. No matter how much thought I put into my lessons, there are some students who struggle with the lessons I plan and teach. This has caused me much frustration throughout my many years of teaching, and I am always looking for more ways to help my students. Doing additional research on sex differences in learning has left me with more ideas how to better help my students. Throughout this paper I will outline what I have learned about sex differences in learning and

In the United States, millions upon millions of children attend public schooling. These millions of children come from every background; African American, Caucasian, Asian, Latin, etc. All of these ethnicities go to our public schools. Not only are children categorized into different ethnic groups, but also economic groups. Children from low, middle, and high-income families all attend public schooling. Because of all these societal groups going to school together, public schooling can truly be characterized as an engine for multicultural education. However, due to barriers within society (e.g. racial discrimination and economic barriers and stereotypes), some students are not being taught in a multicultural environment. Due to this

Education as we know it today is based off the belief that every child deserves the chance to better their future. In modern times, the United States has nearly closed all gender gaps but in education you can see the differences students of both genders help create. Girls in high school tend to have an advantage in getting higher class averages and final grades than most boys in the same class. This “design” isn’t because of personal attributes though but more of a evolutionary curve.

There is a vast region of differences set in how girls, and boys learn differently; with schools using this information they are able to empower and better educate their students. Peter Meyer makes this a key point to bring up in: “Kathy Piechura-Couture, a professor at the Institute for Educational Reform at Stetson University in Deland, Florida, has studied children at the Woodward elementary school in Deland, which has had separate classes for boys and girls for three years. She concluded that boys and girls are different enough that they demand, or should be offered, separate schools. "We looked at gain scores and concluded that there is a significant difference for boys when put in separate classes," says Piechura-Couture. Over the years, she explains, other researchers have discovered a significant number of differences between boys and girls that affect their learning abilities at any given

According to the National Center for Educational Statistics, in 2012 it was reported that 76 percent of public school teachers were female. Some theories suggest that the teacher’s gender has a large impact on how students learn. The idea is that the teacher gender shapes the relationship and communication between teacher and student. Teachers can also act as role models for that specified gender, even if he/she is not fit to be a role model. According to this theory students are often better behaved and perform better when taught by teachers of the same gender. A study done using the National Education Longitudinal Survey was conducted to see the effect of the teachers gender on students ‘ test scores. The study confirmed that teacher’s gender has effects on students test performance, teacher perceptions of students, and students’ engagement in the material being taught ( In a study conducted of 1,799,243 ACT-tested students more astonishing data was found that confirms the teacher gender theory.1 On average females had a higher Grade Point Average in English, Math, Social Science and Science as well as an overall GPA (Buddin, 2013). However grades are not given out by who is the smartest; attendance, homework, participation and behavior are all factors of many high school classrooms. So if a male student has a female teacher (which is very likely) he will not do as well as a female student in the same class because of

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational