Diversity Through Multicultural Education Practices

51). There are some people that believe there are behaviors that reflect socialization: girls are praised for cooperation and compliance, while boys are rewarded for activity and competition. The thought that many girls prefer to learn one way, and many boys another, suggest a useful generalization that can present information about gender that can help a teacher plan more successfully. Based on this information as an effective teacher it is important to include competition and cooperative activities.

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.

“The world has gotten more verbal; boys haven’t,” Richard Whitmire. Educators and administrators always had a desire to notice which students were facing difficulties within the classroom. Since the 1990s, they were able to specifically pinpoint what students were struggling; the female students. Years later, educators began to look at, what they called the gender gap, yet again to see if female students were improving their performances within the classrooms. Female students were improving their performances with flying colors, yet the male students scores and results showed concerning data. The gender gap, between male and female students, within education is a debate that has been researched habitually over the years only to show evidence

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

Culturally Responsive Teaching 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

In 2007-2008, Texas schools had a large ethnic distribution of students. Specifically, African American students made up 14.3% of the overall student population; the Hispanic student population was 47.2%; and 34.8% of the student population was White. The smallest groups represented included Native American and Asian/Pacific Islanders with

In the past decades, society view male dominate to be more academic, however, the Qualifications and Curriculum Authority found “62% of girls could concentrate for 10 minutes Only 49% of boys could 56% of girls could write/spell their name 42% of boys could DES (2007) 70% of children with special

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.

Many youth employment program participants come from disadvantaged backgrounds. Some have left school early and are still working on an equivalency diploma. Others may have grown up in households with few adult role models with strong careers to help them imagine how life could be better. Youth practitioners often find

It is grounded in ideals of social justice and equity, critical pedagogy, and a dedication to providing educational experiences in which all students reach their full potentials as socially and culturally aware and responsive citizens (Ford, 2014). Educators share an understanding that school aged children need a program that provides an education that discourages racial injustices and encourages respect of individual cultures, and overall positive accord among everyone. According to Manning & Baruth (2009), multicultural education programs instill in learners, during their crucial developmental years, a sense of responsibility to work toward the democratic ideals of justice, equality, and democracy.

Multicultural Education As the United States grows more religiously, ethnically, racially, socially, and culturally diverse the United States Constitution upholds the civil rights that guarantee personal freedoms that the government cannot deprive its citizens without due process. Based on the Department of Health, Education and Welfare’s (HEW) Title VI regulations prohibit discrimination of a particular race, color, or national origin. When the national origin-minority group of children is excluded from effective and adequate participation in an educational program that receives Federal assistance, HEW (33 Fed.Reg.4955) mandates the district to open its instructional programs to include these students by rectifying the language deficiency,

Voegele-Bidnick, Malissa How Sex Differences Affect My Middle School Teaching 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

Whether it is consciously or unconsciously, we humans tend to characterize people by their gender. “Often, gender expectations or stereotypes shape our thoughts and interactions with others in subtle yet perceptible ways” (Block 1). When children enter the school environment, they will likely experience a number of issues relating to gender. They will continue to encounter gender issues throughout their lifetime, so it is important that we teach them to address these issues appropriately. Teachers must ensure that all students are treated as equals, no matter what their gender or orientation. They must also help students to understand the different components of gender as well as teach them how to properly address gender roles and

School leaders strive to create the best learning environment within the school they operate; however, the teachers are the ones to implement the grand educational plan. In their journey to achieve excellence, the teachers must consider multiple factors that will have an effect on students’ psychological and social development. In addition, the issue of minorities is changing the dynamics of education. While student populations were never really homogeneous, the past couple of decades of exceptional growth in student diversity, plus the widening economic gap among students have produced even larger and increasing academic and cultural differences among students. Often times, diversity is being neglected and even looked down upon. “Teachers must be prepared to assist culturally and economically diverse students to ensure their academic and social success” (Ormond, 2006, p.16). One of the goals of education is to provide all children with equality of opportunity.

How does the gender of the teacher affect learning? 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