Multicultural Education: Diversity In The United States

According to Sonia Nieto, the definition of multicultural education is defined in sociopolitical context and relates to comprehension of school reform. Namely, the multicultural education works in reforming schools and providing an equal and excellent education for everyone. Likewise, the author gave a definition of multicultural education based on her experience surrounding education environment. She divides multicultural education into seven basic characteristics: antiracist education, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy (Nieto & Bode, 2012).

I would like to discuss multiculturalism in education; I am particularly focused on the higher education aspect, and the effect of diversity on education. In reference to the four assigned articles that discussed reasons for and against a diverse learning environment in higher education and the effect on education and american culture.

In this article, Black Studies, Multiculturalism and the Future of American Education, they are seen as topics that are been discussed in an in depth view of Manning Marable. However, African American studies as it’s been mentioned are viewed as the study of the culture and traditions of blacks throughout North America, Africa, the Caribbean, Brazil and Latin America. Furthermore Manning argued that there are three related topics that are brought up when questioning what exactly makes up African American studies; first is the deliberation of Black Studies and also what the definition of “multiculturalism” which is in relation to higher education, including the social context that is among in the discussions of racial diversity and pluralism amidst American society as a whole, and the future of race and ethnicity within American society.

“Where inability to speak and understand the English language excludes national origin minority-group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” (Smith, 1990)

This first chapter has quick insights of how Cultural Competence could be so effectively with children. What this chapter made me recognized is that it’s essential to building a relationship with students. As the text points that students may be more comfortable with a teacher of their own background, regardless of the teachers background the true success of having a learning environment is based on a sensitive, caring and committed teacher. Having teachers getting to know their students would be encouraging for a teacher-student relationship student might discovery acceptance and comfort in having someone who provides stability and structure by getting to know them. Additionally, teachers should not be scared to permit themselves to be taught

In the article, “What is a Culturally Responsive Educator?” the author makes a point that students at the age of eight already have a decreased desire to learn and low self-esteem. School is to blame for damaging their language, culture, and identity. The demographics of the population is changing. In the future, individuals that are born will be in the minority based on their ethnicity and race. This is not just happening in the cities, but especially in the rural communities. Teachers need to remember culture is not left at the door; it follows everyone into the classroom.

For supervisors and teachers to promote a school culture that embraces and supports a diverse community, they should be culturally responsive. That is, they must believe that all students could potentially attain success in their academic endeavors. Students should also be provided with access to quality programs and services. Acknowledging their culture, language, and experiences can be helpful as well. These aforementioned factors must be utilized to facilitate the students’ learning and development. Glickman, Gordon, & Ross-Gordon (2014) made a powerful and profound statement about embracing and supporting culturally responsive schools. They said, “If we need to change schools and the way we teach to close the achievement gap, then addressing

To promote a working level of cultural competence in the school, we would need to address the fact that minorities aren’t always granted the opportunity to receive high standards of education. Providing quality education should be universal, but that’s not always the case. Minorities are categorized by their socioeconomic status in relation to misconceived ideas about race. Being culturally competent is importance because it allows leaders

In search of popularity, economic stability and world-wide recognition; what was a sanctuary for refined scholarly independent study, have now become more like education factories. Most higher educations feel compel by internal and external stakeholders to change their initial aims. Roche (1969) in his article “Education in America: 8. The Multiversity” stated the following: “The proper goal of education is the development of the individual; and the great task is to bring the educational structure back to that purpose”. Clark Kerr, one of the chief proponents of higher education, prolific writer, educator and administer argued that higher education and multiversity would appear to be a modern hybrid with a scale of values oriented toward any

The responsibility of the American education system is the instill into children the knowledge and necessary skills to be a productive portion of the society. Numerous studies have shown that high school drop outs are much more likely to have a criminal record than those who have received their diploma. I think that the success of a society as a whole is dependent on the core education of the individuals who make up that society. If you can't provide for your family you will do whatever it takes to get the things you need. This is why it is imperative to create a base of individuals who are capable of sustaining a

Introduction There have been multiple definitions for Multicultural definition which has become so imperative. Multicultural education alludes to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds (Bank).America is considered to be a “melting pot” because of the many people who have immigrated in search of a better life. Immigrants have brought with them their own unique cultures. Different genders, poverty and students at risk are some examples.

Thesis statement: adopting a multicultural education system in classrooms is a way of reducing cultural competency while promoting

One population that is vulnerable in the setting of the public school is those who are Hispanic and have language barrier with the staff at the school. The parents who have the language barrier can only communicate through either the staff member who knows Spanish who often is not available to translate or through a tablet that is not perfect translations and is hard to use. For the children, I have seen how hard it is to get dropped off at school because they are afraid of the environment with all the people around them that are speaking to them in a different language that they do not understand.

Multicultural education incorporates the idea that all students- regardless of their gender, social class, and ethnic, racial, or cultural characteristics- should have an equal opportunity to learn in school, (Banks & Banks, 2010, p. 3.) For centuries our country, the United States of America, has been known as the “melting pot” in a sense that our world was moving towards multiculturalism. Some see the old metaphor, the “melting pot” fading away within the last decade and has grown into a new term(s) like the “salad bowl” and “mosaic”. These two terms can best be defined as mixtures of ingredients that each keeps their own individual characteristics (i.e. a salad bowl and a mosaic). Joyce Millet says it best, “Immigrant populations within the United States are not being blended together in one “pot”, but rather they are transforming American Society into a truly multicultural mosaic (Millet 2010.) Americans come from all over the world. If you were to type American Culture into a search browser on the Internet there would be a wide variety of searches that pop up including cultures like African, Native American, Asian, Polynesian, Latin American, and more.

The development of a school and classroom curriculum is critical to achieving a multicultural school setting for students. The implications of my findings for teaching and learning are that educators need to better evaluate their texts and curriculum that they use with their students. In Becoming a Multicultural Educator, author James Banks explains that every student should receive an education of high quality and with that they should attain skills that will help them to flourish in a multicultural world (196). Also on page 196, author B. M. Scott discusses that there are three factors that need to be addressed in order to achieve a multicultural curriculum. The three factors are; “First, educators need to increase their own personal