Reflection On Scholarship Reflection

“Multicultural education is an essential component of school reform. Nevertheless, when it is mentioned, many people first think of lessons in human relations and sensitivity training, units about ethnic holidays, education in inner-city schools, or food festivals. If multicultural education is limited to these issues, the potential for substantive change in schools is severely diminished” (Nieto, 2012, pp. 40).

America now is a very culturally diverse nation; most of the minority and immigrant population lives in cities, which indicates that the public school classrooms in urban areas are full of versatile cultural identities. According to the 2000 Census record, minority and immigrant populations has grown in increasing numbers, and most of those people live in urban areas and attend public high schools; also, the level of residential segregation still remains as high as in 1990, which proposes new problems for immigrants and minorities. Monocultural schools are very rare and the global society is very multicultural; it is very logical to prepare students in schools to enter this diverse society (Le Roux 48). Teachers are largely responsible

Education can play the strongest role in combating cultural diversity. The United States is a melting pot of cultures from around the world. “The concept of a “melting-pot”

I found the subject in this paper to be very fascinating. The subject of this particular paper is multicultural education. According to book,” multicultural education is defined as a process of educational reforms that assures that students from all groups (racial, ethnic, socioeconomic, gender, etc) experience educational equality, success, and social mobility (Cushner, K. pg.22).” In my finding of the little community of Gatesville was not very much cultural diversity.

Providence is known as a highly dangerous city. Consequently, we are the “hood” of RI. There should be a group of teenagers, that meet about once every week, from each community to discuss how we could expand diversity. They would spread the message all over Providence. Every year, there should be a vast cultural fair that includes all cultures’ cuisine, music, arts & crafts, etc. giving everybody an experience of what it’s like to be a different race. The only way to recognize it, is to attempt to be in someone else’s shoes. In this cultural fair, kids, teenagers, and adults be able to notice who else is living in their communities, and the city. We would have activities in which, for example, we’d be paired up with someone we don’t know,

As a member of several clubs and organizations, I have always valued the wide range of people you can find within the walls of my high school. If you walk into my Physics lab, you will find me collaborating with a dancer strongly involved in his cultural heritage and a volleyball player in the engineering academy. If you come to my Calculus class, you will see me calculating derivatives with a football player, a snowboarder, a National Honor Society officer, and a painter. The word “diversity” is often used to describe a cross-cultural population, but it is so much more than that. At Bartlett High School, students originate from hundreds of different cultures, with an abundance interests, and participate together in an assortment of activities.

The fact that my school was diverse was a gift. I met all sorts of people from different races, religion and even sexualities. Everyone there respected each other 's ethnicities and each of us are creative with different ideas from our culture. With diversity we can feel comfortable working with different people and have connections with them. If the schools weren’t diverse, the minorities would have a hard time fitting in and getting involved with the school. If the classroom wasn’t diverse, how could we learn from other people’s cultures and point of view. My friends introduced me to their culture and I honestly had the best experience of my life. I got to learn different dishes such as Shchi, a Russian dish, and dimsum, from Chinese’s style buffet. I started to learn and notice different race and learned to appreciate their culture. Diversity can also causes problems. Katherine W. Philippis

Why the event is interesting or significant to the study of multicultural education: North America

As mentioned before I volunteer at Peninsula Elementary’s SUN program. Many of the workers volunteer, while a small amount get paid. Whether volunteering on their free time or getting paid, the leaders at SUN school all value the same thing, equality. All of the students enrolled in this program speak english, however, a large percentage come from different cultures and backgrounds than their fellow classmates. For example, I have a student who’s great, great, great…. grandfather (she wasn't sure exactly what generation he was, but knew that he was from her maternal side of the family) was a president in Laos. On the other hand, one of my other students who transferred to a different class is from Mexico and remembers she and her mother sewing her clothing. While these are only two out of many students, it just goes to show that all come from different cultures and live different lifestyles, which is great! All who are involved with Peninsula Elementary’s SUN program are united in understanding that difference amongst one another is awesome and should, without a doubt, be accepted (Community Cultural Wealth).

However previous to this discussion the classroom was a learning environment that was systematically equipped to assimilate. We as students fell into the curriculum but often times had difficulty identifying with the material presented. Essentially, the presence of diversity is useless if we do not dig deeper into each culture represented. Equally important, is the significance of each culture finding themselves within the curriculum. When topics such as racial tensions in America are presented in the classroom individuals from different cultural backgrounds and walks of life are not only present but seen vividly throughout the courses of society. This transition from a homogenous community to an imagined community can at times be

Washington Park, a rural area located near the heart of Denver, is one of the least diverse areas in the country, while being placed in a city that is one of the most diverse cities in the country. Located directly next to Denver South High School, a public school that promotes its diversity by placing over 70 nationalities in one building, seems to be somewhat out of place. Most residents that live within the limits of Washington Park are primarily Caucasian with a finite amount of other ethnic backgrounds. This comparison remains to be ironic as a large student body that advocates for more diversity

Fostering cultural awareness in children has many benefits that contribute to the overall development of children. Educators encounter challenges that may include academic pressure, collaborating with diverse families, and meeting the needs of the students. This paper examines theoretical perspectives using a longitudinal study. The study examined the experiences of children ages 3.5 to 5.5, by using their everyday experiences of race and ethnic diversity in their classroom setting.

An intersectional reflection of my dichotomous relationship with higher education is what fuels my desire to pursue a Ph.D. in Educational Leadership and Policy Analysis. As a first-generation college student, earning a Bachelor’s and Master’s degrees profoundly altered the trajectory of my family out of years of generational poverty. As a result of embracing higher education, I possess the ability to think critically and creatively, with a passion and hunger for lifelong learning. Contrarily, the experience also left some biological, psychological, and social scarring. Macroaggressions, tokenism, and implicit bias have all contributed to the way that I now live, learn, and work in the world. While these experiences did not prevent the completion of my education, it has led others to abandon the pursuit, and certainly presents an enigma to many colleges and universities around the country eager to recruit and retain scholars that identify as Black/African-American, first-generation, and/or low socioeconomic status. The majority of my professional experience revolves around this very conundrum and the time has now come to pursue extensive and original research in this chosen field.

Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.

There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then