Top Ten Characteristics of a Multicultural School Environment

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Top Ten Characteristics Of A Multicultural School Environment
Not all students are the same so they cannot be taught the same way. Their cultures and experiences the way they learn and respond to schooling. Several cultural factors affect the way students behave in a classroom. Each student is different because of physical and mental abilities, gender, ethnicity, race, language, religion, class, sexual orientation, and age (Gollnick and Chin, p.6).
Multicultural school has different characteristics. I think the most important is the composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States (Gollnick and Chin, p.7) because this will influence a student’s behavior. The
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With the persistence of racism, poverty, unemployment, and inequality in major social systems such as education, many persons have found it difficult to reconcile daily realities with the publicized egalitarianism that characterizes the public rhetoric (Gollnick and Chin, p.36). In a multicultural school, students should not experience this, instead, they should experience equality no matter what race, culture, gender or social groups they are involved with.
The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity (Gollnick and Chin, p.7). The faculty, administrators, and other staff should be open for changes. They should learn on how to interact on different cultures. They should not be one-sided and be open for some changes because it is a part of life.
Teachers and administrators are able to deal with questions of race, inter group relations, and controversial realities on an objective, frank, and professional basis (Gollnick and Chin, p.7). States and school districts expect new teachers to have proficiencies related to multicultural education by the time they finish a teacher education

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