Multiculturalism In Kenya

Kenya is increasingly becoming a multicultural society which has created challenges for how the new Kenyan society, which is comprised of the people who were born from the period of the late C 20th and the present age. Multiculturalism within the region of East Africa has grown exponentially considering the deep roots various cultures in East Africa have maintained since the elimination of the initial practitioners of the ‘real African culture’.

When labor force was highly on demand some 50 years ago, migrants from all over the North, Central and Western African region found it suitable to migrate. This migration has enabled sociologists to understand the origin of interethnic relations; this however not pertaining to the class environment

To the extent that the research has focused on the contextual effects of diversity on tolerance and trust it has almost exclusively focused on arenas such as countries and neighborhoods, in which interpersonal meetings between members of different ethnic groups are not assured.

To reach a better understanding of the processes at play, we need to learn more about the consequences of ethnic diversity as a contextual phenomenon in arenas in which people actually meet each other in daily life.

Children have been understood to have a much greater effect and affect to any form of learning, whether in a classroom or out there during play. When a child faces challenges he/ she does not fully comprehend, such as different race, that little bit of intuition will make this child curious, welcoming or even over-defensive given the circumstances. This understanding of children has therefore enabled sociologists and psychologists to assume the massive effect interethnic relations in a learning environment such as a classroom has on people who intend to grow with a comprehensive understanding on people, cultures and our world as a

On an individual level, these friendships are crucial to child development, decreasing prejudice and developing positive racial attitudes (e.g., Aboud, Mendelson, & Purdy, 2003; Feddes et al., 2009; Pettigrew & Tropp, 2000), increasing cultural competence (Lease & Blake, 2005; Scales & Leffert, 2004) and social-emotional competence (Kawabata & Crick, 2008; Turner, Hewstone, Voci, Paolini, & Christ, 2007), reducing perceived vulnerability (Graham, Munniksma, & Juvonen, 2014), and increasing academic performance (Newgent, Lee, & Daniel,