Cultural diversity flourishes in the United States even though the golden door are no longer as open as they once were. Americans’ doors have rusted shut through disuse. It doesn’t matter how many people come to the United States looking for freedom and opportunity there will always be groups of people who voluntarily discredit immigrants. Despite Emma Lazarus’s optimistic view, immigrants have and will almost always be looked upon with a predisposition of judgement and shame. With this they will most likely have a harder time reaching the freedom they aspired for.
According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
The Racial/Cultural Identity Development Model by Sue & Sue (2012), is an active example to understand clients’ attitudes and behaviors toward themselves and their culture as well as the culture of others. According to West-Olatunji, Frazier, Guy, Smith, Clay & Breaux (2007), “This model poses the following questions (Sue & Sue, 2003): (a) With whom do you identify and why? (b) What culturally diverse attitudes and beliefs do you accept or reject and why? (c) What dominant cultural attitudes and beliefs do you accept or reject and why? and (d) How do your current attitudes and beliefs affect your interaction with other culturally diverse clients and people of the dominant culture? Most important, this model allows for investigation of clients ' level of conformity and idealized identification with the dominant culture as well as their rejection of their own culture.”
Often times today, people of other racial classes and ethnic groups are experiencing oppression as a marginalized group in society today. Racial biases and culture have become an important issue in mental health due to social constructs, racial stereotypes and racial ideology. As a result, they tend to have an impact human development, racial and cultural identity. Therefore, it has become necessary for counselors to indentify and become fully aware and competent in this area due to the changes our society has undergone in multiculturalism and globalization. Due to cultural diversity, identification of minority groups has led to major breakthrough in the field of multicultural counseling/ therapy (Sue &Sue,2014).
When beginning this course, I had little knowledge of the depth of diversity found in our world today. I lived in a small town, which acted as a shelter from the harsh realities faced by many ethnicities, but also prevented me from experiencing cultural diversity. With my lack of background knowledge concerning diversity, I would say that my level of cultural competence was nearly non-existent. I had never been exposed to any ethnicities, other than my own, until moving to college. It wasn’t until moving away to college that I realized how naïve I was concerning the diversity of our nation. While learning of cultural competence I became aware of all I still needed to learn and experience if I were to become an ethical social worker.
Contrary to the expectations of many individuals in the United States, race and ethnicity are not the same. Although both race and ethnicity are connected in the fact that both are socially constructed in modern times, race and ethnicity did not originate under similar circumstances. Race is more concrete and not dynamic, ultimately causing one’s race to be solidified in an individual’s early stages of development in society. Race was originally created in order to oppress certain individual’s in society and allow one group of individuals to be seen as superior and other groups as inferior, thereby proliferating oppression and establishment of distinctions between the in-group and the out-group. Race was not created as a way to understand the
Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP
The question is, how can teachers promote multicultural competency in this multicultural society? Students need help to develop, multicultural competencies and multiple perspectives.
In her article “Passport to Understanding,” Marianne Knipe describes how the culturally diverse elementary school where she is employed, established a “passport program” (par 1). This program was designed to teach the students about diverse cultures. The program incorporated workshops, presentations, and lessons through which the children were able to learn about the demonstrated cultures. Doing so revealed to the children that all human beings are actually quite similar to one another, and motivated the children in gaining a sense of pride in their individual
While issues associated with socio-economic diversity are extremely important in the classroom, this is only one of several elements of diversity which must be considered in order to minimize inequity in students ' experience of education. Another important issue is that of cultural diversity.
Multicultural education is about more than a classroom with varied skin color, it includes careful examination of the neighborhoods, parenting styles and general experiences that shape each and every K-12 student” (Lynch, 2015). According to Lynch (2015), there are six ways to embed a real multicultural education into the
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement. (pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students.
We aimed to give answer for the question: What is the influence of cultural diversity on performance of multicultural teams? and What is the influence of team members’ cultural intelligence on performance of multicultural teams?
Have you heard before about multicultural education?. In the last years multicultural education has been increasing in all the countries around the world, but the question is why this issue became so relevant and how this kind of education brings impact, rather positive or negative to students?
Up until now, I have had very little cross-cultural experience in the course of my life. Beginning with the fact that both of my parents are Dutch and the fact that I grew up here, made me a fully Dutch citizen, both in terms of origin and education. I am born and raised in a small village in the Netherlands, called Bodegraven. My parents have not provided me with a cross-cultural background as they both grew up on Dutch farms. However, they took me on holidays to several countries in Europe and to Canada and America once. While living in such a small village, not many cultures were presented to me. However, I had several classmates from other origins and especially during high school, I became close friends with a girl from Afghanistan. The