thesis: 1) proper education can inspire a positive attitude to racism 2) education helps racial students to move from intolerance to acceptance and understanding of cultural difference 3) education provides cognitive skills, which increases people’s captivity people’s capacity to detect prejudice and to reject it.
Ideally schools would provide equal education and opportunities for all children, but in reality racism, sexism, classism, and other forms of discrimination still exist, albeit more hidden, in our schools today. Rather than stressing academic enrichment, the elementary schools that Chicanas/os attend to focus on academic remediation and a deceleration of the curriculum. The primary curriculum itself generally excludes or minimizes Chicana/o experiences, while also reinforcing
If teachers and peers were exposed to this knowledge, then they would be understanding and have a positive mindset towards the students due to their new contextual knowledge. It would also make the students feel more connected to what they are learning. It gives them a purpose to become more educated not only for themselves, but also for their greater community. There is also a lack of Southeast Asian educators for students to look up to as role models. A 2007 study showed that Asian Americans and Native Hawaiian Pacific Islanders made up 4% of all K-12 school students in public schools, while they only make up 1% of all educators.
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.
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. 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
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
Issues such as racism and xenophobia consistently surface and there is a mutual distrust and resentment of other races amongst the pupils. This results in the teachers struggling to do their jobs in a tense environment and having to tackle complex issues such as discrimination. They are forced to attempt to unite students of differing ethnicities who are completely unaccustomed to co-existing with each
Suppose a teacher or mentor rejects certain parts of a student’s culture, doing so would essentially convey to the student that his culture is invaluable, thereby making the student himself invaluable. A message of this sort can potentially create a hostile learning environment where a child is no longer enthusiastic or interested in learning. “Heightening the Standard of Quality Education,” authored by Dawn Bryant Ferguson explains the benefits of multicultural education and how to incorporate it into the school systems. Dawson states that greater self-esteem, increased motivation, and interest in the learning material, can be achieved through the learning of other cultures (especially among minority children). Furthermore, Dawson adds that “multicultural
Colorblindness, as defined by the American Psychologist Association, is a sign of being fair-minded and is a strategy designed to manage diversity by reducing racial differences (Neville, Awad, & Brooks, 2013). This ideology has been widely used in an attempt to eradicate the discomfort experienced by racial prejudice. However, by incorporating a colorblind curriculum into the education system, you send a message that we are “all alike” and that the uniqueness of a culture is irrelevant and unappreciated. Furthermore, the course of study will typically gravitate towards the dominant culture’s point of view. This will result in a lack of interest for minorities who recognize that their “color”, or race, is indeed evident and is an essential component of their identity.
I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve
ICC9K1 Personal cultural biases and differences that affect one’s teaching. - Competency 4 I am very careful to be respectful of the various cultures and differences among the students at my school, so this does not impact my teaching. I differentiate my instruction in order to accommodate the needs. I am in a school with students from a wide range of countries.
On Tuesday, April 17, Bria Marcelo gave a training to student leaders about bias awareness. Marcelo works in the Chief Diversity Office and serves as the Director of Diversity Resources. I chose to attend as an opportunity to see how students are being taught about bias, to educate myself, and to also examine bias training from a supervisor point of view. This paper examines how the training relates to the Multicultural Change Intervention Matrix, themes of first-order change, and increasing multicultural competence. The Multicultural Change Intervention Matrix (MCIM), was designed to, “assist student affairs practitioners in conceptualizing and planning their multicultural interventions” (Pope et al., 2014, pg. 29).