Hurtado (2007, p. 186) finds a connection between the success of education and diversity. The author approaches the question from the society's point of view, stating that in the liberal education model there are several benefits associated with diversity. Ruggs and Hebl (2012) add some more details to the theoretical approach of the problem. The authors state that differential treatment is not the solution to tackle the negative effects of diversity. (Ruggs and Hebl, 2012) Micro-inequalities become more prevalent as children grow older, and negative perceptions, discrimination and stigmas appear stronger. On the other hand, the authors also suggest that family involvement has a great impact on student outcomes, in the form of “positively influencing diversity students' future aspirations”. (Ruggs and Hebl, 2012) While parental and sibling support has been noted more significant in the case of minority pupils, the main obstacle determined by the authors is that most parents would not be able to successfully support children academically. (Ruggs and Hebl, 2012) Their lack of knowledge about the education system, expectations is a disadvantage that needs to be addressed by schools through effective communication and collaboration plans.
Child development theories based on racial diversity have been around for many years and attempt to provide a better understanding of the problem for educators and child psychologists. Coll, Jenkins, McAdoo, Crnick, Wask and Garcia (1996) emphasize the importance of political and social context of children of ethnic diversity. The authors clearly state that systematic racism, prejudice, stigmas and discrimination affect children's development.
From the ecological perspective, the theory ...
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Ruggs, E., Hebl, M. (2012) Literature overview: diversity, inclusion, and cultural awareness for classroom and outreach education. In: Apply Research to Practice ARP
U. S. Congress. (2002) No Child Left Behind. Public Law. 107–110—JAN. 8, 2002
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Weiss, H., Bouffard, S., Bridglall, B., Gordon, E. (2009) Reframing family involvement in education: supporting families to support educational equity. A Research Initiative of the Campaign for Educational Equity Teachers College, Columbia University
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APPENDIX A
It has always been thought that racism is a taught and learned behavior, however this chapter provided evidence otherwise. White parents often try to make their child “color-blind” by not discussing race. They do this in hopes that if it is not made into a big deal, children will not focus on it. However, just because parents do not talk about it does not mean children do not recognize different races. When a parent does not discuss race, the child is left to their own observations to make assumptions about race. Developmentally, children use a single characteristic to categorize things around them into groups. This aids children in understanding and learning about the world around them. For parents who avoid the topic of race, this innate tendency to group people becomes problematic because differences in race are
With racism, children are the byproducts of the repercussions of the decisions made by a bias system. A child’s success in school is skewed by the relative position of their family of origin in the hierarchy of racially prescribed relations of domination and subordination (Richardson,
Frank Bruni feels that colleges should work towards changing the troubling social and political sectors of the American society. According to Bruni; teaching the students the same ideas in the classroom over and over again creates a pattern of the same reading, interaction, and thinking approaches amongst the students that makes them to practice the same cultural practices and politics that has always existed and thus live within an average income rate that all other Americans live in. Bruni is accusing colleges of simply preparing students for a lucrative job or simply employment so that they earn a living and stay comfortable within their employment zone, but it does not teach them how to break form the existing patterns of the community
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
There is a plethora of aspects that adolescents dream about and think of their upcoming future. These young people dream of traveling to faraway places in all corners of the world or their dreams takes the direction of being the next Freda Cello and or Steve Jobs. Then, there are some who wish to of expanding their minds and pushing them to broaden their perspectives in secondary education. In college, one of the aspects that will drastically challenge and change their perspectives is Diversity. College campus creates an enriching atmosphere in which allows students to grow in their knowledge and experiences of different cultures, ideas, religion and tradition’s; however, college or universes can create a varied of issues with diversity on
"While for political, economic and social justice reasons, there is now an emphasis on ensuring that all children achieve educationally, including those whose ethnicity, 'race ' or socio-economic status are different from the dominant culture, multiple and often contradictory discourses operate concerning how teachers should work with diversity". The article is based on a case study focused around one teacher 's perspective on diversity. The author provides the reader with research from Australia, North America, and the United Kingdom to support the theories concluded around the findings.
Christine Gregoire argues that “One of the most powerful tools for empowering individuals and communities is making certain that any individual who wants to receive a quality education can do so.” This quote is important because it is related to the main purpose of this paper, which is the obstacles and equality in the education system in the United States . It shows that everyone need to have the chance of getting a dignified education. Also, giving people the opportunity to education, can be a very good start on turning communities into better places with more educated people.
The effect of the media on young children is especially salient. Young children often learn how to act and behave from what they observe at home, from the adults and older peers they come in contact with, and from what they see on television.
Diversity in classrooms is both positive and negative. However, if teachers are provided with the right resources and keep a open mind, their students can become successful civil human beings.
There has been a major change in the past thirty years regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence it has on students, making the process of getting an education as equal and pleasant as possible for all students.
Diversity encompasses many areas which educators need to acknowledge and support children who withhold differences in either background or experiences as oppose to other children in educational settings. To put it simply, children bring to school with their beliefs, customs, practices and behaviour. This set of identities is known as socio-cultural. In fact, Ewing (2013, p. 74) state a claim by Connell, White and Johnson that most often, children who come from disadvantaged environments are inclined to be successful at school than their privileged counterparts. Mostly, the circumstance where those children in are implicated through social and income inequality, cultural diversity, gender and sexuality, and consumerism. This means that socio-cultural
Incorporating diversity in child development is the focus of this essay. This essay explores three articles that discuss the effects of diversity assimilation in child development. Those who are teaching diversity needs to fully understand it to aid in children's development of diversity cognition from preschool through adolescence. Reading the sources, it is evident that every child needs to learn diversity in their early year. As this greatly contributes to the physical, social, and emotional well-being of themselves and others. This paper looks at the researches of Gonzalez-Mena and Pulido-Tobiassen, Shahaeian, and the Anti-Defamation League in diversity the classroom in relation to the teacher and the children present. These articles to suggest that all diversity should
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Children can be influenced and impacted in many ways whether it is from their parents, peers, and even strangers. One thing many people don’t realize is that many children, nowadays, are actually being influenced by the media, meaning they are being affected by different media sources, such as television and the internet. The question is whether the sources of media, television and the internet has a positive effect or a negative effect on children, and which source of media has a bigger effect.
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.