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There are layers to multiculturalism and its influence on psychological functioning and development of students in the classroom. These layers are made of constructs, helping to define contributing factors, highlight perspectives and better illustrate a continuum of acceptance. Contributing factors to our diverse population are Americanization, assimilation, nativism, and xenophobia. In Human Differences, Kent Koppleman states Americanization “…encourages immigrants to abandon their heritage and conform to American ways” (Koppelman, 2011). Assimilation, adopting other’s traits (Koppelman, 2011), can be unfavorable if multicultural perspectives are not introduced in curriculum to help further inform. Assimilation and Americanization can be effects from extreme anti-immigrant ideas, like nativism and xenophobia. Nativism occurs when people from a country feel threatened by immigrants causing xenophobia, or prejudice against immigrants (Koppelman, 2011). A practice to combat such views is creating an open climate where “authentic” behaviors and perspectives are allowed (Luneburg &...
These questions, and many more, have long been a part of the agenda for multicultural education but are recently coming more clearly into focus. Most of the work and studies in race relations and teaching in a multicultural environment in the U.S. have put an emphasis on the unique cultural experiences and perspectives of Black, Hispanic, Asian, and Native American groups. These are the groups that have historically been marginalized in various ways by the repeated asserted dominance by American people of European backgrounds. As the populations of the U.S. changes to take in even larger numbers of those groups...
Convertino, C., Levinson, B. A., & González, N. (2013). Culture, teaching, and learning. In J. A. Banks & C. M. McGee Banks (Eds.). Multicultural Education: Issues and Perspectives (pp. 25-41). Hoboken, NJ: John Wiley and Sons.
Thousands of people from all backgrounds pour into America every year to seek an independent, free life. It largely accepts immigrants, which means every year America continues to grow in diversity. The population of America ranges with Hispanic and Latino Americans making up the largest ethnic minority while the majority of the nation’s total are of European descent. The population also involves generations of Americans from Asian and African American descents. With this diversity comes new culture, religion,
Multicultural education is any form of education that incorporates the values, histories, beliefs, perspectives, and texts of students from different cultural backgrounds (Banks, 2009). The cultural differences between people include race, nationality, ethnicity, language, gender, class, sexual orientation, religion, and exceptional of persons with disabilities or special needs. Multicultural education aim is to foster unity within the diverse learning institutions.
Since the creation of the United States of America, the country has been a place that attracts immigrants from all around the world. As a result, The United States became a culturally and ethnically diverse country. This is due to the large-scale migration from many culturally, racially, and ethnically different countries throughout the history of the United States. The recent generations of culturally diverse immigrants see themselves assimilating to the American culture differently than the immigrants who came to the US two or three hundred years ago. The effect of assimilation caused some people to embrace the American identity, and detach from their original cultures. Assimilation caused some
In the last few years’ multiculturalism has become one of the most relevant and important principals of policymaking throughout the world. Many of todays’ governments incorporate multicultural policies in order to protect the rights of minorities. In the past many people viewed America as the melting pot of the world, a place where new immigrants would assimilate into society leaving behind their ethnic roots. There are many individuals who believe that multiculturalism has changed the political and social landscape in America. The popular belief is that the rise of multiculturalism has led to the disappearance of assimilation in America. In “The Melting Pot: Myth or Reality”, Richard Alba argues that although multiculturalism is on the rise
The world is made up of many different types of people, each one having his or her cultural background. Over the years, the United States has become increasingly populated with cultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom settings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the school setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in the classroom. Additionally, I will express my views compared to those in the reading requirements for this assignment, as well as, new knowledge obtained through the research. Finally, I will share situations where I was challenged introducing a multicultural issue during a class.
Students attending American schools are taught clearly about the United States’ image as a melting pot; however, there is evidence to support that, while there is not an official federal stance on the matter (Sengupta), the amount of assimilation required to be legitimately considered a “melting pot” is not being reached. Although similar, there is often confusion about the differences between “multicultural” and “assimilated” communities. By definition, assimilation is the complete “merging of cultural traits from previously distinct culture groups” (Dictionary), while multiculturalism is delineated as the “preservation of different cultures or cultural identities within a unified society, as a state or nation” (Dictionary). Early to mid-1900’s America entertained the idea of a melting pot, where people from all parts of the world would join together and assimilate. It seems, however, that the growing trend has been to treat America as more of a “salad bowl” (Porter), in that people are joining together but instead of merging as one unit, are maintaining a majority, if not all, of their primary culture with little attempt to adapt. This underachievement has left America to unintentionally become a multicultural society. The clear differentiation between expectation and reality brings vast amounts of controversy among the nation’s people.
One of America’s greatest attributes is its diversity. The United States was built on a foundation of a fusion of immigrants of different races, ethnicities, cultures, and creeds. As a result of this mass scale of diversity, the American economy and culture has thrived as a top country in the world. In addition, the US is highly regarded as one of the top countries to offer an equal opportunity to be successful no matter of an individual’s race, nationality, or religion. But, every society has a majority group that influence or dictate the cultural beliefs. With the influence of the majority results in major issues, in which, that American society hinders the minority groups from achieving the American Dream. This influence is displayed through stereotyping, chauvinism, prejudice, and racism. Therefore, this
Multicultural Education in the United States made its debut beginning with the Civil Rights Movement of the 1950s. Its intent was to become part of the cultural mainstream. The Civil Rights Movement brought to light the apparent concerns of discrimination, intimidation and inequality. During this period, pressure was placed on the Federal Government to examine their roles in the perseverance of inequalities when it came to Multicultural Education (Russell, Robert, The History of Multicultural Education, 2011). It can be compared to “Affirmative Action” where whites were asked to leave behind their own point of view and gain knowledge of the traditions of Multicultural groups (Taylor, Samuel. The Challenge of 'Multiculturalism' In How Americans View the Past and the Future, 2011).
Ryan, Francis J. "The Perils of Multiculturalism: Schooling for the Group" Educational Horizons 7 Spring 1993:134-8
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
Parrish, Patrick, and Jennifer A. Linder-VanBerschot. “Addressing the Challenges of MulticulturalInstruction.” Cultural Dimensions of Learning 11.2 (2010): 10 pgs. Web. 8 June 2015.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
Banks, J., and McGee, C. A. (Eds.). (1989). Multicultural Education: Issues and Perspectives. Boston: Allyn and Bacon.