There were individuals who thought migration of Hispanics affected the economy of the United States for the worst and some for the best. Their opinions in a way bothered me because it dealt with my cultural background. Two specific class activities’ that were memorable and affected me were the wordle and the... ... middle of paper ... ...m choices will be varied and given to students in order to help them grasp the material. I will provide different curriculum choices to my students because all students have different learning styles and view information differently. There are many ways of working with students and families for example; teachers can plan certain activities where parents can participate in so they are aware of what their children are learning.
Many people think that the incorporation of multiculturalism must begin with the teacher education students while they are still in college. Advocates claim that college curricula must institute multicultural studies because as of now there are no requirements of students to seriously study the culturally diverse societies in which they will be teaching. Throughout the paper I will mainly discuss the responsibility of the school systems to include the multicultural aspect into their various curricula. I will also show how teachers must change and continue to change as the student demographics vary. Finally, I will give evidence of how racism is a large problem in schools when discussing everything from the racial percentages of educators to the segregation of students in various ways.
Multicultural children encounter a wide array of challenges in schools in America. These challenges hinder their ability to efficiently grow and be productive. Student’s success depends on whether their social and academic lives satisfy their needs. A close study of multicultural students’ obstacles and opinions of their educational experiences in America indicates the problems and solutions for improving their learning, social and cultural experiences. Considering the views of students is especially relevant to understanding the difficulties evident in multicultural classrooms.
6. What can be done to bridge the gap between students and teachers. After exploring the above-mentioned items in great depth, I will then look at ways to either improve or implement the way that diversity issues are currently being handled. I have chosen this topic because as a person enrolled in an institute of higher learning and the mother of children who are currently enrolled in a public school system I am concerned that for to long we have turned a deaf ear as well as a blind eye to issues that could potentially affect us as a society in the long run. Introduction Racism, which is defined by the Webster School Dictionary as “A claim unfounded in scientific fact, that any race is superior to another”(p 586).
We as a society, need to have a school system that prepares our students for higher education if that is their choice. Society needs to work together to change the educational process for Latino students. Consider these numbers, which we drew from As A Relook at Tucson ’66 states” Minority groups are being shortchanged by more than 20... ... middle of paper ... ...important factors that influence student outcomes. There is much more work left to do by the schools if we are to enable LEP students to achieve at high academic levels. Improvement would have to focus on teachers, teaching, academic content and standards, Marquez14 accountability, school-wide leadership, program integration, parent involvement-and effective use of the native language to assure high level and meaningful learning for all students from the time they enter school.
Multiracial students face problems with developing their racial identity and feeling approval from peers who are not mixed, making their experiences in school more difficult especially in a social context (Gibbs 1990 as sited in moss and davis). For current and future educators, this means that there will be a growing need to support students from mixed backgrounds and create curriculums that cater to their needs as well as give those students positive perspectives on their racial make up. This paper will explore the complications that multiracial students face with their identity development and how schools and teachers can positively impact this development. Multiracial students face many problems coming to terms with their racial identity due to the inability to fall under a mono-racial category. In recent years, the amount of biracial births are out numbering the amount of mono-racial births, and these children will soon be entering the school system (Root 1996) with new unique problems when concerning their own racial identity.
Nieto (2000), argues that “becoming a multicultural teacher…means first becoming a multicultural person.” Without this transformation of ourselves, any attempts at developing a multicultural perspective for the teaching and learning will be shallow and superficial. This is particularly true for students whose skin color becomes a major focus or whose culture or language is different from their teachers and the schools. It is a transformative journey of acquiring more knowledge about ethnic and cultural diversity; confronting our own racism and ethnic biases; learning to see really from a variety of ethnic and cultural perspectives; challenging inequities in conventional school policies, programs and practices; concerns, and being change agents
The author of helping students dress for success said “Our community and nation face many challenges such as discrimination, health care and pollution. New challenges will emerge. We need competent young people to meet these challenges and offer ways to move us toward a more just society. We need schools that help students develop skills-based competencies and critical thinking skills to become agents of change.” (Wayne) Moreover, it kills children self-esteem by restriction of freedom of fashion. Children try to be good kids like what their parents and teacher looking for them.
Hudley and Mallinson (2011) took an in depth look at language variations in the United States and how these language variations affect educators. They focus in on several different topics throughout their text including, Standard English, Southern English, African American English, how educators can better educate children who speak these language variations and the affects of these language variations in regards to assessment. Hudley and Mallinson (2011) do not believe there is a true Standard English, out there. However, they do understand that the idea of the Standard English is important for students in terms of their ability to succeed not only in school but also in the business world. Hudley and Mallinson (2011) take a multicultural approach to teaching Standard English which they refer to as School English.
The strategy will mainly focus on providing minority students with programs at local schools providing them with counseling, mentorship, career-advising that will help them to get through school. Those programs should start early in education, and continue throughout high-school, university, and graduate school. Another strategy is to be involved in social protesting against racial discrimination that once in our history turned out to be successful- Civil Rights Movement. Let’s create interest groups of students with racial minority background that will involve in public advocating for their rights to education, and also politically by supporting the leaders that do care about future of minorities in our