The investigative study analyzed practices of twenty social studies teachers (19 females and one male). They were divided into two cohorts (traditional elementary and urban), enrolled at the same university, and completed the same coursework. The elementary cohort consisted of nine Anglo Americans (whites) and one Latina, while the urban cohort comprised of five Whites, three African Americans, and two Asian Americans. Fifteen participants described their school as culturally diverse with various ethnicities and socioeconomic groups. The investigation suggested that there were no variances based on race. However, the differences varied on how participants viewed citizenship in teaching social studies, and incorporated into classroom instructions. According to Castro, Field, Bauml, and Morowski (2012), citizenship was described ...
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...ultural diversity in the classroom, which had a positive impact on teaching their students. Most of the participants in the elementary cohort focused on responsible citizenship in teaching social studies to their students with only two participants emphasizing that competent citizenship was their area of concentration. Undoubtedly, the way in which teachers define, view, and value social studies influences their perspective about the methods used in teaching instructions and multiculturalism in the classroom. This study offered much insight of teacher preparation in culturally diverse classrooms. Moreover, I agree with authors that the urban cohort was more inclusive of the understanding and appreciation of cultural diversity. Yet, more research is across the board to address the many challenges of incorporating multiculturalism into the curriculum and classroom.
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