Understanding Multicultural Education And Implemented Instruction From An Urban United States Classroom

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The purpose of this study is to understand how teachers define multicultural education and implemented instruction in an urban United States classroom. Current literature for this purpose can generally be arranged into two areas, 1) The need for cultural competency instruction in schools and 2) Obstacles and support systems to implement affective instruction. Together these bodies of literature provide a background understanding of the psychological and social contexts in which the present study is set. In 1954, Chief Justice Warren remarked: …Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms… Aside from the language used, educators may use this as a yardstick of sorts to gauge the progress or lack of in the last sixty years. The demographics and diversity in schools is increasing while educators clamor to meet the need. It is estimated the number of white students enrolled in the U.S. public schools is projected to decrease by nearly 2.5 million, and white students ' share of enrollment is expected to decline to 45 percent (National Center for Education Statistics, 2014). With greater numbers of immigrants entering the country it is also estimated the number of English as a second language students may account for 40% by 2040 (Berliner & Biddle, 1995). 1) The need for cultural based competency in schools From Brown vs. Board of Ed... ... middle of paper ... ...her with low self-efficacy or broad content knowledge. Specific to middle schools, though the lens of psychology we see another host of challenges for young adolescences. Particularly troubling at this point in their development is the fact they are faced with cognitive and physical changes along with transformations in family relations (Allison & Rehm, 2007; Steinberg, 1981). It should serve as some reassurance that the following section will highlight the support systems and mechanisms in place to build a culturally competent framework for educators to begin. This is an exhilarating time for educators and one that holds many opportunities. Again, recall the words of Chief Judge Warren on Brown vs. Education (1954), “helping him” and “preparing him” and “made available to all on equal terms” albeit the gender pronouns are dated, but the principle remains the same.

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