Foundations and Current Issues of Early Childhood Education/Chapter 5/5.1

Cultural Diversity: Ways for Teachers to Promote a Multicultural Education and Foster Cultural Sensitivity By: Leslie Antiskay America is a combination of many different cultures, and it appears that the role of teachers is changing to meet the needs of the influx of immigrants. Currently, Latinos are the fastest growing segment of the American population. Today’s teachers are responsible to teach students from various cultural backgrounds and language abilities. They must create a classroom environment that is culturally rich, and respectful of the diversity among students. They must also integrate multicultural education across the curriculum. Teachers are exploring many ways to teach in a multicultural classroom while modeling cultural tolerance. Taking the Cultural Plunge Before teachers can understand diversity they must carefully examine their prior experiences, views, fears, and take a cultural plunge. For example, how does it feel to be a minority? A teacher can take a cultural plunge by attending a predominately African-American church service, or college class (Nieto, 2006). Plunging into a culture and voluntarily becoming a minority is a way to understand the meaning of minority. Minority doesn’t have to be race related. A college woman majoring in a predominately male career path may also feel out of place; because she is a minority. Plunging into a cultural experience would also assist teachers in understanding cultures. Sometimes teachers’ travel to places like Indonesia, and absorb the culture. Others study the background of the students’ culture to assist them in connecting with the students and also their parents. Teachers who build a multicultural community of learners set high expectations for all the students. Whereas, teachers with negative stereotyping often unfairly label students as underachievers. Cultural Stereotyping Villegas & lucas (2002) assert that it is necessary for teachers to “honestly examine their attitudes and beliefs about themselves and others, teachers begin to discover why they are who they are, and confront biases that have influenced their value system. (as cited in Richards, Brown, Ford, 2007 p. 65). Because teachers’ values impact relationships with students and their families, teachers must reconcile negative feelings towards any cultural, language, or ethnic group.” When they overcome preconceived stereotypes they will create an atmosphere of trust and acceptance from the students and parents. Teachers who build a multicultural community of learners set high expectations for all the students. Whereas, teachers with negative stereotyping often unfairly label students as underachievers based on their gender, race or ethnic background. Such stereotyping leads to an unequal quality of education, because selected students are being unequally treated. These students are placed in lower achieving groups and their academic abilities or giftedness is not acknowledged. Such inequality within the classroom prevents students of color from reaching their fullest potential. Therefore, it is critical that teachers dismiss preconceived biases based on cultural backgrounds, because they risk unfairly judging a student's potential. When a teacher expects a student to fall into a stereotype the student will perceive her prejudice and will not feel acceptance, but rather isolation and a lack of desire to learn. Why Do We Need to Address Cultural Diversity We need to address cultural diversity because there are an increasing number of students from diverse backgrounds entering classrooms. Students enter school with little knowledge of the dominant culture. They may also be ESL (English as a second language) students. Students from diverse backgrounds may face academic difficulties, or socialization difficulties with classmates. However, the careful guidance of well trained teachers will assist students in making a smooth transition. Teachers who incorporate many cultural experiences and activities teach cultural awareness, tolerance, and to appreciate cultural and linguistic differences (Hepburn, 2007). Young children who are placed in an environment that fosters cultural diversity will gain positive attitudes and experiences. Early exposure to diversity within the classroom will have long-term affects in subsequent school years. It will prevent racial, cultural, or religious divisions and tensions that typically arise when students are fearful, ignorant, and prejudiced against classmates who are different. Howard (2002) suggests that, the following guidelines will support teachers attempting to provide students with multicultural education. 1. What are our own prejudices, beliefs, and values? To what extent do we make assumptions? 2. We should work at being accepted and trusted by students and their parents, to avoid negative feelings of suspicion and distrust that can quickly shut off communication. 3. Ask for parental and community assistance that is meaningful. For example, ask persons who may have experienced the Civil Rights Movement to share their experiences. Or, ask a parent to share their culture with students. 4. We must remember that textbooks do not routinely portray minorities in non-stereotypical ways. We need to seek out and incorporate materials that respects minority perspectives in ways that are not merely singling out minorities as either heroes or victims of discrimination. 5. We should engage our students in culturally relevant activities and assignments. 6. We must take a stand against intolerance when it appears in speech or actions of students, faculty, or staff at our schools. Policies must be written to enforce the stand. We must prevent cliques from forming and the shunning of other students. When other students lack empathy for others, we need to encourage them to think, discuss, read, and write about how their actions affect the lives of others. 7. We need to provide direct instruction in cultural diversity for students, teachers, and staff and to be role models ourselves. We should make a conscious effort to join in culturally mixed groups. We should invite parents, community members, and staff to join us to provide programs for our students (p. 347). Understanding Linguistic Diversity Today, America is experiencing an influx of immigration. For example, California has one of the most linguistically diverse segments in the nation. There are over one hundred languages spoken by children in the state of California. Over 1.5 million are enrolled in Limited English Proficient students (LEP). Most language-minority students are classified as at-risk, because they face challenges in reading, writing, and passing state testing. Public schools do offer LEP students’ primary language instruction, bilingual tutoring services, bilingual instructional assistance, and academic instruction. However, in the past strategies such as teaching whole language approach to learning has not been effective (Vang, 2005). It takes about one to two years to develop conversational competencies, and five to seven years for successful cognitive demands in a school setting. She recommends that teachers should activate prior knowledge, use thematic units, increase wait time for anticipating responses, and provide breaks. Also, teachers should repeat phrases, simplify language, pair native speakers together when grouping students, build vocabulary using cards with pictures, and most importantly teachers must be culturally respectful of LEP students (Watson, 2007). Cultural Sensitivity Teachers have the responsibility to provide all students with the opportunity to achieve to their fullest potential. Richard, Brown, Forde (2007) stated, “If instruction reflects the cultural and linguistic practices and values of only one group of students, then the other students are denied an equal opportunity to learn.” (p 68). Cultural insensitivity suppresses cultural exchanges and interactions. The teacher must enrich the curriculum with multicultural materials that are a reflection of the students. It is important for teachers to demonstrate cultural and linguistic sensitivity. Inclusion rather than exclusion promotes increased self-esteem, academic achievement, and a learning environment that accepts cultural differences. Integrating a multicultural Curriculum In the classroom, teachers should make connections with students’ cultural identities by providing instructional materials, literature, and textbooks that reflect their culture. Bulletin boards, classroom activities and newsletters should be culturally supportive of students (Richards, Brown, Forde, 2007). In the past, textbooks were written to reflect the European- American perspective. Minorities were usually represented as the conquered people, which alludes to the ideology that Western culture is superior. References to African-Americans focus primarily on slavery, or discriminatory issues. For example, Anthony Johnson was an indentured servant living on the Eastern Shore during the 1640’s. He became a successful landowner with servants. It is important to show other cultural perspectives. The European-American world-view historically describes the discovery of America as though it was an uninhabited region. However, America was already thriving with inhabitants which are known as Native Americans. They had a rich culture, of languages, art, advanced skills including hunting, tracking, and farming. However, they were often written in history books as conquered people at best, or savages at worst. To successfully recognize students from multicultural backgrounds, teachers should not present a curriculum from only a negative perspective. They need to include cultures in the curriculum in a positive and meaningful manner. Richards, Brown, Forde (2007) assert that, “teachers can capitalize on the strengths students bring to school. The more students experience familiar practices in instruction and are allowed to think differently, the greater the feeling of inclusion and the higher the probability of success.” (p 66). Final thoughts Today, a multicultural education is necessary because American public schools are culturally diverse. When teachers accept diversity, and promote cultural sensitivity within their classrooms they foster a community of learners. Differences between races, ethnic backgrounds, languages, and genders will be accepted and respected. There will not be a need for divisions among students because the community will feel safe, respected, supported, and understood in their learning environment. Early childhood classrooms should be enriched with multicultural materials that are a reflection of the students. Such an enriching environment sets the stage for cultural acceptance, and sensitivity. It will be the guiding light of the teacher to afford students the opportunity to reach their highest levels within the frame work of a multicultural education. When children learn in a multicultural environment the positive affects are life-long; and their future potential is limitless. References Richards, H., Brown, A., Forde, T. (2007). Addressing diversity in schools: Culturally responsive pedagogy. [Electronic Version]. Teaching Exceptional Children, 23 (3), 64-68. Hepburn, K., (2007). Annual editions: Early childhood education 27th ed.). Dubuque, IA: McGraw-Hill Companies. Miller, Howard, M. (2002). Becoming a multicultural teacher. [Electronic Version]. The Reading Teacher, 55 (4), 346-7. Nieto, J., The cultural plunge: Cultural immersion as a means of promoting self-awareness and cultural sensitivity among student teachers. [Electronic Version]. Teacher Education Quarterly, 33 (1) 75-84. Vang, C., (2005). Minority students are far from academic success and still at-risk in public schools. [Electronic Version]. Multicultural Education, 12 (4), 9-15. Watson, S. (2007). Lecture at Old Dominion University, Norfolk, VA. Multiple-choice questions Identify the letter of the choice that best completes the statement or answers the question. 1) Effective multicultural education efforts require diversity in? a) materials b) social studies c) all curriculum d) open discussions 2) Taking the cultural plunge would best describe? a) cultural experience b) cultural immersion c) swimming d) modeling culture 3) An effective teaching strategy to teaching limited English Proficient students? a) model language b) pair native speakers c) read the IEP? d) whole language approach 4) How did textbooks portray minorities? a) politically correct b) European view c) as conquered people d) marginally 5) Teachers who build a multicultural community of learners set? a) students up for failure b) risk parental misunderstanding c) high expectations for all d) students on a path to foreign languages Answers: 1) c 2) b 3) b 4) b 5) c ESSAY QUESTION How could teachers promote a culturally sensitive classroom environment? First, I would suggest that teachers accept the differences among students within the classroom. Each child enters the classroom with prior knowledge and cultural differences. The teacher should not criticize the differences, but listen, learn, and respect the student’s cultural framework. This cultural exchange could be one-on-one or part of a classroom meeting in which the students could share their home life experiences. It is imperative that the teacher model cultural tolerance, because the children learn from her verbal and non- verbal responses. If the teacher shows interest by asking further questions, nodding, or smiling the student will feel accepted and the other students will learn cultural sensitivity. Often, teachers believe that covering a social studies topic on a minority includes multicultural education. However, there are many other ways to integrate cultural sensitivity within the classroom. For example, instead of reading a book whose story characters are the dominant culture, search for books that offer diversity. Then, discuss the book’s characters, and the cultural similarities. Multiculturalism isn’t always about expressing the differences, often there are many similarities that are unknown by students. When children learn about the similarities, they begin to make connections and understand that although there are obvious differences between them, there are also many similarities. Students could make a collage with cutout pictures representing a culture. They could share their collage with the class, which would demonstrate what they learned while exploring another culture. Rating Image:Nav_Arrow_Blue_Right.gif Rate This! Image:Nav_Arrow_Blue_Left.gif