Root Cause Analysis - Essay Example

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Root Cause Analysis Name Institution Root Cause Analysis American institutions such as schools have embraced multiculturalism. Elementary and secondary schools have implemented curricula that promote understanding of diversity in culture. This is through exposing students to traditions and customs of ethnic and racial groups…
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Root Cause Analysis
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Textbooks and school activities that encourage destructive forms of multiculturalism are increasing in United States. American Textbook Council, a scholarly body that monitors textbook patterns, discovered that ten of most used books in senior and junior high schools books sanitized jihad. This depicts radical multiculturalism that has encroached public schools in America. Competing racial, linguistic, and cultural claims poses a danger to American school curricula. Conservatisms view that multicultural education portrays America as a nation that lacks identity. Multiculturalism has been a challenge to most educational administrators. Educational administrators do not understand American policy of multiculturalism in schools. Although most of the teachers are aware of diverse cultures of students, they have limited cultural-base and skills. In addition, racism, discrimination, stereotyping, and prejudice are big challenges to achieve multiculturalism (Mwonga, 2005). This paper will concentrate on this last challenge. Racism assumes many forms in American schools. For instance, teachers, peers, and administrators can discriminate students according to ethnic, sexual orientation, and socioeconomic status. Other forms of discrimination have basis in gender, abilities, and other perceived differences from many people. Victims of cultural favoritism can experience it inaction or action on the part of peers and schools workforce. Some of the actions, which may hurt minority cultures, comprise of academic segregation, harassment, verbal, and physical violence. Inaction forms of prejudice in multicultural education include inadequate allocation of academic resources, prohibition of minority insights in curriculum, labeling, or name-calling, and lack of positive response from peers and teachers (Mwonga, 2005). The victims of racism feel that schools they enrolled are not accommodative. This has forced some of students to leave their cultures in order to embrace the dominant one. Other students fail to participate in academic and co-curricula activities, frequent absence from classes, and eventually dropping out of schools because of discrimination. This is very ironical because many people perceive and expect schools to be avenues for fostering respect for diverse cultures (Martines, 2005). Lack of emphasis in the part of school administration exacerbates racial discrimination in multicultural communities. Administrators do not obtain the necessary feedback from communities and other stakeholders on the relevancy of the school’s curriculum. This means that the administrators and teachers do not understand and embrace varying beliefs and philosophies of different cultures. Failure of school administrators to comprehend multicultural values affects their efforts in planning of educational programs that cater for all cultures (Mwonga, 2005). Educational curricula present a challenge in elimination of racism in schools. This is because public school represents and incorporates what their designers perceive as necessary and in accordance with overriding culture. For example, textbooks, which are crucial tools for devising curriculum, emphasize on the domineering culture. This perpetuates discrimination of minority groups in a typical society. Educational curr Read More
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