Multicultural Struggles in American Educational History - Essay Example

Multicultural Struggles in American Educational History Minority education has been an area of concern in the American Educational System due to the cultural diversity and socio-economic imbalances that the multicultural students in bore with them. The US Department of Education reports that 12 percent of the students enrolled in public elementary and secondary schools in 1990 were Hispanics and their number is expected to be higher. Hispanic Americans in the US consist mainly of Mexican Americans, Puerto Ricans, Central and South Americans, Caribbean Americans and Cubans. Since the Hispanic Americans came from diverse nations and backgrounds with distinctive histories and political experiences, it becomes difficult for them to cope up with the American cultural identity and this has resulted in multicultural issues in the American educational system. Mexican Americans form almost 64% of the Hispanic Americans in the US Poor Mexican Americans in the beginning of the 19th century had to face segregation because they had to attend schools outside of the White system. For instance, 54.8 percent of Hispanic students attended predominantly non-white schools in 1968, and 18 years later, 71.5 percent of Hispanic students were still in such schools. Another concern for Hispanic students is that they are not an officially recognized minority population, and as a result they fail to claim access to those resources and support services created to address the specific needs of minority students. There are many reasons for the deteriorating number of Hispanic students who could go ahead with higher studies after their secondary education. Many of them are forced to take up jobs that do not require a high level of education due to their weak financial condition. Several Hispanics also become compelled to drop out as they do not find ample opportunities to assert their individuality. One of the reasons for this is the one-sided curricula of many schools where European cultural studies dominate and other cultures are being virtually ignored. A study conducted by Martha S. Lue and Rebeka McCloud of the University of Florida found out that there were only 13 percent of minority teachers in the country in 1990 and it is likely to decrease to 5 percent by 2000; they observed that this “shortage of minority teachers is one of the nation’s most critical educational problems.” (Marth S. Lue and Rebeka McCloud, 2007). Even though there is a steady growth in the number of Hispanic and other minority students, one cannot find a proportionate increase in the number of minority teachers in the nation. There is no doubt that minority teachers will be better equipped to communicate effectively with students of color as they possess “an inherent understanding of the backgrounds, attitudes and experiences” (Marth S. Lue and Rebeka McCloud, 2007) of Hispanic and other multicultural students. The Minority Programs In Education (MPIE) - founded in 1990 and formerly known as TEAM (Teacher Education for America’s Minorities), which tries to respond to this critical shortage of minority teachers, should be commended as a praiseworthy endeavor in this regard. Another factor that hinders Hispanic education is that technological developments like the computer and internet are not always accessible to Hispanics and blacks: “Computer and internet use are divided along demographic and socioeconomic lines. Use of both technologies is higher among whites than among Blacks and Hispanics.” (Ben Feller, 2007). It is estimated that while 67% of White students use the internet, only 44% of Hispanics are able to do so. It is unfortunate to find many minority students who are unable to pursue higher studies in America due to financial problems and low income being earned by their parents. It is estimated by the Federal Government’s Advisory Committee on Student Financial Assistance that each year nearly 400,000 academically qualified students fail to pursue a postsecondary education because they cannot afford it due to the low income level of their families. On the other hand, one can never be ignorant of the various positive endeavors being made by both governmental and non-governmental agencies in providing quality education and free educational services and funds to the multicultural groups of Hispanic Americans, African Americans, Germans, Italians, and other immigrant students. The American Competitiveness Initiative provides funds to strengthen minority education and thus considerable efforts are being made to ensure quality education for all. This becomes evident from the President’s letter on Feb 2007 where he states: “Education has always been a fundamental part of achieving the American Dream, and No Child Left behind Act is helping to ensure that every student receives a high quality education.”(President’s Letter. 2006). The TRIO Programs paid special care to ensure college education to many low-income students. In the same way, The California State University System (CSU System) was yet another effective system in this regard. The Cincinnati Christian University and St. Edward’s University are significant examples of non-governmental agencies that provide scholarships, guidance and financial aid to poor minority students. It is a welcome fact that the former receives assistance from USA Funds for this purpose. Besides, attempts are also made to teach and recognize the rich Hispanic heritage and contributions of Hispanic authors, scientists, and cultural leaders to dispel the notion that Hispanic culture is alien and monolithic; such steps, thus, help them to build the self-esteem and pride of the minority groups. To improve the education level of minority students it is essential to frame a competent and effective curriculum to sustain the interest of the students. As recommended by The Report of the Quality Education for Minorities-Project (QEM Project), the curriculum should “respect and value the culture of each child”. (QEM Project Releases Minority Education Plan, 1990). It should reflect the experience and ideas of all minority students in the United States. As suggested by James A. Banks, “The curriculum should help students understand that knowledge is socially constructed and reflect researchers, personal experiences as well as the political and economic contexts in which they live and work.” (James A. Banks, 2001). At present, the work undertaken by Carolina Hispanic Association, a primary student organization for Hispanic students, to explore and communicate their culture to others, is praiseworthy and one would hope that these steps would definitely result in positive outcomes. The distinctive educational challenges faced by these groups are to be identified and special provisions are to be created to meet their specific educational needs. For Hispanic and other minority education to flourish in the USA, it is important that both the White students and the minority students maintain a mutually benign and healthy relationship and interact in a harmonious manner to build up a congenial atmosphere. The Whites as well as the minority community of students should be aware of the “stereotyping and other related biases that have negative effects on racial and ethnic relations” and they should be able to identify and respect “the values shared by virtually all cultural groups.” (James A. Banks, 2001). International issues are to be given more importance in the curriculum and efforts are to be made to provide ample international experience to all so that everyone is able to develop knowledge and respect towards other cultures. As globalization has nullified the bridge among nations, it is high time that there exist no cultural barriers among multicultural students in America for them to conduct the teaching-learning process effectively and meaningfully. This would facilitate the emergence of a strong understanding and mutual cooperation among various culture, which in turn would become an effective foundation for a great nation. Works Cited Lue, Marth S and McCloud, Rebeka. 2007. Rhetoric to Reality: Growing Our Own Minority Education Candidates. Digital Commons. 10 Oct. 2007 Feller, Ben. 2007. Digital Divide Still Separates White and Minority Students. USA Today. 10 Oct. 2007 President’s Letter. 2006. American Competitiveness Initiative. The White House Washington. 10 Oct. 2007 QEM Project Releases Minority Education Plan. 1990. MIT News. Cambridge, Mass. 10 Oct. 2007 Banks, James A. 2001. Diversity within Unity. Essential principles for Teaching and Learning in a Multicultural Society. New Horizons for Learning. 10 Oct. 2007 Read More