The Challenges in Increasing Diversity in Schools Today - Term Paper Example

The Challenges in Increasing Diversity in Schools Today In this age of globalization, cultural factors greatly affect the dynamics of human relationships. Children as young as preschool age encounter situations wherein they are exposed to cultures other than their own. It is the quality of these experiences that would set their expectations and perspectives in dealing with people of other cultural groups. Schools, in particular are challenged with the mounting diversity of students enrolled every year. The fact that teachers need to cater to the individual needs of students in a homogeneous class of students from one culture is already a challenge, then how much more if students from other cultures are added? In Canada, for instance, schools continue to face significant challenges in accepting diversity. Usual is the recognition of the holidays or foods or costumes of different cultures, however, those are only superficial as compared to understanding difficult issues around accommodating so many diverse beliefs and customs. On top of this, schools struggle to accommodate students whose first language is not English or French, or other similar needs because they lack the specialized capacity to provide for them (Levin, 2008). In the US, upon entering elementary school, large numbers of limited-English-proficient and bilingual students are placed in programs that assume relatively low levels of achievement and focus on remedial education (Independent Commission on Chapter 1, 1992; Stanford Working Group, 1993; U.S. Department of Education, 1993). Such inequities in different children’s expectations for school success may be a grave affront to equal opportunities that Americans highly value and take pride in. Thus, it threatens the future well-being of the society relying on the harmonious coexistence of multiple cultures. Government, as well as non-government organizations such as the National Association for the Education of Young Children and the National Association for Family Day Care are exerting efforts in promoting multi-cultural education through the publication of curricula and handbooks focusing on an anti-bias setting. Likewise, the National Association of State Boards of Education Task Force on Early Childhood Education encourages the use of children’s home language and culture to foster the development of basic skills. Such efforts seek to ensure that children’s first school experiences are positive in that they feel accepted for who they are regardless of their cultural background. The controversies surrounding the growing diversity in schools include immigration policies, access of immigrants to social and educational services and US language policy regarding the official status of English. Schools must be knowledgeable about policies and practices to be able to deal with these issues. How can diversity affect the growth and development of a child placed in a school setting that supports multicultural education? Brofenbrenner’s Ecological Model explains that the behavior and development of an individual is an interplay of the individual’s biological and personality factors, his environment and the society and culture he was born into. Brofenbrenner also claims that effects of interactions between the individual and his environment are two-directional or characterized by reciprocity. This means that while a child’s development is influenced and molded by his family, school and peers, he likewise influences and molds the behavior of others. The growing child moves through five systems that inter-relate and affect his development. The most basic of which is the microsystem, where direct contacts between the child and his immediate surroundings result in behaviors such as dependence or independence and cooperation or competition. An example of this is the home base of the child and his relationship with his family. The pure culture of the society this family lives in greatly influences how this family lives and how the child imbibes the culture as he expresses it in his developing personality. The mesosystem comprises the linkages and processes that take place between two or more settings with the child in common. A perfect example is how learning in school is supported by follow up lessons in the home. The third level comprising linkages and processes taking place between two or more settings is the exosystem. This includes at least one setting that does not directly involve the child, but still influences the processes within the immediate setting of the child. An example is the parent’s occupation. The workplace of this parent does not contain the child, but processes at work may affect his development such as the hours spent there by the parent may affect the parent-child bond. The fourth system is the macrosystem which includes the customs, values and laws considered important in the child’s culture and upbringing. A child from another culture may celebrate special customs and traditions from his culture apart from the special occasions celebrated in his host country. Lastly, the chronosystem in Brofenbrenner’s Ecological model, refers to the time that transpires as the child relates in his various environments. An example is the change that happens to the child while he grows up moving from one system to another, like the westernization of the values of a child originally from an Asian culture. This ecological model implies that the interplay and quality of the various systems and environments of the child will play different roles in influencing his development. Likewise, whatever comes out of that development will affect the various environments the child belongs to. For instance, the free expression of his culture may lead to environments being more accepting of it. No matter how controversial multicultural education is, the fact remains that all children can benefit from exposure to multilingual and multicultural learning environments. “Early education settings can and should be designed to approach diversity as an asset that can be used in the preparation of all students for citizenship in an increasingly diverse society.” This emphasizes the point that teachers need to be equipped with skills in accommodating and adjusting to the needs of children from various cultures. Global education is defined as “education that develops the knowledge, skills and attitudes that are the basis for decision making and participation in a world characterized by cultural pluralism, interconnectedness and international economic competition (Merryfield, 1995, p. 1). In view of this, on a much more specific level, culturally relevant teaching must be learned by teachers. It takes into consideration the cultural background of the students at all times. It also keeps in mind cultural aspects in all interactions with students on both personal and educational levels. (Edwards & Kuhlman, 2007). Students’ cultures, languages and experiences need to be acknowledged, valued and used as important sources of their education because they deserve the best that society can give them. Teachers’ challenge in adapting their students’ local culture and knowledge to Western schooling may be met though literature. Selecting appropriate text is essential in connecting with students. Books should reflect characters from the same culture as the students’. Examples of story themes are protagonists who dealt with race issues and children who solved problems successfully. Lesson plans should incorporate culturally relevant ideas in each diverse classroom (Edwards & Kuhlman, 2007). The subject of math may be difficult for students of different cultures to learn because mathematical concepts may be interpreted differently, including terminologies. “If diverse learners are to fully benefit from the schooling experience, the teaching of mathematics needs to be linked to their lives and circumstances and, in some respect, share their cultural norms.” (Ernst-Slavit & Slavit, 2007). This includes an understanding of the historical development of mathematics in the students’ country of origin, grounded in cultural heritage. The use of students’ cultural and linguistic backgrounds may be used as motivation in the classroom. There are some training programs for preservice teachers that allow them to visit another culture different from theirs and be immersed in that school environment. Teachers report significant learning from such experiences, and they get to be more empathetic towards minority groups because they come to understand what they are going through in a classroom of children with mostly the same cultural background. Willard-Holt (2000) wrote an article on how some preservice teachers were sent to a school in Mexico and how the experience helped them in developing a more positive outlook on diversity in the classroom. She noted the potential benefits from these cross-cultural experiences as the following: teachers’ substantive and perceptual knowledge of other cultures by integrating content in their teaching; reduction of stereotypical preconceptions and applying this knowledge to marginalized groups in the classroom; evidenced personal growth in terms of empathy, tolerance, flexibility, patience and self-confidence; establishing interpersonal connections with the children and teachers. (Williard-Holt, 2000) Reflections In my research on diversity in schools, I was awed with the challenges schools face because of the many factors to consider. It was heartening to note that such factors are likewise of interest politically since governments support multicultural education and are exerting efforts to support schools. The National Association for the Education of Young Children defines developmentally-appropriate practices as those resulting “from the process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge: age-appropriateness, individual appropriateness and cultural and social appropriateness” (Bredekamp & Copple, 1997). The last consideration meaning: knowledge of the social and cultural contexts in which children live in to ensure that learning experiences are meaningful, relevant and respectful for the participating children and their families. The word that touches a chord for me in these definitions is Respect. Being a teacher means welcoming any student who opens his mind and heart to learning and constantly challenging this student to excel. A good teacher is blind to racial prejudices and is interested in and respectful of the varied cultural customs, traditions and values each foreign child represents. It is basic for any human being to embody the culture he comes from, whether speaking the language or manifesting the accent of that language, manner of dressing, and holding on to beliefs imbibed from that culture. Such behaviors need to be accepted, respected and even celebrated in the classroom. It also brings in a lot of learning for the other students and makes the school experience richer. For the foreign child, this acceptance helps in the development of his self-esteem and pride in his roots. He would feel that he has something to contribute from his culture, especially during special school events that highlight customs, traditions or even just stories from foreign lands. Learning a song or poem or two with his classmates and knowing that it originated from his homeland produces a healthy sense of pride in the child. Otherwise, if his cultural and social background is shunned, then he would grow up harboring a sense of shame for his roots. As a teacher, I am now more aware of respecting differences in students and more accepting of cultural quirks. In terms of communication, I know that people from different cultures have various ways of expressing themselves… some may be acceptable for me, and others, unclear or even insulting. However, having a broader understanding of diversity would help me from being judgmental all at once. For instance, I learned that people for India have the tendency to shake their heads when they agree or mean “yes”, which is the total opposite in common practice since shaking the head usually means “no” or one disagrees. I know it would take extra effort for me as a teacher to research on cultural practices and beliefs, but that is one way I can show to my students and their families that I fully accept them. Incorporating those in my lesson plan would show that I celebrate with them their culture and free them from always trying to adjust to the culture of the majority. I know it feels great to be acknowledged for who you truly are. I am inspired by how some people create materials to include the marginal population. Crayola, the leading manufacturer of crayons and art materials have come up with a whole repertoire of colors to include multi-cultural skin tones. Many others are following the same suit, showing a greater awareness of the importance of accepting all people from all races. Teaching children respect and acceptance of people who are different from them is one of the first steps in molding upright character. Upholding this value as they grow up leads to harmonious relationships between cultures, which is necessary in the process of globalization. Dreaming of world peace has been a long-held fantasy of most people and might have been shelved due to its complexity. Now that diversity and multi-cultural education is on the rise, teachers have the opportunity to do their share in fulfilling this dream. I, for one, will be persistent in reaching my dreams. References Edwards, S. & Kuhlman, W. (2007) “Culturally Responsive Teaching:Do We Walk Our Talk?”, Multicultural Education, Summer 2007 Ernst-Slavit, G. & Slavit, D. (2007) “Educational Reform, Mathematics & Diverse Learners”. Multicultural Education, Summer 2007 Levin, B. (2008) “How Much Diversity in Our Schools?”, Phi Delta Kappan January 2008 Willard-Holt, (2000) “The Impact of a Short-Term International Experience for Preservice Teachers”, Teaching and Teacher Education Vol 17 (2001) 505-517. Read More