Closing the Achievement Gaps in Multicultural Schools - Research Paper Example

Closing the Achievement Gaps in Multicultural Schools The trend of globalization brings together people from various cultures to live and grow together. Due to cultural differences of various groups, it is inevitable that conflicts may arise. People from the same racial group will tend to stick together for familiarity. Members will be protective of each other especially against other groups who may be intimidating to them. When conflicts arise between racial groups, the issue of racism is likely to surface. Racism and prejudice continue to contribute to the ills of society, threatening the character formation of our youth. Schools, in particular, with students from different cultures, may be breeding grounds for racism. This may affect student performance in school and lead to achievement gaps between students from different cultural groups. This paper explores how achievement gaps between different cultural groups in schools may be narrowed down at least or eliminated at best and what can be done to ameliorate it. African American students have struggled throughout history as they used to be discriminated upon by White Americans in the public education system. Lasner (n.pag.) chronicles events of how the Black American people fought for their equal rights in education. She is a writer who was commissioned to do thorough research on the Jim Crow phenomenon. She recounts that after the civil war when Black Americans emerged triumphant over slavery, Southern states came up with new ways to keep them from achieving equal status with the whites. This segregation of Blacks and Whites became known as Jim Crow, after a minstrel character from the 1830’s. In 1947, a lawsuit was filed by parents of African American students in that rural county against the school district for the board’s refusal to provide buses to ferry black students to school, although it provided buses for white students. The Supreme Court decision was in favor of the case known as Brown vs. Board of Education, Topeka, Kansas, is arguably the most significant ruling made by the United States Supreme Court in the twentieth century (Brown and Valk:39) Although the verdict is out, racism is still palpable in many schools today and it has kept racial minorities, especially African American students from achieving as well as their Caucasian counterparts. Butler (65), a researcher on multicultural counseling and school counseling, claims that Institutional racism is one factor that hinders minority groups from succeeding through differential access to educational opportunities based on their racial or ethnic group membership. For example, Butler mentions Allen-Meares’ (120) theory that the "conditioned failure model" could represent a form of institutional racism against urban African American students in that these students are often brainwashed into believing that they are inferior to their White peers. Racial disparities in schools are not limited to Black American students. Ferguson who has dedicated much of his research to studying achievement gaps between racial groups report that Black American, Hispanic and mixed-race students have lower grade point averages compared with Caucasians and Asians (44). Lower academic achievement of Blacks and Hispanics may be the result of being discrim+inated upon by the dominant racial groups. They are often viewed as less intelligent and this may drive them to nurture self-fulfilling prophecies, as they report less understanding of the lessons and difficulty in comprehending readings (50). Jencks and Phillips (49) found out in their study that achievement gaps between African American and European American students begin even before children enter kindergarten and continue into adulthood. The Center for Educational Statistics Report provide data indicating that during the 1970’s, approximately 25 percent of European American children aged three and four are already attending school. This same percentage was found among African American children. However, in 1991, the gap has manifested as only 31 percent of African American children were enrolled in preschool while 40 percent of their European American counterparts were in school. This nine percent gap in attendance rates may have contributed significantly to the achievement gap between the two groups (Ikpa, n.pag.). This is evidenced by data from the National Assessment of Educational Progress (NAEP) which indicate that the academic performance for nine year old African American children in reading, mathematics and science is significantly lower than their European American counterparts. Bali and Alvarez (28) report that in the 2003 California Stanford 9 achievement data, 23% and 29% of African American second graders were assessed as proficient or better on the reading and mathematics tests respectively compared to 50% and 61% of their Caucasian counterparts. Ferguson’s (33) celebrated study on achievement gap reported on the findings of the Minority Student Achievement Network (MSAN). This was a project done in 1999 by fifteen middle and upper middle income districts in Ohio, Michigan, Wisconsin, Illinois, Massachusetts, New York, New Jersey, North Carolina, California and Virginia. Researchers from these states were aware of the racial and ethnic achievement disparities in their primary and secondary schools and joined forces to seek ways in narrowing gaps between European and Asian Americans versus Hispanic and African Americans. Data from self-reports of students show that in terms of Grade Point Averages (GPA), half of whites and Asians report their GPA to be A or A- while the same is true for only 15 and 21 percent of blacks and Hispanics respectively. Conversely, 44 percent of blacks and 34 percent of Hispanics report GPA of C+ or below while only 14 percent of whites and 15 percent of Asians report the same. In terms of understanding well of school lessons, more than 50 percent of blacks and Hispanic students say they only understand “about half or less” compared to only 29 percent of whites who say the same. For Asians and mixed students, percentages amount to 42 and 43 percent respectively. On the contrary, when asked of the time they “completely understand” the teacher’s lesson, almost half of black and Hispanic students indicate that they understand the lesson about half the time or less while quarter of white students and a third of Asians report the same (Ferguson:46). Students who experience ethnic or cultural discrimination in school are likely to resist schoolwork. Okagaki et al (471) give the example of Latino children who agree with the stereotype that it is harder for Latinos to get good grades, pay less attention and work less diligently in class than those who believe that Latino children can get good grades as easily as their Caucasian counterparts (Phalet, Andriessen & Lens: 62). A recent large-scale study by Spencer et al (in Phalet and Andriessen:65) finds that afrocentric self-identity is positively related to academic self-esteem and achievement. A similar study on Dutch children finds that ethnic minority children who feel more strongly involved with their ethnic identity exhibit better school performance than more weakly identified peers (Phalet and Andriessen:70) Aside from identification with one’s culture, family influences on a child greatly affect school performance. When behavioral norms and repertoires in class differ greatly from familiar norms and practices at home, the culturally-different children may experience more difficulty in engaging with their schoolwork (Phalet, Andriessen & Lens: 26). For example, in the US, strong norms of cooperation and sharing among Native American children conflict with predominant competitive goal emphasis in the mainstream classrooms. Greenbaum (107) claims that this lack of congruence between the norms and values of home and school may hamper class participation. The minority student’s integration acculturation attitude impact school performance as well. Among ethnic minority youth in the Netherlands found that combined positive attitudes toward ethnic and host cultures in school contributed most to educational progress (Phalet and Andriessen:78). Acculturation research suggests that the facilitation of cross-cultural contact and learning of students in a multicultural school is crucial in supporting the school adjustment and achievement of minority students. When classroom interactions and teaching practices encourage cooperative learning and cross-cultural contact then the minority students get more motivated to actively learn and participate (Phalet, Andriessen & Lens:30). The values of the culture where a student comes from likewise affects how he or she will perform in school. If the culture values academic achievement highly, this is ingrained in the child and becomes a self-fulfilling prophecy. From a sociological viewpoint, communities that are more resourceful are more likely to lend effective support to its children’s high academic aspirations and achievement despite some negative influences of the new culture the child joins that may dampen his or her motivations to succeed (Vermeulen and Perlmann: 51). A model that may explain this is Ogbu’s (9) Folk Model of success. This refers to cultural ideals rooted in the shared history of a particular community that explain high academic aspirations in successful minorities (Phalet, Andriessen & Lens: 34). Other examples refer to cultural notions of academic achievement being a source of a family’s pride, honor or prestige, as highly valued by Asian American communities (Schneider and Lee: 317). The efforts of MSAN in understanding what students of different racial and ethnic groups were experiencing in school that might affect their engagement and achievement have laid groundwork for making sense of the achievement gap. Data analyzed led the study to conclude that racial and ethnic differences fall primarily into four categories namely self-reported achievement and skill disparities; socio-economic status and home learning resources; teacher encouragement; and racial and ethnic differences in behaviors and homework completion rates (Ferguson:39). As opposed to Asian and Caucasian students, Black, Hispanic and mixed-race students report their low school achievement. This reflects that they have deficiencies in knowledge and skills and call for teaching-learning strategies that are more responsive to their needs in order to ameliorate the gap. In terms of socio-economic status and resources for home learning, white and Asian students show more advantages such as computer access and books at home as compared to their black and Hispanic counterparts. With teacher encouragement, non-White students, especially the blacks identify it as the primary reason that motivates them to work hard. Finally, with regards to racial and ethnic differences in behaviors and homework completion rates, it was found that whites and Asians seem to be more academically engaged in their studies, giving the impression that they are more interested and industrious than their black and Hispanic peers. Asians, in particular, stand out with regard to effort as measured by the time they spend on their homework (Ferguson:41). Teaching children to respect others who are different from them promotes equality. Should children from minority groups feel that they are equal to children of majority groups, then they may also be motivated to see themselves as equally capable in terms of academic achievement. York (124) discusses various approaches in multicultural education that form young children’s positive attitudes towards diversity. With multicultural education, children understand that it is acceptable to be different and that people who choose to be different still deserve respect. The same opportunities should exist for people regardless of gender, race, class, religion, age, ability or sexual orientation. Programs that uphold multicultural education show respect for children’s families, home life and learning style (127). One multicultural educational approach is the Anti-bias approach which “helps children learn about human diversity, gain respect and appreciation for diversity, learn to recognize and resist stereotypes and unfair behavior, and learn to work with others to stand up for oneself or to challenge bias” (York, 2006: 137). Teachers should work to reduce children’s prejudice by helping them recognize stereotypes and learn to resist teasing, taunting and name-calling of those coming from different backgrounds as theirs (139). Teachers implement this program through carefully planned activities and use of classroom materials. Themes on differences of people and how they can still co-exist with the group may be used in the curriculum. Children learn about the traits of people from different cultures or backgrounds who they may know from their own classrooms or communities. The classroom activities, materials and the whole program reflect all types of diversity (Hendrick: 68). Ferguson’s (50) thorough research further identified ways in which the achievement gap may be ameliorated. It takes more than just the teachers to do it. Here are some of the recommendations from research. Teachers and School Administrators: Keep Motivation Equal. Even if research has yielded findings that different cultural groups present observable differences in behavior and academic performance, it does not mean that children from various cultures differ in terms of motivation to succeed. Hence, educators should still view all children the same and whatever effort they exert in eliciting the success of a white student should be matched by the effort they put in for blacks and other minority groups in raising achievement levels. Address Specific Skill Deficits. Based on the self-reported understanding of lessons and readings, racial and ethnic differences become identifiable and deficiencies in academic knowledge and skill come out. Educators should target such skill deficits and respond to the needs of all students. Be encouraging. Teacher encouragement was found to be highly valued by students especially the black and Hispanic students. Thus, teachers should take heed and know how to provide encouragement consistently. They need to ensure that such encouragement come with effective instruction and other forms of academic support both inside and outside the classroom, meaning school administration and even the family should likewise be encouraging. Provision of Access to Resources and Learning Experiences. Students should have easier access to educational resources such as computers, internet connection, books, etc. and learning experiences such as extracurricular opportunities. Differences in family background advantages may exist but schools should be able to provide equal provision for intellectual enrichment. Professional Development Programs. Designing and implementing intensive, sustained professional development which is clearly connected to teachers’ work and the learning needs of their students is a key strategy in helping teachers feel supported. There is a multitude of research on raising student achievement and motivation for school, and trainings on these will definitely facilitate teachers to create more appropriate programs for their students as well as give them opportunities to hone their expertise. Implementation of ways to close achievement gaps is usually directed by the school leaders and principals. Providing support for various efforts to raise achievement levels of students is a major boost for success in such endeavors. Johnson and Uline (5) describe some qualities that school leaders must possess to effect positive changes in closing the achievement gap. Leaders must believe that every student can succeed. This leadership vision is necessary, but insufficient. Leaders must also nurture this disposition in others, “creating belief where there is disbelief” (Skrla, Scheurich & Johnson :16). Environments that assure students that they are valued and respected must be created by leaders. The establishment of relationships is highly valued by students, especially African American and Hispanic students, as shown in Ferguson’s works. In schools where students feel physically and emotionally safe, they are assured that adults and other students would treat them with dignity. Such environments that value students should likewise lead teachers and other staff members to feel valued and respected. Teachers must feel confident that their leaders will support them their mission to help their students attain high academic standards by provision of training, materials, guidance, support or other resources (Johnson & Asera: 34). They need to feel that their individual and collective success is considered significant by their leaders who will not rest until each teacher has attained impressive results. School leaders must be vigilant in using data to identify the most effective and efficient directions toward high achievement for every student. “To bring focus to the academic success of every student, leaders must know how to deflect, deter, or diffuse those forces that detract from such a focus. Schools cannot do everything. In successful schools, leaders helped educators prioritize, choosing programs and strategies that were most likely to yield excellent results for their students based on data and research” (Ragland, Asera, & Johnson:14). School leaders must not forget to consider parents and community members and need to create environments where they feel valued, welcome and respected. “More specifically, leaders must be able to create environments in which parents with racial, ethnic, language, cultural, or academic backgrounds, different from the school staff, feel valued, welcome, and respected” (Johnson & Uline: 8). Indeed, the political, social, economic, legal and cultural complexities of schools that serve diverse populations of students may overwhelm school leaders. Working on the multidimensional landscape of school budgets, legal constraints, political pressures and cultural dynamics may stunt leaders to neglect the improvement of teaching and learning and the noble mission of closing achievement gaps. However, it is motivating to know of successful school leaders who have skillfully negotiated these complexities. Knowing the landscape well enough allowed them to maneuver their way to addressing every administrative need and avoiding consumption of their time, energy and passion. Guidance Counselors The role of guidance counselors is so flexible depending on the need students have for them. At different times, their positions may require that they function not only as counselors, but also as advisors, consultants, and advocates (Constantine & Blackmon: 327). They may consult with teachers to help them identify and promote academic interventions to make educational pedagogy and curricula more appealing to the lower performing students (Price: 52). Such interventions might include peer instruction strategies, collaborative learning assignments and exercises, and self-instruction strategies. School counselors might also engage in advocacy for greater infusion of culturally relevant material into classroom curricula. Teachers 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: 46). Multicultural education is now being encouraged and with it comes the vision for closing any achievement gap existing between cultural groups. 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. 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: 1). 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. Conclusion 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. Thus, each child, no matter what cultural background he or she comes from, deserves equal treatment and opportunities as the next child and fully ingraining this concept in a multicultural classroom setting would do much to empower students to strive more towards their success, hopefully closing whatever achievement gap that may exist. 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Phalet, K., Andriessen, I.& Lens, W., “How future goals enhance motivation and learning in multicultural classrooms”, Educational Psychology Review, Vol. 16, No. 1, 2004. Print. Schneider, B., and Lee, Y., “A model for academic success: The school and home environment of East-Asian students”. Anthropol. Educ. Q. 13, 1990: 308–322. Print. Web Articles Ragland, M., Asera, R., & Johnson, J. F., “Urgency, responsibility, efficacy: A study of successful Texas school districts”. Austin, TX: Charles A. Dana Center, University of Texas at Austin,1999. Web. 19 November 2011 Skrla, L., Scheurich, J., & Johnson, J. F., “Equity-driven, achievement-focused school districts: A report on systemic school success in four Texas school districts serving diverse student populations” Austin, TX: Charles A. Dana Center, University of Texas at Austin.2000. Web.18 November 2011 Read More