Diversity In The Classroom
By: Teresa Nowell
Lance
Ryan Capriotti
C&I 212 Script
In the world of education there are many students of different backgrounds, lifestyles, characteristics, and abilities. However, schools in the United States tend to stray away from diversity and follow a patterned mold of white, middle class, American perspective. Thousands of students learn from this pattern, but miss out on other perspectives in society and the entire world. In reality, this makes students focus more on intelligence, but they leave far less wise and understanding of the world. School systems are at a crucial point where diversity education is most needed, especially in ethnic diversity, multiculturalism, and limited English proficiency. To begin, the United States holds one of the most ethnically diverse populations in the world. It makes no sense for schools to focus only on white, middle class Americans when soon, over half of the population will be non-Caucasian. Often in schools, there are many uses of ethnic slurs, racial jokes, and stereotypes, both by the students and teachers. Children and adolescents feel deeply wounded when people hold prejudices against them. Some parents go so far as intermarrying just to give their children a better chance at not being stereotyped (O’Neil). Teachers need to correct their students when they hear incorrect stereotyping or language, as well as fellow teachers need to correct their other faculty members. It is important for teachers to model the appropriate behavior towards students of all ethnicities, showing students how each person is equal (Oesterreich). Several students have mentioned unfair treatment due to their skin color, but they hardly deserve this. Every teacher should be evaluated often in respect to how they grade, treat, and teach their classes, paying close attention to treatment of students of other ethnicities. Teachers are the main models of respect to all ethnicities. At the age of two, children already notice skin color differences. It would be the best idea to model equal treatment and attention from the very first day of school for every student (Biles). With different ethnicities also come various cultures. However, among just Caucasians, cultures differ greatly. Imagine the multiculturalism existing in America, with people from all over the world living here. Therefore, schools should implement an element of cultural learning into the system, not just one week a year, but throughout the entire teaching period. Students would enjoy the exploration of new cultures besides their own, but their current situation leaves them in ignorance, especially in relationships and world understanding. It is almost innate in students to want to learn about the world. In reality, between the ages of five and six, children show a high interest in experiencing other cultures (Biles). Schools can begin utilizing new tools and methods for encouraging multicultural education. One method that can be used is that of sharing cultural beliefs and traditions. Teachers can assign projects where a student shares their culture with the class, almost like show and tell. Some ideas for sharing are music, dance, stories, and traditions (Biles). If students demonstrate their cultural life, not just once, but throughout their entire school career, acceptance will increase. These types of events have been most successful in raising the interest and concern of various cultures for students of all ages. Last, the issue of limited English proficiency needs to be addressed in school systems. The main concern for this subject includes Hispanic students whose families don’t speak any English at home. This is the case for many students, so they drop out as they fall more and more behind in English proficiency. Only 55% of Hispanics finish high school, creating a difficult life for the future and for their children, continuing the cycle (Delisio). Without the proper tools for learning English, immigrants to the country will continue to fail, even though their capability to learn still exists. Many teachers make the mistake of seeing non-English speakers as unintelligent, when this really is a falsehood. A solution to these problems involves the understanding and effort of the parents, the students, and the teachers. All school districts should offer free English classes for students and their parents. Parental involvement is the number one way to improve a non-native speakers’ English proficiency and in turn, their grades (Delisio). Spanish classes should also be offered to teachers so that they can better communicate with their students while they are learning the English language. With all three units involved, fewer students would drop out of school because of the language barrier. In the end, the lack of education concerning ethnicity, multiculturalism, and English language proficiency creates difficulties for the growing majority in schools. The minority is becoming the majority and our school systems need to treat everyone as equals. By celebrating and encouraging sharing of cultures, the next generation of students will be able to advance the world with new perspectives, and even better solutions. Diversity is the key to the success of the future. Works Cited: Biles, Barbara. “Activities that Promotoe Racial and Cultural Awareness.” Diversity in the Classroom. 1994. Precious Children. 28 Feb. 2008. http://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html Delisio, Ellen R. “Collaboration Needed to Improve Hispanics’ Education.” School Administrators Articles. 8 Nov. 2000. Education World. 3 March 2008. http://www.educationworld.com/a_admin/admin/admin199.shtml “Linguistic and Cultural Diversity- Building on America’s Strengths.” Diversity in the Classroom. 1999. Precious Children. 6 March 2008. http://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.html Oesterreich, Lesia. “Sensitivity to Physical, Racial, or Ethnic Differences.” Diversity in the Classroom. 1995. Precious Children. 24 Feb 2008. http://www.pbs.org/kcts/preciouschildren/diversity/read_insensitivity.html
By: Teresa Nowell
Lance
Ryan Capriotti
C&I 212 Script
In the world of education there are many students of different backgrounds, lifestyles, characteristics, and abilities. However, schools in the United States tend to stray away from diversity and follow a patterned mold of white, middle class, American perspective. Thousands of students learn from this pattern, but miss out on other perspectives in society and the entire world. In reality, this makes students focus more on intelligence, but they leave far less wise and understanding of the world. School systems are at a crucial point where diversity education is most needed, especially in ethnic diversity, multiculturalism, and limited English proficiency.
To begin, the United States holds one of the most ethnically diverse populations in the world. It makes no sense for schools to focus only on white, middle class Americans when soon, over half of the population will be non-Caucasian. Often in schools, there are many uses of ethnic slurs, racial jokes, and stereotypes, both by the students and teachers. Children and adolescents feel deeply wounded when people hold prejudices against them. Some parents go so far as intermarrying just to give their children a better chance at not being stereotyped (O’Neil). Teachers need to correct their students when they hear incorrect stereotyping or language, as well as fellow teachers need to correct their other faculty members. It is important for teachers to model the appropriate behavior towards students of all ethnicities, showing students how each person is equal (Oesterreich). Several students have mentioned unfair treatment due to their skin color, but they hardly deserve this. Every teacher should be evaluated often in respect to how they grade, treat, and teach their classes, paying close attention to treatment of students of other ethnicities. Teachers are the main models of respect to all ethnicities. At the age of two, children already notice skin color differences. It would be the best idea to model equal treatment and attention from the very first day of school for every student (Biles).
With different ethnicities also come various cultures. However, among just Caucasians, cultures differ greatly. Imagine the multiculturalism existing in America, with people from all over the world living here. Therefore, schools should implement an element of cultural learning into the system, not just one week a year, but throughout the entire teaching period. Students would enjoy the exploration of new cultures besides their own, but their current situation leaves them in ignorance, especially in relationships and world understanding. It is almost innate in students to want to learn about the world. In reality, between the ages of five and six, children show a high interest in experiencing other cultures (Biles). Schools can begin utilizing new tools and methods for encouraging multicultural education. One method that can be used is that of sharing cultural beliefs and traditions. Teachers can assign projects where a student shares their culture with the class, almost like show and tell. Some ideas for sharing are music, dance, stories, and traditions (Biles). If students demonstrate their cultural life, not just once, but throughout their entire school career, acceptance will increase. These types of events have been most successful in raising the interest and concern of various cultures for students of all ages.
Last, the issue of limited English proficiency needs to be addressed in school systems. The main concern for this subject includes Hispanic students whose families don’t speak any English at home. This is the case for many students, so they drop out as they fall more and more behind in English proficiency. Only 55% of Hispanics finish high school, creating a difficult life for the future and for their children, continuing the cycle (Delisio). Without the proper tools for learning English, immigrants to the country will continue to fail, even though their capability to learn still exists. Many teachers make the mistake of seeing non-English speakers as unintelligent, when this really is a falsehood. A solution to these problems involves the understanding and effort of the parents, the students, and the teachers. All school districts should offer free English classes for students and their parents. Parental involvement is the number one way to improve a non-native speakers’ English proficiency and in turn, their grades (Delisio). Spanish classes should also be offered to teachers so that they can better communicate with their students while they are learning the English language. With all three units involved, fewer students would drop out of school because of the language barrier.
In the end, the lack of education concerning ethnicity, multiculturalism, and English language proficiency creates difficulties for the growing majority in schools. The minority is becoming the majority and our school systems need to treat everyone as equals. By celebrating and encouraging sharing of cultures, the next generation of students will be able to advance the world with new perspectives, and even better solutions. Diversity is the key to the success of the future.
Works Cited:
Biles, Barbara. “Activities that Promotoe Racial and Cultural Awareness.” Diversity in the Classroom. 1994. Precious Children. 28 Feb. 2008. http://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html
Delisio, Ellen R. “Collaboration Needed to Improve Hispanics’ Education.” School Administrators Articles. 8 Nov. 2000. Education World. 3 March 2008.
http://www.educationworld.com/a_admin/admin/admin199.shtml
“Linguistic and Cultural Diversity- Building on America’s Strengths.” Diversity in the Classroom. 1999. Precious Children. 6 March 2008. http://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.html
Oesterreich, Lesia. “Sensitivity to Physical, Racial, or Ethnic Differences.” Diversity in the Classroom. 1995. Precious Children. 24 Feb 2008. http://www.pbs.org/kcts/preciouschildren/diversity/read_insensitivity.html