Foundations and Current Issues of Early Childhood Education/Chapter 5/5.1

Cultural Diversity: Ways for Teachers to Promote a Multicultural Education and Foster Cultural Sensitivity

By: Leslie Antiskay

America is a combination of many different cultures, and it

appears that the role of teachers is changing to meet the needs of

the influx of immigrants. Currently, Latinos are the fastest

growing segment of the American population. Today’s teachers are

responsible to teach students from various cultural backgrounds and

language abilities. They must create a classroom environment that

is culturally rich, and respectful of the diversity among

students. They must also integrate multicultural education across

the curriculum. Teachers are exploring many ways to teach in a

multicultural classroom while modeling cultural tolerance.

Taking the Cultural Plunge

Before teachers can understand diversity they must carefully

examine their prior experiences, views, fears, and take a cultural

plunge. For example, how does it feel to be a minority? A teacher

can take a cultural plunge by attending a predominately

African-American church service, or college class (Nieto, 2006).

Plunging into a culture and voluntarily becoming a minority is a

way to understand the meaning of minority.

Minority doesn’t have to be race related. A college woman

majoring in a predominately male career path may also feel out of

place; because she is a minority. Plunging into a cultural

experience would also assist teachers in understanding cultures.

Sometimes teachers’ travel to places like Indonesia, and absorb the

culture. Others study the background of the students’ culture to

assist them in connecting with the students and also their parents.

               Teachers who build a multicultural community of
               learners set high expectations for all the 
               students.  Whereas, teachers with negative
               stereotyping often unfairly label students as 
               underachievers.
    

Cultural Stereotyping

Villegas & lucas (2002) assert that it is necessary for

teachers to “honestly examine their attitudes and beliefs about

themselves and others, teachers begin to discover why they are who

they are, and confront biases that have influenced their value

system. (as cited in Richards, Brown, Ford, 2007 p. 65). Because

teachers’ values impact relationships with students and their

families, teachers must reconcile negative feelings towards any

cultural, language, or ethnic group.” When they overcome

preconceived stereotypes they will create an atmosphere of trust

and acceptance from the students and parents. Teachers who build a

multicultural community of learners set high expectations for all

the students. Whereas, teachers with negative stereotyping often

unfairly label students as underachievers based on their gender,

race or ethnic background. Such stereotyping leads to an unequal

quality of education, because selected students are being unequally

treated. These students are placed in lower achieving groups and

their academic abilities or giftedness is not acknowledged. Such

inequality within the classroom prevents students of color from

reaching their fullest potential. Therefore, it is critical that

teachers dismiss preconceived biases based on cultural backgrounds,

because they risk unfairly judging a student's potential. When a

teacher expects a student to fall into a stereotype the student

will perceive her prejudice and will not feel acceptance, but

rather isolation and a lack of desire to learn.

Why Do We Need to Address Cultural Diversity

We need to address cultural diversity because there are an

increasing number of students from diverse backgrounds entering

classrooms. Students enter school with little knowledge of the

dominant culture. They may also be ESL (English as a second

language) students. Students from diverse backgrounds may face

academic difficulties, or socialization difficulties with

classmates. However, the careful guidance of well trained teachers

will assist students in making a smooth transition. Teachers who

incorporate many cultural experiences and activities teach cultural

awareness, tolerance, and to appreciate cultural and linguistic

differences (Hepburn, 2007). Young children who are placed in an

environment that fosters cultural diversity will gain positive

attitudes and experiences. Early exposure to diversity within the

classroom will have long-term affects in subsequent school years.

It will prevent racial, cultural, or religious divisions and

tensions that typically arise when students are fearful, ignorant,

and prejudiced against classmates who are different.

Howard (2002) suggests that, the following guidelines will

support teachers attempting to provide students with multicultural

education.

---

1. What are our own prejudices, beliefs, and values? To what extent do we make assumptions?

---

2. We should work at being accepted and trusted by students and their parents, to avoid negative feelings of suspicion and distrust that can quickly shut off communication.

---

3. Ask for parental and community assistance that is meaningful. For example, ask persons who may have experienced the Civil Rights Movement to share their experiences. Or, ask a parent to share their culture with students.

---

4. We must remember that textbooks do not routinely portray minorities in non-stereotypical ways. We need to seek out and incorporate materials that respects minority perspectives in ways that are not merely singling out minorities as either heroes or victims of discrimination.

---

5. We should engage our students in culturally relevant activities and assignments.

---

6. We must take a stand against intolerance when it appears in speech or actions of students, faculty, or staff at our schools. Policies must be written to enforce the stand. We must prevent cliques from forming and the shunning of other students. When other students lack empathy for others, we need to encourage them to think, discuss, read, and write about how their actions affect the lives of others.

---

7. We need to provide direct instruction in cultural diversity for students, teachers, and staff and to be role models ourselves. We should make a conscious effort to join in culturally mixed groups. We should invite parents, community members, and staff to join us to provide programs for our students (p. 347).

---

Understanding Linguistic Diversity

Today, America is experiencing an influx of immigration.

For example, California has one of the most linguistically diverse

segments in the nation. There are over one hundred languages

spoken by children in the state of California. Over 1.5 million

are enrolled in Limited English Proficient students (LEP). Most

language-minority students are classified as at-risk, because they

face challenges in reading, writing, and passing state testing.

Public schools do offer LEP students’ primary language instruction,

bilingual tutoring services, bilingual instructional assistance,

and academic instruction. However, in the past strategies such as

teaching whole language approach to learning has not been effective

(Vang, 2005). It takes about one to two years to develop

conversational competencies, and five to seven years for successful

cognitive demands in a school setting. She recommends that

teachers should activate prior knowledge, use thematic units,

increase wait time for anticipating responses, and provide breaks.

Also, teachers should repeat phrases, simplify language, pair

native speakers together when grouping students, build vocabulary

using cards with pictures, and most importantly teachers must be

culturally respectful of LEP students (Watson, 2007).

Cultural Sensitivity

Teachers have the responsibility to provide all students with

the opportunity to achieve to their fullest potential. Richard,

Brown, Forde (2007) stated, “If instruction reflects the cultural

and linguistic practices and values of only one group of students,

then the other students are denied an equal opportunity to learn.”

(p 68). Cultural insensitivity suppresses cultural exchanges and

interactions. The teacher must enrich the curriculum with

multicultural materials that are a reflection of the students. It

is important for teachers to demonstrate cultural and linguistic

sensitivity. Inclusion rather than exclusion promotes increased

self-esteem, academic achievement, and a learning environment that

accepts cultural differences.

Integrating a multicultural Curriculum

In the classroom, teachers should make connections with

students’ cultural identities by providing instructional materials,

literature, and textbooks that reflect their culture.

Bulletin boards, classroom activities and newsletters should be

culturally supportive of students (Richards, Brown, Forde, 2007).

In the past, textbooks were written to reflect the European-

American perspective. Minorities were usually represented as the

conquered people, which alludes to the ideology that Western

culture is superior. References to African-Americans focus

primarily on slavery, or discriminatory issues. For example,

Anthony Johnson was an indentured servant living on the Eastern

Shore during the 1640’s. He became a successful landowner with

servants. It is important to show other cultural perspectives.

The European-American world-view historically describes the

discovery of America as though it was an uninhabited region.

However, America was already thriving with inhabitants which are

known as Native Americans. They had a rich culture, of languages,

art, advanced skills including hunting, tracking, and farming.

However, they were often written in history books as conquered

people at best, or savages at worst. To successfully recognize

students from multicultural backgrounds, teachers should not

present a curriculum from only a negative perspective. They need

to include cultures in the curriculum in a positive and meaningful

manner.

Richards, Brown, Forde (2007) assert that, “teachers can

capitalize on the strengths students bring to school. The more

students experience familiar practices in instruction and are

allowed to think differently, the greater the feeling of inclusion

and the higher the probability of success.” (p 66).

Final thoughts

Today, a multicultural education is necessary because

American public schools are culturally diverse. When teachers

accept diversity, and promote cultural sensitivity within their

classrooms they foster a community of learners. Differences

between races, ethnic backgrounds, languages, and genders will be

accepted and respected. There will not be a need for divisions

among students because the community will feel safe, respected,

supported, and understood in their learning environment. Early

childhood classrooms should be enriched with multicultural

materials that are a reflection of the students. Such an enriching

environment sets the stage for cultural acceptance, and

sensitivity. It will be the guiding light of the teacher to afford

students the opportunity to reach their highest levels within the

frame work of a multicultural education. When children learn in a

multicultural environment the positive affects are life-long; and

their future potential is limitless.

References

Richards, H., Brown, A., Forde, T. (2007). Addressing diversity in schools: Culturally responsive pedagogy. [Electronic Version]. Teaching Exceptional Children, 23 (3), 64-68.

Hepburn, K., (2007). Annual editions: Early childhood education 27th ed.). Dubuque, IA: McGraw-Hill Companies.

Miller, Howard, M. (2002). Becoming a multicultural teacher. [Electronic Version]. The Reading Teacher, 55 (4), 346-7.

Nieto, J., The cultural plunge: Cultural immersion as a means of promoting self-awareness and cultural sensitivity among student teachers. [Electronic Version]. Teacher Education Quarterly, 33 (1) 75-84.

Vang, C., (2005). Minority students are far from academic success and still at-risk in public schools. [Electronic Version]. Multicultural Education, 12 (4), 9-15.

Watson, S. (2007). Lecture at Old Dominion University, Norfolk, VA.

Multiple-choice questions

Identify the letter of the choice that best completes the statement

or answers the question.

1) Effective multicultural education efforts require diversity in?

a) materials b) social studies c) all curriculum d) open discussions

2) Taking the cultural plunge would best describe?

a) cultural experience b) cultural immersion c) swimming d) modeling culture

3) An effective teaching strategy to teaching limited English Proficient students?

a) model language b) pair native speakers c) read the IEP? d) whole language approach

4) How did textbooks portray minorities?

a) politically correct b) European view c) as conquered people d) marginally

5) Teachers who build a multicultural community of learners set?

a) students up for failure b) risk parental misunderstanding c) high expectations for all d) students on a path to foreign languages

Answers: 1) c 2) b 3) b 4) b 5) c

ESSAY QUESTION

How could teachers promote a culturally sensitive classroom

environment?

First, I would suggest that teachers accept the differences

among students within the classroom. Each child enters the

classroom with prior knowledge and cultural

differences. The teacher should not criticize the differences, but

listen, learn, and respect the student’s cultural framework. This

cultural exchange could be one-on-one or part of a classroom

meeting in which the students could share their home life

experiences. It is imperative that the teacher model cultural

tolerance, because the children learn from her verbal and non-

verbal responses. If the teacher shows interest by asking further

questions, nodding, or smiling the student will feel accepted and

the other students will learn cultural sensitivity.

Often, teachers believe that covering a social studies topic

on a minority includes multicultural education. However, there are

many other ways to integrate cultural sensitivity within the

classroom. For example, instead of reading a book whose story

characters are the dominant culture, search for books that offer

diversity. Then, discuss the book’s characters, and the cultural

similarities. Multiculturalism isn’t always about expressing the

differences, often there are many similarities that are unknown by

students. When children learn about the similarities, they begin

to make connections and understand that although there are obvious

differences between them, there are also many

similarities. Students could make a collage with cutout pictures

representing a culture. They could share their collage with the

class, which would demonstrate what they learned while exploring

another culture.

Rating

Rate This!