The following definition of terms is organized such that the reader understands how the terms are used within this body of work.
Achievement Gap. This is the significant difference in average scores in the performance of one group of students over another group of students (NCES, 2013).
Composite Structural Description. Is a way of understanding how the co-researchers as a group experience what they experience (Moustakas, 1994).
Composite Textural Description. The invariant meanings and themes of every co-researcher are studied in depicting the experiences of the group (Moustakas, 1994).
Culture. The values, traditions, the social and political relationships, view of the world that is shared by a group of people that have a common, history,
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Such teachers believe in their students’ intellectual capabilities, view learning as intellectual, academic, personal, social, ethical, and political dimensions developed simultaneously, scaffold instruction and make connections between culturally experiences of their students. Additionally, they promote higher levels of learning, use different approaches in all aspects of education, have high expectations for all students as well as themselves, and build caring relationships with their students. Gay (2010)
Culturally Responsive Teaching Strategies. Instructional strategies that use the cultural background, past experiences, and learning styles of students to make teaching and learning more effective for culturally diverse students (Gay, 2002). Culturally Responsive Teaching Self-Efficacy. A person’s belief in their abilities to implement culturally responsive teaching. (Siwatu, 2011)
Diversity. A term used to denote differences in racial and ethnic, socio-economic, geographic, and religious, sexual orientation and family background (NCATE, 2008). Empirical Phenomenological Research. A research approach that involves a return to experience in order to obtain comprehensive descriptions that provide the basis for a reflective structural analysis and portrays the essences of the experience (Moustakas, 1994).
Epoche. To refrain from judgement. (Moustakas, 1994)
Equity Pedagogy. Teaching strategies and classroom practices that
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Every expression relevant to the experience of the co-researcher (Moustakas, 1994)
Multicultural Education Curriculum. Multicultural education curriculum recognizes the diversity of race, gender, class, culture in the United States society and accepts that citizens who embrace other cultures live a more fulfilled life (Banks, 1999).
Multicultural Education Theory. As an idea or concept, multicultural education maintains that all students should have equal opportunities to learn regardless of the racial, ethnic, social-class, or gender group to which they belong (Banks, 1995).
Noema. The perceived meaning of the phenomenon. (Moustakas, 1994).
Noesis. The individual’s essential meaning, or many meanings of the phenomena
(Moustakas, 1994).
Phenomenon. The act of experiencing. (Moustakas, 1994).
Phenomenology. The science of describing what one perceives, senses, and knows in one’s immediate awareness and experience (Moustakas, 1994).
Sociocultural Theory. Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then, inside the child (intrapsychological) (Vygotsky, 1978, p.
Culturally responsive teaching is very important in today’s day and age. Classrooms are filled with students from different backgrounds, races, and ethnicities. Teachers need to put into consideration those differences when building curriculum and creating a classroom atmosphere. Subcultures might also need to be considered when teaching, such as the culture of the disabled. The culture of students with disabilities is one that may appear within many classrooms due to the increase of students with disabilities. Teachers who are able to maintain a culturally responsive classroom and curriculum will provide ideal learning opportunities for all students and encourage them to succeed. (Darrow, 2013)
In an online article Culturally Responsive Teaching: Theory, Research, & Practice, by G. Gray, culturally responsive teaching is Validating- using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for the students. Culturally Responsive Teaching is Comprehensive- develop intellectual, social, emotional, and political learning. Culturally Responsive Teaching is Multidimensional- curricu...
Banks and Banks define multicultural education as an idea stating that all students, regardless of their gender, race, ethnicity, language, culture, social class, religion, exceptionality, or sexual orientation, should experience the same educational equality in school. I completely agree with the statement in this chapter that several schools’ characteristics provide one or two main groups a better chance to succeed in school than students from other groups or minorities.
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
Lahiri, Jhumpa. “A Temporary Matter.” The Interpretor of Maladies. Boston: Houghton Mifflin Company, 1999. 1-22. Print.
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
In chapter 1, Banks discusses multicultural education goals, the debate over the canon of instruction, and approaches to multicultural education. Chapter 2 describes the citizenship education and diversity in a global age and the author describes how the countries all over the world have increased diversity as well as the way they have accepted diversity. Banks talks about dimensions and school characteristics, as well as the dimensions of multicultural education in chapter 3 of his book. Chapter 4 describes the curriculum transformation which is required to help the teachers and students in making model changes so as they can be able to view the American and world experience from the perspectives of diverse cultural, ethnic, racial, racial, and gender
As an educator one must understand that the children you will be teaching will all come from different backgrounds, different ethnicities, different homes with different values. No one student will be the same, and no one student will learn the same. The role of a modern educator is to harness this idea of diversity and channel it into a positive learning atmosphere for children of all backgrounds. “I define culturally responsive teaching as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013, p.50.). The hope for all teachers is to capture the minds of their children, as educators we must learn how our students learn, adapt to their skill set and channel our curriculum to their strength.
Cultural proficiency is seeing the difference and responding effectively in a variety of environments. Learning about organizational and individual culture, in which one can effectively interact in a variety of cultural environments (p. 3). In simple terms in which educators are not only able to effectively work with diverse populations, but also believe that diversity adds positive value to the educational enterprise (Landa, 2011, p. 12).
According to Gay, culturally responsive teaching is employing previous experience, performance style of student, and cultural knowledge for the purposes of making learning more suitable and effective for students (Gay, 2000). In other words, culturally responsive teaching practice is using cultural experiences, perceptions of ethnically, and cultural features of student to facilitate when teaching. Furthermore, culturally responsive teaching practice teaches through and to the strength of students. Culturally responsive teaching practices is necessary in connecting the cultural knowledge of students, style of performance, and previous experience to the knowledge of academic with the goal of legitimizing what the students already know. Therefore,
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population
Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers reflect (Nieto, 2000).
When evaluating myself on the Cultural Proficiency continuum, I’d place myself at “Cultural Competence” part on the continuum. This evaluation takes into account my experiences and practices while working in various schools and interacting with students of varied cultures, needs and ability levels as both a teacher and a learner. An effective educator is continually maintaining this dual role of teacher and life-long student in order to not grow stagnant within the classroom; this dynamic allows for growth along the continuum toward maintaining cultural proficiency.
According to Bennett (2015), “Multicultural Education is a complex approach to teaching and learning that includes the movement toward equity in schools and classrooms, the transformation of the curriculum, the process of becoming multicultural competent, and the commitment to address societal injustice” (p. 2). Teaching and learning in a multicultural system is designed around collaborative decision making, respect for all parties, and nurturing a cultural diverse society. Multicultural education recognizes and integrates cultural characteristics into the learning environment.
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...