Chapter One An Introduction to the Topic of Cultural Diversity - NAGC

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effective practices, motivation to learn these effective practices, a resistance to learning practices, and the responsibility to use effective practices in multicultural education. Teachers in this study who had received their college degrees more than 10 years ago were not required to take courses relating to multicultural education, and had a limited understanding of multicultural education and its practices. However, it is not only experienced teachers who have limited understandings in this area, as it is a false assumption that new teachers will automatically acquire the knowledge, skills, and attitudes necessary to teach CLED students. CLED students may underachieve in public schools and teachers may encounter difficult and frustrating situations in trying to help them succeed (Menchaca, 1996) without any training for this endeavor. To address this situation, a proactive approach is needed that would require additional pre-service and in-service instruction to provide all teachers with the necessary skills to meet the needs of students from different cultural and linguistic backgrounds. These skills include more field-based programs with opportunities to interact with CLED students and learn about other types of diversity (Menchaca, 1996). Education courses at the university level should incorporate cross-cultural field experiences and culturally responsive pedagogy courses for undergraduate students to improve the understanding that culture is a normal part of development and not a "minority thing." Courses in curriculum could promote the development of lessons and units that integrate multicultural components and sensitivity and opportunities for future teachers to examine their own cultural histories. An increased awareness and time to analyze their own personal experiences and emotions would help future teachers to better understand themselves and others (Ford & Harris, 1999; Menchaca, 1996). This process 16
is necessary for teachers to explore their life experiences themselves and consider how their personal perceptions about diversity may influence the success of their future students (Seidel & Friend, 2002). Through this process, future teachers can learn to develop the skills to teach CLED students through appropriate selection and implementation of learning strategies that ensure student success. With changing demographics, future teachers must hold high and rigorous expectations for all students (Nieto, 1999) and understand an array of teaching methods including those used in multicultural education. In-service training frequently offers techniques and/or new materials rather than suggestions to change teaching practices (Calderon, 1997). In-service teachers should combine knowledge of the subject, a repertoire of teaching strategies, knowledge about learning theory, and knowledge of the student's language, culture, and development background. Kitano and Espinosa (1995) suggest how this may be accomplished for English-language learners by using language and cultural considerations in classroom strategies that support student achievement such as scaffolding that supports students’ transition into English classes, materials that develop bilingual enrichment tools, course offerings with advanced courses in primary language, instruction that creates culturally relevant classrooms, and mentors who act as role models. Frasier and Passow (1994) believe that when teachers carefully consider cultural differences and environmental contexts, student performances are affected. Culturally responsive teacher training can provide the skills to recognize these elements and maximize strengths enabling more CLED students to demonstrate their potential (Banks & McGee Banks, 2001). Culturally responsive pre-service and in-service teacher training 17
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Chapter One An Introduction to the Topic of Cultural Diversity - NAGC

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