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

type of learning environment practice the teaching characteristics suggested by Villegas
and Lucas (2002), including diverse views on how individual and cultural experiences
shape world views, the resources and attitudes that students bring to learning, the view of
teachers as catalysts for change, constructivist methods to facilitate learning, and an
environment in which students learn through strengths and interests in culturally
inclusive environments. In culturally responsive classrooms, teachers also move beyond
celebrating heritage months and famous people to make a bridge between diverse cultures
and the dominant culture to develop and promote an appreciation for all cultures to
improve curricular connections and academic achievement.
Students’ demonstration of high levels of thinking and learning can be influenced
by the learning opportunities teachers provide. If classroom experiences are not designed
to foster critical and creative thinking and the development of original products, students
cannot perform at the high levels usually expected of gifted students or those with gifted
potential (Slocumb & Payne, 2000). Multicultural education strives to build student
awareness of different perspectives such as race, ethnicity, religion, gender, and social
class, and to support students in the development of social change (Kitano, 1991).
Multicultural education and culturally responsive teaching literature emphasizes change
in how curriculum and instruction is delivered to meet the needs of culturally,
linguistically, and ethnically diverse students and to develop potential gifts and talents.
Desirable Traits for Multicultural Education Teachers
Educators of CLED students should model certain traits to enhance their personal
connection with students and create learning experiences that will nurture their
intellectual and cultural needs (Ford & Trotman, 2001). These include traits such as
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