Journal of Research in Innovative Teaching - National University

middle-class construct that lies behind the education they receive in order to be successful. In
most cases, he reported, diverse students must adapt an individualistic outlook and give up the
collective one that is the basis of how their education occurs at home. This process places an
extreme burden on the student. Moreover, researchers have found that diverse students are given
the message at school that they cannot be culturally different and expect to succeed(Boddie,
1997; Fordham, 1988; Irvine, 1990; Milligan, 1995; Nieto & Bode, 2008).
Teachers need to understand the nature of the experiences that students bring to school in
order to make connections and provide support between learning within and outside the school.
Moreover, teachers need to make their delivery system responsive to how diverse students learn.
Furthermore, teachers need to know how to make decisions about what is best for their given
place, time, and circumstances with respect to cultural diversity. Finally, teachers need to be able
to help students identify stereotypes and inaccuracies and to help reduce prejudice (Banks, 2001;
Beyer, 1999; Zeichner, 1992).
Teachers who teach from a solid multicultural base demonstrate knowledge of various
cultural and ethnic groups, address personal beliefs and attitudes, create safe environments and
incorporate multicultural strategies (Cannella & Reiff, 1994; Gibson, 2004; Lipman, 1996;
Ladson-Billings, 1994; Nieto, 2000). Studies of teachers who work successfully with diverse
learners found that these teachers knew how to create a sense of belonging and identity,
identified strengths in students, held high expectations and took responsibility for student
learning (Araronsohn, Carter & Howell, 1995; Banks, 2001; Barrett, 1993; Gibson, 2004;
Lipman, 1996).
It is essential, therefore, that teacher education programs provide school districts with
opportunities for ongoing teacher professional development during time reserved for this
purpose. Tatum (1992) developed four strategies for reducing teacher resistance and promoting
student development. Her strategies included the following: creating a safe classroom
environment for the teachers and students; providing opportunities for self-generated knowledge;
providing an appropriate developmental model that teachers can use as a framework for
understanding their own success; and exploring strategies to empower students as change agents.
Acquiring the frames of reference and points of view of their ethnically and culturally different
students through the study of the students’ culture as well as knowing ways to apply this
knowledge to the school setting helps teachers appreciate cultural pluralism in the classroom as a
vital, creative, and enriching phenomenon (Gay, 1992; Gay, 1995; Mahon and Patrick, 1997;
Mehan, Lintz, Okamoto, & Wills, 1995). Furthermore, for teachers to be effective in working
with diverse children requires appreciating the uniqueness of each family and each child,
acknowledging their own cultural biases, seeking new understandings and knowledge of
cultures, and developing an awareness of cultural norms (Dennis & Giangreco, 1996). However,
no amount of cultural awareness can make up for good teaching skills and instructional
techniques as related to issues of cultural diversity.
Many researchers have expressed optimism that reeducating existing teachers and
preparing new teachers can effectively change how teachers work with diverse students (Bell,
2002; Gonzalez, 1995; Lucas, Henze, & Donato, 1990; Swisher, 1992; Valli, 1995; Zeichner,
1992). Thus, ongoing professional development of teachers provided by teacher education
programs must be an integral part of multicultural education so that teachers appreciate and learn
the culture of their students in order to better develop pedagogical methods to help their students
be successful.
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