Multicultural experiences
California has one of the most diverse populations in the United States. This multicultural diversity provides teachers with a rich source of opportunities to teach about geography and culture while fostering interpersonal skills needed in the global economy. Teachers can weave a range of cultural perspectives throughout the curriculum and into the school community. Such multicultural connections not only make education more relevant for students who see their cultures recognized, they also reinforce studies in English language arts, history, geography, and the arts. For example, students can compare the moral and ethical dilemmas, story structure, standards of beauty, and specific characters in various versions of similar stories or historical events.1
Although debates about the value of multicultural education continue, there is little research that definitively proves its effect on student achievement. Anecdotal evidence strongly suggests that students respond favorably to teachers who recognize and value the contributions of many cultures. Criteria from the National Forum to Accelerate Middle Grades Reform promote effective schools characterized by the following features:
- Ongoing opportunities for students to learn about and appreciate their own and others' cultures.
- Valuing knowledge from the diverse cultures represented in the school, community, and nation.
- The use of materials in the media center representing cultures of all the students.
- Opportunities for families to come and share their traditions and beliefs.
- The use of multicultural materials and methods and expression of multiple viewpoints.
School staff members can build cultural awareness through a wide variety of activities and practices:
- Staff training and recruiting (staff is aware of student cultures and, if possible, reflects the student diversity).
- Parent and family cultural events on special days and festivals (include food, clothing, dance, songs, stories).
- Curriculum materials and the library/resource materials (Remove old materials if they include stereotypes and update with stories and materials that reflect many cultures).
- Programs designed to help students appreciate and understand diversity.
- School newsletters and other communications printed in the predominant languages of the community.
In the Spotlight
Rio Norte Junior High School, William S. Hart Union High School District
As a part of a districtwide focus on diversity and multicultural sensitivity, Rio Norte staff members conduct a diversity exercise that engages the students in physical movement, social interaction, and learning. In each small learning community, teachers gather students in the gym or outside and give them a list of cultural events, places, and historical figures that they must find as in a treasure hunt. They find the treasures by interviewing teammates to find out what they know about the treasure. When one is found, students place their teammate’s name beside the item. In later debriefing sessions, students can elaborate on the person, food, or event so that students learn even more about their teammate and another culture.
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Footnote
1 G. Ladson-Billings, "Educating for Diversity: What We Can Learn from Multicultural Education Research," Educational Leadership, Vol. 51, No. 8 (1994).
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