Creating a Multicultural Classroom for Inclusive Learning

1. Chapter Three The Multicultural Classroom

2. The Multicultural Curriculum • Teachers can help to overcome superficial differences to create a multicultural, democratic society. • The new curriculum will consist of a wide variety of teaching strategies that embrace the diverse cultures in the classroom. • Teachers will determine bias and carefully monitor all students in the classroom to assure that diversity is valued.

3. Creating a Multicultural Classroom • Use multicultural books and materials • Show an appreciation of cultural, racial, and ethnic differences • Avoid stereotypes • Acknowledge differences in children • Discover the diversity within the classroom (know your students and their backgrounds) • Accept and embrace all of your students

4. Challenging the Status Quo: Subcultures in the Classroom • Gender • Race • Class • Religion/culture • Other Subcultures • Exceptionalities

5. Gender • While there are physical differences between men and women, most are the result of environment. • Early researchers reinforced prejudices because they found significant differences between boys’ and girls’ standardized math, verbal, and spatial skills examinations. • Recent research has demonstrated that these measured differences are beginning to disappear.

6. Promoting Gender Equality • In the past, some teachers “bought into” gender stereotypes and assumed that boys had a “natural” superiority in subjects such as math and science. • Young boys were “called on” first to answer questions in class and given verbal and nonverbal encouragement. • As teachers we need to recognize the powerful role we play in the classroom, and avoid gender stereotyping. • This will promote a classroom environment that encourages both males and females to excel and participate in all subjects.

7. Race and Ethnicity • Racial and ethnic prejudice emerges as a result of power relationships that develop as part of the socialization process. • As young people grow they often establish personal identity by excluding others who are not like them. • This sense of “otherness” can lead to feelings of either domination or submission.

8. The “Cycle of Poverty” • Many racial and ethnic minority children live in poverty. • These children often accept the beliefs and values of the dominant white society including negative stereotypes about themselves. • They have little access to quality education that limits their employment options, which in turn leads to more poverty and hopelessness.

9. Breaking the Cycle of Poverty • American teachers must create a classroom of inclusiveness. • Teachers need to help students develop an appreciation of diversity. • By teaching students to value the histories of all people and their cultures, we will achieve the goal of democratic classrooms and help all children learn and succeed.

10. Class • As children begin to mature, they often recognize differences in the class position (or family income) of their schoolmates. • Individuals from working-class or even lower- middle-class families may be discriminated against. • Researchers have shown that nearly two million people living below the poverty line work full time. • Like sexism and racism, classism can be a potent form of exclusion, ridicule, and prejudice.

11. Minimizing the Effects of Classism • American teachers can minimize classism by the selection of curricular materials and in their own actions in the classroom. • Carefully choose reading materials that emphasize the accomplishments of working class or poor people. • Make positive historical references to the labor struggles of working people. • Lead frank discussions about the power of advertising and the shallowness of material obsession. • Never refer to poor people as “lower class.”

12. Religion and Culture • Prejudice based on religion and culture is often subtle and guarded. • Its impact can be just as potent in excluding individuals from the “in group” or making individuals vulnerable to ridicule. • Religious and cultural preferences may be virtually invisible in the classroom during most of the school year, but can appear during holiday celebrations.

13. Minimizing Religious and Cultural Prejudice • Include content from all cultures, both ethnic and religious, into the curriculum. • Show interest and enthusiasm about the diverse cultures represented in your classroom. • Discuss various cultures in an engaging way.

14. Other Subcultures: Geography, Community and Lifestyle • Differences in speech or dress due to our region or community can be the basis of prejudice in the classroom. • Those with different sexual orientations may also be discriminated against. • Teachers should demonstrate through their own actions that toleration for different attitudes, behaviors, and lifestyles is essential in our multicultural society.

15. Exceptionalities • Since the early 1980s, students with exceptionalities have increasingly been mainstreamed into regular classrooms. • Today there are more than 6 million students in the U.S. who are considered “exceptional.” • These include individuals identified as mentally retarded, learning disabled, visually or speech impaired, hearing impaired, emotionally or behaviorally disturbed, or physically impaired.

16. Minimizing Prejudice Against Exceptional Children • Create a classroom environment that is positive, open and understanding of the problems and possibilities of exceptional children. • Remember that exceptional children need love, friendship, acceptance, and a place to learn. • Become a positive role model for your students, by exhibiting openness, acceptance and understanding.