The Value of Multicultural Education

I was recently showed an older video on fixing the U.S. education system through the elimination of racial and cultural identifiers and felt compelled to share some of my writings on the subject from my time in the Montana State University education department. What follows is actually a compilation of ten smaller papers in response to assigned readings from a course textbook. While it may at times read like a review, the supplemental research and context add substantially to the original work.

As time has passed and the United States has grown out of its infancy of whites owning blacks and developed into a cultural adolescence—populated by a conglomeration of ethnicities—the nation has struggled to adapt to the dramatic changes brought on by this rapid pubescent growth. Society is addled by an implicit bias brought about by a long history of legislated segregation and cultural exclusion, but as new conflicts simmer in the public eye, a consistently growing number of Americans are pushing for multicultural understanding, acceptance, and inclusion.

As with most problems faced by society, the first step toward a solution is education. For most of U.S. history, schools have maintained an exclusively Eurocentric perspective despite the ever-growing diversity of the populace (Howe 10). However, since 2000, increased public awareness has prompted a shift in policies and procedures, specifically evidenced by a dramatic increase in racial/ethnic categories on the 2010 U.S. Census (Howe 5). As federal acknowledgement of American diversity has progressed, multicultural curriculums have become more prevalent in the public education system, but their scope has generally been limited to the teaching of culture rather than incorporating it (Howe 11).

Dr. AnnMaria De Mars—known to some as the mother of the former MMA champion, Ronda Rousey—has dedicated her life to education and develops software that aims to promote deeper learning (De Mars). Inspired by a meeting in Washington, D.C. which analyzed deficiencies in math education that correlated with an emphasis on cultural learning in American Indian schools, she worked to develop a game that fused the two subjects and allow students to embrace their heritage while still developing academically (Nuesser).

A successful multicultural curriculum includes all aspects of global society, as limiting the scope to the population of the class, region, or country seeds an ignorance that inevitably grows into intolerance. James A. Banks has written on the “ongoing process” of multicultural education and the unattainable ideals to which it strives, but he emphasizes its importance to each student’s ability to function within and across cultures (Howe 18). Society is an ivy plant on an infinite wall—born of a single sprout, constantly climbing up and branching out, despite the desire of some to prune it. Incorporating this inexorable advancement of ethnic expansion, awareness, and acceptance is integral to defining a multicultural curriculum.

The United States is often referred to as a “melting pot”, a fusion of the many cultures represented by the millions of immigrants and their descendants who have populated this country. This Eurocentric misconception drives the belief that cultural assimilation is ultimately responsible for American prosperity, but the history of the nation demonstrates the value of diversity and the cost of suppressing it. Each individual can and deserves to be a positive contributor to society, and excluding any person, race, or ethnic group to maintain an antiquated status quo blindly dampens the potential for a truly thriving society. If our country wishes to go anywhere, we must first embrace everyone.

On 7 September 2017, The New York Times Magazine published an article by Alina Tugend titled “Who Benefits from the Expansion of A.P. Classes?” Tugend discusses the increased availability and value of Advanced Placement for people of color, the proposals being put forth to improve test pass rates, and the conflicts presented by a system run by a profit-driven company. While Tugend identifies the prevalence of A.P. programs in predominantly white schools, she does not include the impact the present system would have on adoption of a multicultural approach in the expansion of these courses. (Tugend, 2017)

In the current economy, a college education is almost compulsory if a student wishes to have a successful career. Advanced Placement courses in high school represent the most effective means of preparation for postsecondary education today. If students of color are expected to succeed, the education system must create an environment conducive to learning for all. As Geneva Gay (2011) wrote, “Curriculums infused with multicultural education boost academic success and prepare students for roles as productive citizens.”

Adapting to multicultural perspectives in a class isn't specifically about changing the content; rather, it is about incorporating cultural consideration into the teaching style. While culture is most easily transfused into the social studies, even math and science have a historical element, and they have heroes of color many Americans admire. There's room in the curriculum next to Newton and Mendeleev for Neil deGrasse Tyson and Luis Alvarez.

The skills required to maximize the potential of a multicultural classroom are equally valuable in a classroom composed entirely of white students. This approach focuses on:

·         Expecting all students to achieve at a high level

·         Collaboration and community

·         Utilizing a variety of instructional strategies

·         Working to eliminate bias

·         Incorporating the background and experiences of each student to enhance the classroom experience for all. (Howe & Lisi, 2017)

However, the two most vital elements of success in any classroom are simply patience and empathy. The thoughtful response is an investment in the time otherwise spent remedying mistakes in fact or judgment.

Without adapting the curriculum to incorporate the historical, cultural, and ethnic perspectives of the minorities represented in low income areas, expansion of program access to them is an empty gesture and ultimately does a disservice to all students of the curriculum. Diversity in a student population mandates diversity in teaching methods.

The general value of multicultural education cannot be overstated, but the failures in its absence can ripple through history. The teachers in these expanded A.P. courses were likely taught from the Eurocentric perspective, and the students’ and their success are dependent on a dismissal of the antiquated perspective discussed by Dr. Joyce E. King (2000), in which the role of the teacher was to “help these diverse ‘others’ to be like them.” For the sake of all students, we should instead help them be themselves. We don't teach a student population; we teach a population of students, and they all deserve equal consideration.

The battle for civil rights in the United States has leapt into prominence in the past 18 months due to the current political climate in the country. Historically, this is a fight that predates the nation and was effectively born in the dawn of the European settlement of the Americas. With time however, this conflict is bringing forth a new era of multiculturism and ethnic diversity that will eventually transcend the concept of race and allow humanity to truly flourish in the coming years.

In chapter three of Becoming a Multicultural Educator, the authors provide a succinct, yet valuable overview of the history of the many ethnicities represented in U.S. society. (Howe & Lisi, 2017, pp. 68-87). They introduced the "tossed salad" concept in chapter one, and now they have shown their readers where the gardens were. The perspective they present in the chapter is a framework for all social inequality issues, particularly the rights of all member of the LGBTQIA+ community. As freedom for the oppressed increases, violent opposition spikes in response, just as in the post-Reconstruction American South when freed slaves achieved political and social recognition.

In "A Prescription for 'Racial Impostor Syndrome' (Demby & Meraji, 2017)", the hosts and guests gave illuminating examples of the struggle faced by multi-ethnic individuals. Due to the cultural divides imposed by society, they feel compelled to behave differently according to the background of those around them. The world views them as people with priceless diversity in their perspectives, when they each deserve to be treated as a person with a single viewpoint, derived from their cumulative ancestry. A person's life is a sum of their many experiences, not a comprehensive list of the various aspects of their background.

In "Ask the Experts... (Conley, et. al., 2003)", the conversation focuses on the difference between race and ethnicity. The experts draw a general conclusion that race is viewed along genetic lines, while ethnicity focuses on culture. They also discuss the political animosity born of racial differences, which tend to generally disregard the cultural background of the oppressed. The authors managed to isolate the single greatest hurdle to civil and social equity—malevolent ignorance.

While the United States has clearly divided populations based on racial and cultural differences, my great hope for the future of our society is fed by thoughtful quotes from two brilliant individuals. From Martin Luther King, Jr., man of God and civil rights icon, "The arc of the moral universe is long, but it bends toward justice.” From Max Planck, a renowned physicist and unforgiving pragmatist, "A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." The present state of these United States may seem discouraging, but the little rocks of change have been thrown into the pond, and in time, the ripples shall extend to all shores.

For the individual, the impact of cultural awareness is embodied in their behavior toward others and their perspective on social issues. As a teacher, possessing a high level of cultural awareness is important, but the ability to convey its value to students is critical. Without the proper tools and methods, educators are condemned to mediocrity, regardless of their civic and practical capacities.

The fourth chapter of Becoming a Multicultural Educator discusses the variety of ways by which a teacher or school can establish a framework for responsively educating classrooms of any diversity (Howe, 2017, pp. 96-123). While the discussions of race and religion are important, they are currently geographically dependent issues, and should be considered secondary to a less discussed type of education inequality which is inevitably relevant in every society—gender bias.

My best friend and I recently had a conversation about feminism, education, and the current political climate. She is currently a substitute drama teacher and spent a class period on these topics and how sexualization of women invades their creative space. We also delved into the preponderance of women in the education field. My friend and I agreed that while women representing ~75% of teachers in the United States on the surface seems like progress, this statistic serves as a strong indicator of antiquated gender-role propagation.

Howe and Lisi also emphasize the value of embracing learning styles based upon the cultural habits of the students. The ethnic background of every student can play a considerable role in how they absorb and retain information (2017, pp. 110-112). While effective teachers should understand each student’s preferred methods of learning, recent research has shown that a focus on an individual’s style has very limited value. According to Pashler, et. al., the benefits of evaluating students and forming specific lesson plans do not justify the costs for a field that is already resource barren (2008). If a multicultural educator wishes to cater to individual learning styles, they are best served by developing an academic strategy that is as diverse as the students in their classroom.

Teachers of the current generation face a common hurdle in their pursuit of a diverse curriculum—everything they’ve learned originated in Western Europe. These educators require outside influences in order to augment their experiences and only recently have resources become available to fill this need. Teachers have used standards established by the Center for Culturally Responsive Teaching and Learning to construct elaborate content lists for their community (Scott, 2010), thereby establishing the foundation the education needs to be built into a glorious monument to human diversity.

A multicultural curriculum is a necessity in the modern classroom if educational equity is to ever be achieved. Like an airplane, this complex system requires a qualified pilot who has both the knowledge and ability to operate it, while having the confidence and self-awareness to succeed.

The fifth chapter of Becoming a Multicultural Educator discusses the value of a teacher’s cultural identity and the necessity for introspection (Howe, 2017, pp. 126-152). The background of a teacher is the framework for their teaching methods and perspective, and they must fully comprehend and embrace their history if they are to be successful. Howe and Lisi’s focus on white privilege lays the groundwork for many prospective teachers who would otherwise be oblivious to the simplest benefits they receive based on the conditions of their birth.

In her essay, Christine Stanton effectively details the different levels of cultural integration within a school curriculum, from “Business as Usual,” with no integration of note, to “Multicultural Social Justice Education,” which embraces the complexities of history and pursues change when deemed necessary. (~2009) While thorough, Stanton’s detailing of the progression simply provides a roadmap, but neglects to adequately forecast the inevitable traffic educators will encounter during the journey.

The grading rubric for Cognitive, Affective, and Psychomotor Domains at the University of Washington in Seattle actually demonstrates a similarity between the cognitive and psychomotor learning processes of an individual and the progressions of cultural integration in the classroom as outlined by Stanton. This comparison demonstrates the level of psychological evaluation being utilized by multicultural educators to maximize the effectiveness of their programs and provide each student with a fair opportunity to succeed. In The Journey..., Ladson-Billings uses her experience teaching Romeo and Juliet to eighth graders to effectively demonstrate these concepts (2001). This shows that the work by psychologists to develop a better understanding of the human mind is integral to the work of educators in their efforts to better serve their students.

As college students endeavor to become multicultural educators, they will be required to learn far more than simple procedures for structuring a school day. They must prepare to know and truly understand every individual in every classroom in which they ever teach, and this isn’t possible if they have yet to fully embrace their own self. Unlike the airplane pilot whose failings impact only their immediate passengers, a teacher’s inability to perform will act as an albatross around the necks of their students as their struggles ripple through society.

Having learned to embrace their own unique background, teachers have achieved an ideal position for leveraging this introspective experience into a valuable asset in the classroom. Utilizing the same rigorous methodology, these teachers can gain a more thoughtful, thorough understanding of their students, forging a relationship based on respectful dialogue and solidifying the educator’s position as a knowledgeable authority.

The sixth chapter of Becoming a Multicultural Educator sets forth a general methodology for constructing a strong foundation of cultural understanding in a classroom (Howe, 2017, pp. 156-181). The differences among students and teachers may seem stark, but in discussing the three types of ethnocentric response—denial, defense, and minimization—Howe & Lisi highlight the oft overlooked necessity to first accept the value of these differences before attempting to respond (2017, pp. 160-161).  Otherwise, a teacher’s actions would inevitably foster a negative learning environment and severely dampen their effectiveness in the classroom.

These negative behaviors are most often perpetrated by individuals who have never been subjected to them. The most specific example is the straight, white male, as discussed by John Scalzi (2015). Such individuals are the main protagonists in the biased history of Eurocentric civilization and every aspect of their cultural identity is that of the oppressor. Before any of these individuals can be effective educators in a modern society, they must first accept their own basic societal advantages and strive to overcome the inevitable skepticism of their students regarding the sincerity of their actions.

Gender bias is also well illustrated by William Huntsberry (2015) in his evaluation of Benjamin Schmidt’s research into the verbiage students utilize on the website “Rate My Professor”. The results demonstrate a notably disparity, with adjectives regarding intelligence being used more commonly with men and adjectives about nurturing directed toward women. The expansive population in this sample illustrates how widespread the most prevalent and damaging form of cultural ignorance, stereotyping, still is, and that millions of teachers still foster a classroom environment in which they are not truly engaging with their students on a cultural level.

A considerable factor in this lack of engagement is a forced distance imposed by school systems due to a perceived necessity to protect students from potentially unsavory content (Lukianoff & Haidt, 2015). While such policies are intended to build a classroom environment of cultural sensitivity, the active discouragement of cultural discussion is an explicitly ethnocentric behavior that cajoles the faculty into actively neglecting the presence of diversity.

While certain campus guidelines are inhibitive, the U.S. government provides schools and educators with substantial and ever-expanding guidance on their roles within the social framework. Through a number of congressional acts, most forms of discrimination have been prohibited in the classroom, including gender, race, color, national origin, and disability (Howe & Lisi, 2017, p. 177). These restrictions cannot responsibly be referred to as a minimum behavior but should strictly be considered parameters for an inclusive educational structure and must not become the concrete which binds the feet of progress.

Building a cultural cache of information about the members of a class may be a substantial challenge, but it is only the first rung on the ladder of education. Once a teacher has a grasp on the diversity of their students, they can finally start the climb by shaping a lesson plan that effectively communicates and accomplishes the educational goals set forth by the school system.

The value of comprehensive multicultural education does not lie simply in the knowledge gained, but in the inevitable biases confronted by all parties. As discussed by Bronson & Merryman, even babies discriminate based on appearance (2015). While such behavior is merely a mental processing of physical aesthetics, certain environmental influences may provoke this sprout of instinctive discernment to bloom into a noxious weed of intolerance. As a means of prevention or corrective action, schools and educators need to develop an expansive curriculum that addresses racial and cultural biases at all levels, environmentally nurtured or otherwise.
    Matthew Lynch developed a valuable tool for educators who are struggling to find a functional beginning to their efforts. This list emphasizes the importance of a teacher’s multicultural awareness and leaves enough room in the margins for class- and student-specific content, assisting every teacher in assembling a flexible, inclusive lesson plan. While each structure should look similar, ever-changing diversity in a student population dictates the same of a curriculum. According to Lynch, “there are tons of ways that educators can approach multiculturalism in K-12 classrooms, but the first step is recognizing its importance (2015).” 

The complexities of developing a multicultural curriculum at a school level are thoroughly explored in chapter seven of Becoming a Multicultural Educator (Howe & Lisi, 2017, pp. 188-211). The authors promote a team approach to building a program, maximizing the diversity of input into the overall structure. This team begins construction at the drawing board, establishing a vision for the curriculum before breaking ground. They then evaluate existing course structures to determine viability prior to completely remodeling them, ensuring the school does not unnecessarily undo the good works of a hard-working faculty. Any necessary changes are then implemented following a rigorous process of group discussion and evaluation. Upon completion, the developers will have built a complex of multicultural knowledge with sufficient accommodations for the entire student body.

Having provided the necessary blueprints, Becoming a Multicultural Educator in chapter eight begins exploring the philosophical structure teachers have built to house their ever-growing knowledge base of diverse perspectives (Howe & Lisi, 2017, pp. 216-242). Inside, the teachers still require more tools to continue the work on building their school of thought and becoming the most effective educator they can be.

Howe & Lisi begin the chapter by discussing the purpose of education and breaking down popular modern theories—behaviorism, cognitivism, and constructivism 2017, pp. 220-223). As each theory has merit, a progressive educator should avoid tethering themselves to any one thought process, lest they sacrifice the undeniable value of the others.

The most valuable role an educator plays in the classroom is that of the sympathetic motivator, and a successful performance can provoke a student toward greatness. Frederick Douglass was a slave who escaped to freedom in 1838 (Douglass, 1845, p, 92) and became a renowned abolitionist and civil rights pioneer. As a young man, he began limited studies with the master’s wife before the master himself insisted that lessons be ceased. Douglass was able to leverage this limited knowledge into autodidactic literacy, but gave credit to his compassionate tutor: “Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell (1845, p. 44).” (“Ell” is an antiquated unit of measurement, equivalent to 45 inches.)

To most benefit this inspired student body, a teacher must also be willing to utilize inflective evaluation to confront the content provided by course materials. While textbooks are a substantive utility in quickly conveying trivial knowledge, the publishers are limited by the constraints of the public-school system and the board members who vote on the curriculum (Loewen, 2007, p. 194). In some situations, a dedicated teacher must build their own course of study for the class if they wish to provide the most comprehensive and diverse education possible.

For multicultural educators, understanding a student is the first step to successfully teaching them. Although painstakingly attained, knowledge of who the student is, their history, and their cultural background stands as the bare minimum, however. To excel, the educator should strive to fully instill elements of each student’s culture into the classroom environment, and the most valuable and effective means is through language.

In chapter nine of Becoming a Multicultural Educator, Howe and Lisi explore the importance and impact of expanding language skills in the classroom (Howe & Lisi, 2017, pp. 248-275). They also detail the barriers that must be overcome to teach English language learners (ELL’s), who commonly hold stereotypes regarding the U.S. school system. Being able to speak to one of these students in their native language is a skeleton key that can unlock the mind of each learner, allowing an educator to stow a wealth of priceless knowledge.

Educators encounter ELL’s regardless of their classroom grade or curricular specialization. As with the course material, each student’s grasp and ability to learn the English language will vary to some degree, and the teacher is responsible for providing each of them a fair opportunity to achieve academically. Regardless of a teacher’s attentiveness toward cultural outreach, if the classroom is not a productive learning environment, they have systematically failed at their primary duty.

The English language has developed over generations and will almost certainly continue changing so long as it remains to be a spoken language. Unfortunately, its prevalence in history coincides with the European expansion into the Americas, and as English speakers expanded their reach, their perceived cultural superiority was extended to their race and language. While these events need to be conveyed as historical fact, the resulting cultural oppression must be overcome by embracing the history and language of every culture.

Regardless of cultural background, a student attends school for the sole purpose of learning. An educator must embrace this fact and use it to ultimately shape their curriculum. The ultimate test of success is assessment through homework, quizzes, and tests, and teachers should infuse this aspect of education with the same consideration for their multicultural approach as the rest of the curriculum.

In chapter ten of Becoming a Multicultural Educator, Howe and Lisi provide a comprehensive definition for assessment, evaluate likely challenges to assessment quality, and discuss examples of potential choices (2017, pp. 280-304). A firm grasp of this material is critical for an instructor who strives to provide their students with the five targets according to Stiggins and Cappuis: knowledge, reasoning, skill, product, and dispositions.

While many types of knowledge assessments are available to an educator, the utilization of the method and the quality of the content are the primary considerations. The questions asked of students and the demands on their recollections must be administered in a fair way that is not negatively impacted by their background, socially or culturally. An assessment must also provide a practical evaluation of the course knowledge, rather than requiring memorization of trivial and/or esoteric information that will inevitably be forgotten within days of term’s end.

Being a teacher is difficult. A thoughtful multicultural approach is a roadmap that draws a path through the most challenging terrain and toward the successful completion of a rewarding journey. How each student’s success is evaluated is up to the individual teacher, but this educator is ultimately judged by the success of their students. The road is bumpy, the climate will sometimes be overcast, and there will be detours, but the experiences on this never-ending road trip can’t be beat.

References

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Cognitive, Affective, and Psychomotor Domains. University of Washington. Retrieved from http://courses.washington.edu/pharm439/Bloomstax.htm

Conley, D., Cheng, J., Freund, D., & Cho, S. (2003). Ask the Experts: What Our Experts Say. Race – The Power of an Illusion. Retrieved from http://www.pbs.org/race/000_About/002_04-experts-03-02.htm

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Lynch, M. (September 2015). 6 Ways to Implement a Real Multicultural Education in the Classroom. The Edvocate. Retrieved from http://www.theedadvocate.org/6-ways-to-implement-a-real-multicultural-education-in-the-classroom/

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Scott, C. (2010, January 7). Culturally Responsive Literature. Retrieved from http://emersonschool.pbworks.com/w/page/18841873/Culturally%20Responsive%20Literatur

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Tugend, A. (2017, September 7). Who Benefits From the Expansion of A.P. Classes?. The New York Times Magazine. Retrieved from https://www.nytimes.com/2017/09/07/magazine/who-benefits-from-the-expansion-of-ap-classes.html