Deck 14: Multicultural Education for the 21st Century: Unresolved Issues, Prospects, and Challenges

Question 1

How can educators avoid "blaming the victim"? What issues can administrators address to provide the means for teachers and special school personnel to be more acutely aware of these traps of blame?

Answer 1

Educators can avoid "blaming the victim" by focusing on understanding the individual circumstances and experiences of each student. This means recognizing the impact of systemic issues such as poverty, racism, and inequality on a student's life, rather than attributing their struggles solely to personal shortcomings.

Administrators can address this issue by providing training and professional development opportunities for teachers and special school personnel. This training should focus on increasing awareness of social and cultural factors that can contribute to a student's challenges, as well as strategies for creating a supportive and inclusive classroom environment. Additionally, administrators can implement policies and procedures that promote a trauma-informed approach to education, emphasizing empathy and understanding rather than judgment and blame. By fostering a culture of understanding and support within the school community, educators can be better equipped to avoid "blaming the victim" and provide more effective and compassionate support for all students.

Question 2

Discuss the various issues pertaining to standardized tests.

Answer 2

Standardized tests have been a topic of controversy and debate for many years. Some of the issues pertaining to standardized tests include:

1. Bias: Standardized tests have been criticized for being biased against certain groups, including racial and socioeconomic minorities. This bias can result in unequal educational opportunities and outcomes for different groups of students.

2. Limited assessment: Standardized tests often focus on a narrow range of skills and knowledge, which may not accurately reflect a student's true abilities or potential. This can lead to a one-size-fits-all approach to education, where some students are disadvantaged by the testing format.

3. Teaching to the test: The emphasis on standardized test scores can lead to teaching that focuses solely on test preparation, rather than providing a well-rounded education. This can result in a narrowing of the curriculum and a lack of emphasis on critical thinking, creativity, and problem-solving skills.

4. Stress and anxiety: Standardized tests can create high levels of stress and anxiety for students, teachers, and parents. This can have a negative impact on the mental health and well-being of those involved, as well as on the overall learning environment.

5. Limited feedback: Standardized tests often provide limited feedback to students and teachers, making it difficult to identify areas for improvement or to tailor instruction to individual student needs.

6. Inadequate measurement: Some argue that standardized tests do not provide a comprehensive measure of student achievement, as they may not account for factors such as motivation, effort, or non-cognitive skills.

Overall, the issues surrounding standardized tests have led to calls for alternative forms of assessment that better reflect the diverse abilities and needs of students, as well as the goals of education in the 21st century. These may include performance-based assessments, portfolios, and other forms of authentic assessment that provide a more holistic view of student learning.

Question 3

Analyze and explain the differences between bilingual education and English as a second language (ESL).

Answer 3

Bilingual education and English as a Second Language (ESL) are two different approaches to language instruction for non-native English speakers.

Bilingual education involves teaching academic content in two languages, typically the student's native language and the language of the majority culture, which in this case is English. The goal of bilingual education is to develop proficiency in both languages, as well as to ensure academic success in all subject areas. This approach recognizes and values the student's native language and culture, and aims to promote bilingualism and biliteracy.

On the other hand, ESL refers to a program that focuses solely on teaching English language skills to non-native speakers. In an ESL program, students receive instruction in English language acquisition, including grammar, vocabulary, reading, writing, listening, and speaking. The goal of ESL is to help students become proficient in English in order to fully participate in English-speaking environments, such as school, work, and the community.

One key difference between the two approaches is the emphasis on the native language in bilingual education versus the exclusive focus on English in ESL. Bilingual education also integrates academic content into language instruction, while ESL is primarily focused on language skills. Additionally, bilingual education aims to preserve and promote the student's native language and culture, while ESL may not address these aspects as directly.

In conclusion, while both bilingual education and ESL are designed to support non-native English speakers, they differ in their approach to language instruction, the role of the native language, and their overall goals for language development and academic success.

Question 4

What methods/opportunities are available to professional educators in becoming better qualified and committed to working with culturally diverse students?

Question 5

Imagine that you are at the end of your long career as an educator. What would you like to be able to say about the changes that took place regarding multicultural issues during your tenure?

Question 6

The exclusive use of the English language is an example of:

A) appropriate homogeneity
B) the incongruence between expressed goals and usage
C) fairness and practicality in education
D) planning for the "global" future
E) contemporary realism

Question 7

"Is there genuine respect for all people? Are efforts made to promote acceptance and social interaction between learners of all cultures? Do instructional practices recognize the diverse ways students receive and organize knowledge?" These questions illustrate:

A) short-sightedness
B) willingness to question goals v. practice
C) unrealistic expectations
D) legal hair-splitting
E) all of the above

Question 8

Which case involved ruling against legal segregation?

A) Board of Education vs. Mergens
B) Hazelwood School District vs. Kuhlmeier
C) Tinker vs. Des Moines
D) Brown vs. Board of Education
E) Roe vs. Wade

Question 9

"Blaming the victim" results in:

A) justifying actions which are inequitable
B) change for the entire school curriculum
C) high test scores
D) real acceptance of diverse cultures
E) all of the above

Question 10

The cultural diversity of a school must be reflected in its:

A) learning environment
B) the mindset of learners, faculty and staff
C) the curriculum
D) none of the above
E) all of the above

Question 11

What are the disadvantages to using standardized tests?

A) possible bias of test items
B) subject matter equally biased for all learners
C) incompatibility of questions with certain cultural and linguistic learners
D) language proficiency of learners
E) all of the above

Question 12

_______are differences of language shared by groups of speakers.

A) nonverbals
B) bilinguals
C) dialects
D) articulations
E) none of the above

Question 13

The_______characterizes the distinction between bilingual education and English as a second language.

A) debate over dialects
B) the approach to instruction
C) cost to the school system
D) social attitude of fairness
E) all of the above

Question 14

Nonverbal communication:

A) is more reliable than verbal communication
B) carries the same meaning across cultures
C) can be easily misunderstood
D) is often used to manipulate teachers
E) all of the above

Question 15

Teachers have a responsibility to ensure multicultural awareness and sensitivity:

A) at school and in the community
B) in the materials they use in the classroom
C) by working closely with parents and co-workers
D) by continually educating themselves about multicultural issues
E) all of the above

Question 16

A negative connotation is often associated with the term "dialect."

Question 17

Research has shown that immigrant students who are non-English-speaking should be introduced to the English curriculum at the beginning of their educational experience with only limited use of the native language.

Question 18

The stated ideals and our actual practice of multicultural education in U.S. public schools are finally nearing the balance of compatibility.

Question 19

Lessening racism and discrimination remains a goal in order to make our society more accepting and respectful of other cultures.

Question 20

Because of their stance on racism legislative and other special programs have ostensibly obliterated "institutional" forms of racism.

Question 21

Educators must accept responsibility for being trained to work with students of differing cultural backgrounds.

Question 22

The goal of unconditional acceptance of all people regardless of cultural, ethnic, racial, gender, or socioeconomic background can be accomplished by working independently and with determination.

Question 23

Observing all people from a middle-class perspective helps in the promotion of "understanding the victim."

Question 24

By learning how to function in a bicultural manner, educators can diminish the misconceptions associated with nonverbal communication.

Question 25

As educators work with diverse parents and families much progress will be made toward removing the barriers to intercultural competition.