Celebrating Diversity by Educating All Students: Elementary Teacher and Principal Collaboration

Background of the Problem American school populations are becoming increasingly diverse. Americans are learning that it is the differences of people that make us unique and beautiful as human beings (Garrett, 2002). There is an array of racial, ethnic, cultural, and socio-economically diverse students, families, and communities, especially in urban areas where a higher percentage of immigrants continue to emerge (Morgan, 2002). Sapon-Shevin (2001) citied a 1998 report of the Federal Interagency Forum on Child and Family Statistics, which revealed that one in every three students currently enrolled in elementary or secondary school has a racial or ethnic minority background. It is predicted that students of color will constitute about 46 percent of the school-age population in the United States by the year 2020 (Morgan, 2002). Charts 1 & 2 reflect expected changes in school population by the year 2050, as delineated by Day (1996): As school populations in the United States become more diverse, new problems and challenges face the nation's schools. Principals need to be aware of the cultures and diversity in their schools (Garrett, 2002; Morgan 2002). Principals must play an active role and be a model for students when dealing with racial or diversity issues (O'Neil, 1993). A recent review of literature on the principal's role in fostering diversity revealed that principals must be well prepared to work with an array of people from a variety of cultural backgrounds (Morgan, 2002). Garrett (2002) has addressed some of the reading needs of immigrant children and youth entering schools in the United States. Former Secretary of Education, Lauro Cavazos, indicated that linguistically diverse students, especially those who have limited English proficiency, are cognitively, socially, and educationally vulnerable (Cavazos, 1990). Onyekwuluje (2001) examined parent, teacher, and administrator beliefs about positive race relations and multiculturalism. Results of this research revealed that some parents, teachers, and administrators advocate modeling acceptance of all cultures, and they understand that contacts and interactions with people of all races are necessary to make children better persons, lessening prejudice and biases unsuitable in a diversified society. Instructional Strategies African-American and Hispanic students prefer learning environments that are student centered, those where small-group and hands-on activities are included, and those that include provisions for information exchange with peers (Kukendall, 1992; Poirot and Canales, 1993). Students of Asian culture tend to be auditory learners who learn best through lecture and discussion. The Internet is a tremendous source for helping meet some communication needs of the multilingual, and holds promise for assisting in learning experiences. Slowinski (2000) indicated that 90 percent of schools in the United States today have Internet access. A sense of being accepted and enhanced self-esteem come from cooperative learning environments (Garrett, 2002). Computer-based simulations actively engage students in relevant and integrated curriculum initiatives. Native-American cultural expectations are different from the traditional "school culture" which values being spoken to when addressed and individual recognition in competitions (Poirot and Canales, 1993). Garrett (2002) discussed an experience in teaching at Naytahwaush Indian School, on the Mahnomen Reservation in Mahnomen County, Minnesota, and indicated that the Native-American children did not like activities such as a "Spelling Bee," because this activity could place children in a situation of being disgraced. The belief of many Native-American people of many tribes is that when a member of the tribe is disgraced, the whole tribe is disgraced, or "To disgrace one is to disgrace all. " Computer technology removes this kind of undesirable competition. …