# Foundations and Current Issues of Early Childhood Education/Chapter 5/5.1
## Cultural Diversity: Ways for Teachers to Promote a Multicultural Education and Foster Cultural Sensitivity

By: Leslie Antiskay
America is a combination of many different cultures, and it
appears that the role of teachers is changing to meet the needs of
the influx of immigrants. Currently, Latinos are the fastest
growing segment of the American population. Today’s teachers are
responsible to teach students from various cultural backgrounds and
language abilities. They must create a classroom environment that
is culturally rich, and respectful of the diversity among
students. They must also integrate multicultural education across
the curriculum. Teachers are exploring many ways to teach in a
multicultural classroom while modeling cultural tolerance.

## Taking the Cultural Plunge

Before teachers can understand diversity they must carefully
examine their prior experiences, views, fears, and take a cultural
plunge. For example, how does it feel to be a minority? A teacher
can take a cultural plunge by attending a predominately
African-American church service, or college class (Nieto, 2006).
Plunging into a culture and voluntarily becoming a minority is a
way to understand the meaning of minority.
Minority doesn’t have to be race related. A college woman
majoring in a predominately male career path may also feel out of
place; because she is a minority. Plunging into a cultural
experience would also assist teachers in understanding cultures.
Sometimes teachers’ travel to places like Indonesia, and absorb the
culture. Others study the background of the students’ culture to
assist them in connecting with the students and also their parents.

## Cultural Stereotyping

Villegas & lucas (2002) assert that it is necessary for
teachers to “honestly examine their attitudes and beliefs about
themselves and others, teachers begin to discover why they are who
they are, and confront biases that have influenced their value
system. (as cited in Richards, Brown, Ford, 2007 p. 65). Because
teachers’ values impact relationships with students and their
families, teachers must reconcile negative feelings towards any
cultural, language, or ethnic group.” When they overcome
preconceived stereotypes they will create an atmosphere of trust
and acceptance from the students and parents. Teachers who build a
multicultural community of learners set high expectations for all
the students. Whereas, teachers with negative stereotyping often
unfairly label students as underachievers based on their gender,
race or ethnic background. Such stereotyping leads to an unequal
quality of education, because selected students are being unequally
treated. These students are placed in lower achieving groups and
their academic abilities or giftedness is not acknowledged. Such
inequality within the classroom prevents students of color from
reaching their fullest potential. Therefore, it is critical that
teachers dismiss preconceived biases based on cultural backgrounds,
because they risk unfairly judging a student's potential. When a
teacher expects a student to fall into a stereotype the student
will perceive her prejudice and will not feel acceptance, but
rather isolation and a lack of desire to learn.

## Why Do We Need to Address Cultural Diversity

We need to address cultural diversity because there are an
increasing number of students from diverse backgrounds entering
classrooms. Students enter school with little knowledge of the
dominant culture. They may also be ESL (English as a second
language) students. Students from diverse backgrounds may face
academic difficulties, or socialization difficulties with
classmates. However, the careful guidance of well trained teachers
will assist students in making a smooth transition. Teachers who
incorporate many cultural experiences and activities teach cultural
awareness, tolerance, and to appreciate cultural and linguistic
differences (Hepburn, 2007). Young children who are placed in an
environment that fosters cultural diversity will gain positive
attitudes and experiences. Early exposure to diversity within the
classroom will have long-term affects in subsequent school years.
It will prevent racial, cultural, or religious divisions and
tensions that typically arise when students are fearful, ignorant,
and prejudiced against classmates who are different.
Howard (2002) suggests that, the following guidelines will
support teachers attempting to provide students with multicultural
education.
1. What are our own prejudices, beliefs, and values? To what extent do we make assumptions?
2. We should work at being accepted and trusted by students and their parents, to avoid negative feelings of suspicion and distrust that can quickly shut off communication.
3. Ask for parental and community assistance that is meaningful. For example, ask persons who may have experienced the Civil Rights Movement to share their experiences. Or, ask a parent to share their culture with students.
4. We must remember that textbooks do not routinely portray minorities in non-stereotypical ways. We need to seek out and incorporate materials that respects minority perspectives in ways that are not merely singling out minorities as either heroes or victims of discrimination.
5. We should engage our students in culturally relevant activities and assignments.
6. We must take a stand against intolerance when it appears in speech or actions of students, faculty, or staff at our schools. Policies must be written to enforce the stand. We must prevent cliques from forming and the shunning of other students. When other students lack empathy for others, we need to encourage them to think, discuss, read, and write about how their actions affect the lives of others.
7. We need to provide direct instruction in cultural diversity for students, teachers, and staff and to be role models ourselves. We should make a conscious effort to join in culturally mixed groups. We should invite parents, community members, and staff to join us to provide programs for our students (p. 347).

## Understanding Linguistic Diversity

Today, America is experiencing an influx of immigration.
For example, California has one of the most linguistically diverse
segments in the nation. There are over one hundred languages
spoken by children in the state of California. Over 1.5 million
are enrolled in Limited English Proficient students (LEP). Most
language-minority students are classified as at-risk, because they
face challenges in reading, writing, and passing state testing.
Public schools do offer LEP students’ primary language instruction,
bilingual tutoring services, bilingual instructional assistance,
and academic instruction. However, in the past strategies such as
teaching whole language approach to learning has not been effective
(Vang, 2005). It takes about one to two years to develop
conversational competencies, and five to seven years for successful
cognitive demands in a school setting. She recommends that
teachers should activate prior knowledge, use thematic units,
increase wait time for anticipating responses, and provide breaks.
Also, teachers should repeat phrases, simplify language, pair
native speakers together when grouping students, build vocabulary
using cards with pictures, and most importantly teachers must be
culturally respectful of LEP students (Watson, 2007).

## Cultural Sensitivity

Teachers have the responsibility to provide all students with
the opportunity to achieve to their fullest potential. Richard,
Brown, Forde (2007) stated, “If instruction reflects the cultural
and linguistic practices and values of only one group of students,
then the other students are denied an equal opportunity to learn.”
(p 68). Cultural insensitivity suppresses cultural exchanges and
interactions. The teacher must enrich the curriculum with
multicultural materials that are a reflection of the students. It
is important for teachers to demonstrate cultural and linguistic
sensitivity. Inclusion rather than exclusion promotes increased
self-esteem, academic achievement, and a learning environment that
accepts cultural differences.

## Integrating a multicultural Curriculum

In the classroom, teachers should make connections with
students’ cultural identities by providing instructional materials,
literature, and textbooks that reflect their culture.
Bulletin boards, classroom activities and newsletters should be
culturally supportive of students (Richards, Brown, Forde, 2007).
In the past, textbooks were written to reflect the European-
American perspective. Minorities were usually represented as the
conquered people, which alludes to the ideology that Western
culture is superior. References to African-Americans focus
primarily on slavery, or discriminatory issues. For example,
Anthony Johnson was an indentured servant living on the Eastern
Shore during the 1640’s. He became a successful landowner with
servants. It is important to show other cultural perspectives.
The European-American world-view historically describes the
discovery of America as though it was an uninhabited region.
However, America was already thriving with inhabitants which are
known as Native Americans. They had a rich culture, of languages,
art, advanced skills including hunting, tracking, and farming.
However, they were often written in history books as conquered
people at best, or savages at worst. To successfully recognize
students from multicultural backgrounds, teachers should not
present a curriculum from only a negative perspective. They need
to include cultures in the curriculum in a positive and meaningful
manner.
Richards, Brown, Forde (2007) assert that, “teachers can
capitalize on the strengths students bring to school. The more
students experience familiar practices in instruction and are
allowed to think differently, the greater the feeling of inclusion
and the higher the probability of success.” (p 66).

## Final thoughts

Today, a multicultural education is necessary because
American public schools are culturally diverse. When teachers
accept diversity, and promote cultural sensitivity within their
classrooms they foster a community of learners. Differences
between races, ethnic backgrounds, languages, and genders will be
accepted and respected. There will not be a need for divisions
among students because the community will feel safe, respected,
supported, and understood in their learning environment. Early
childhood classrooms should be enriched with multicultural
materials that are a reflection of the students. Such an enriching
environment sets the stage for cultural acceptance, and
sensitivity. It will be the guiding light of the teacher to afford
students the opportunity to reach their highest levels within the
frame work of a multicultural education. When children learn in a
multicultural environment the positive affects are life-long; and
their future potential is limitless.

## References

Richards, H., Brown, A., Forde, T. (2007). Addressing diversity in schools: Culturally responsive pedagogy. [Electronic Version]. Teaching Exceptional Children, 23 (3), 64-68.
Hepburn, K., (2007). Annual editions: Early childhood education 27th ed.). Dubuque, IA: McGraw-Hill Companies.
Miller, Howard, M. (2002). Becoming a multicultural teacher.
[Electronic Version]. The Reading Teacher, 55 (4), 346-7.
Nieto, J., The cultural plunge: Cultural immersion as a means of promoting self-awareness and cultural sensitivity among student teachers. [Electronic Version]. Teacher Education Quarterly, 33 (1) 75-84.
Vang, C., (2005). Minority students are far from academic success and still at-risk in public schools. [Electronic Version].
Multicultural Education, 12 (4), 9-15.
Watson, S. (2007). Lecture at Old Dominion University, Norfolk, VA.

## Multiple-choice questions

Identify the letter of the choice that best completes the statement
or answers the question.
1) Effective multicultural education efforts require diversity in?
a) materials
b) social studies
c) all curriculum
d) open discussions
2) Taking the cultural plunge would best describe?
a) cultural experience
b) cultural immersion
c) swimming
d) modeling culture
3) An effective teaching strategy to teaching limited English Proficient students?
a) model language
b) pair native speakers
c) read the IEP?
d) whole language approach
4) How did textbooks portray minorities?
a) politically correct
b) European view
c) as conquered people
d) marginally
5) Teachers who build a multicultural community of learners set?
a) students up for failure
b) risk parental misunderstanding
c) high expectations for all d) students on a path to foreign languages
Answers: 1) c 2) b 3) b 4) b 5) c

## ESSAY QUESTION

How could teachers promote a culturally sensitive classroom
environment?
First, I would suggest that teachers accept the differences
among students within the classroom. Each child enters the
classroom with prior knowledge and cultural
differences. The teacher should not criticize the differences, but
listen, learn, and respect the student’s cultural framework. This
cultural exchange could be one-on-one or part of a classroom
meeting in which the students could share their home life
experiences. It is imperative that the teacher model cultural
tolerance, because the children learn from her verbal and non-
verbal responses. If the teacher shows interest by asking further
questions, nodding, or smiling the student will feel accepted and
the other students will learn cultural sensitivity.
Often, teachers believe that covering a social studies topic
on a minority includes multicultural education. However, there are
many other ways to integrate cultural sensitivity within the
classroom. For example, instead of reading a book whose story
characters are the dominant culture, search for books that offer
diversity. Then, discuss the book’s characters, and the cultural
similarities. Multiculturalism isn’t always about expressing the
differences, often there are many similarities that are unknown by
students. When children learn about the similarities, they begin
to make connections and understand that although there are obvious
differences between them, there are also many
similarities. Students could make a collage with cutout pictures
representing a culture. They could share their collage with the
class, which would demonstrate what they learned while exploring
another culture.

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