Cultural Diversity in Classrooms

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Introduction

The classroom is becoming more culturally diverse; 2014 was a significant turning point for the minority-majority when Latino, African-American, and Asian students outnumbered white pupils in U.S. public schools. Moreover, the U.S. by 2044 Census predicts that racial minorities will make up more than fifty percent of the population, suggesting that this trend will continue (Mehta, 2019). As a result, regardless of whether they are working with elementary, middle, or high school students, teachers must now more than ever include culturally proper instruction in the classroom. This is a result of how diverse and multicultural our society is growing. Additionally, students are becoming more varied regarding their color and ethnicity, religion, social status, gender orientation, gender identification, and linguistic heritage. Types of cultural diversity, awareness of cultural diversity,how to manage cultural diversity in classrooms, and its importance are some of the major points discussed in the essay.

Literature Review

A major policy issue in education systems that are addressed in various ways is the need to help all instructors acquire the attitudes, knowledge, talents, and dispositions necessary to work effectively with a diverse set of pupils. Social class, ethnicity, race, culture, and language disparities exist. In the United States, the proportion of pupils from various cultural origins is steadily increasing while it is decreasing among teachers. In traditional primary public schools, there are 42% of non-White learners, which includes American Indian/Alaska Native, Black, Hispanic, Asian, and Pacific Islander pupils (Glow et al., 2020). In contrast, White professors encompass a total of 83.5% of staff (Glow et al., 2020). The academic performance of students from varied backgrounds is the responsibility of the monocultural teaching staff. However, according to Irvine and Ladson-Billings, pupils from ethnically and culturally diverse backgrounds may be more profoundly affected by this cultural divide between instructors and students regarding their academic and social development.

Studies have examined preservice teachers perceptions of cultural understanding and attitudes about instructing in classrooms with various cultural backgrounds. Based on the No Child Left Behind program, school administrators are responsible for their employees and offering staff development opportunities to raise student success and close the achievement gap (Ghosh, 2018). Knowing how much their instructors are aware of cultural diversity is essential for school administrators (Glow et al., 2020). To sustain a school where ethnic identities are recognized, and multicultural instructional approaches are used, school administrators can utilize the data to plan staff development appropriately. According to researchers, including multicultural education courses in teacher preparation programs would better educate preservice teachers to handle cultural issues in the school (Ge et al., 2019). The degree to which primary teachers in training or the school are aware of cultural variety is not, however, the subject of much research.

Types of Cultural Diversity

Cultural awareness in the schoolroom is one of the requirements for creating an overarching community or school policy on cultural diversity. Every day in the classroom, teachers can incorporate inclusivity and diversity with their students(Kolesnichenko, 2021). Schools can also promote procedures and policies that promote inclusion, diversity, and equality. The following aspects should be taken into account by teachers in the classroom.

Race

Children can still discriminate between persons based on their skin color and other traits, even in a country with diverse racial customs like the United States. Thus, there must be racial tolerance and sensitivity among kids, teachers, and students throughout the classroom. Teachers should recognize and acknowledge, similar to how students should discuss between themselves, the effects of race on students.

Ethnicity and Language

Apart from physical distinctions, culture and legacy play a significant role in defining unique identities. For example, while there are just a few races, ethnicities include all nations, cities, towns, and tribes. Understanding the ethnic origins of teachers pupils can help one better identify the specific interests and viewpoints influenced by those backgrounds. For example, for pupils from immigrant families, a pupils primary or secondary linguistic may depend on their ethnicity, and they may regularly speak a language other than English at home(`liavait, 2021). Communication problems between parents and instructors or between kids who might not speak English could result from this.

Religious

Beliefs can be as diverse as ethnic origins, which is why respecting each pupils religious convictions and practices is imperative. Outside of parochial schools, religion is generally not brought up in class unless it significantly affects a pupils behavior (e.g., dietary restrictions, staying home for a religious holiday). Teachers should be aware that students may find it challenging to comprehend how their religious upbringing can contrast with their peers beliefs and way of life.

Economic

Pupils come from various socioeconomic backgrounds, and their upbringing, residence, and household income may have an impact. These differences can be observed in multiple products, including clothing, modes of transportation, personal technology equipment, and holiday gifts from relatives. While some kids might well be able to engage in extracurricular activities, others could be required to work after school or go home to watch a younger sister(`liavait, 2021). Remember that a student with few things might not be from a low-income household, whereas a student from such a home might have bought a new iPhone using their hard-earned money.

Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ)

LGBTQ They frequently develop their concept of who they are while still pupils. Instructors should be alert if they detect kids struggling in any of these areas because these personal journeys may entail the help of teachers and counselors or acceptance by peers (Russell & Corbitt, 2022). Instructors should be alert if they see children struggling in any of these areas because these personal journeys may entail the help of counselors and teachers or acceptance by peers.

Importance of Cultural Diversity and Awareness in Schools

Cultural diversity encourages acceptance, aids children in thriving in a world of increasing variety, and aids in the academic success of students with various backgrounds and needs. It also improves intercultural understanding and inclusiveness. With the help of the Behavioral, Emotional, and Psychological Wellness Certificate Program, teachers have an incredible opportunity to learn how to create positive educational experiences in the classroom. Additionally, this program might lay the foundation for promoting equity in the school. Variety will continue to grow within and outside the school classroom (Park, 2018). As a result, educators must instruct students on how to adjust to a changing world and accept others for who they are.

Education experts agree that professors who are knowledgeable about, sensitive to, and perhaps diverse can help close results of variations in pupils achievement. Teaching pupils how their lives interact and how they might change the world is essential to an educators job (Ge et al., 2019). By encouraging and appreciating variety in their classrooms, teachers may offer their students the self-assurance they need to feel safe, make wholesome connections, and leave a lasting impression on others.

Management of Cultural Diversity in Classrooms

Minorities or other impoverished kids may feel alone in the classroom when there is a lack of diversity and inclusivity. They might experience more stress as a result, and they might experience bullying more frequently. Furthermore, it is claimed that minorities, LGBTQ persons, and those who act outside typical gender boundaries are more likely to suffer from bullying at school, which can negatively impact behavior, mood, and even thoughts of suicide in children. Therefore, for their safety, education, and protection, it is crucial to purposefully build educational experiences where children are encouraged to observe and celebrate variation.

The instructor must fully understand each student to guarantee that comprehension is promoted in the classroom. Every kid has a unique cultural background, set of interests, the preferred method of learning, and other traits that educators must take the time to comprehend. Teachers can interact with pupils and make them feel valued by genuinely wanting to know more about them (Mavroudis, 2020). The cornerstone of such a diverse, diverse classroom is communication. Children are more likely to share the same feelings about and appreciate their classmates if they perceive the teacher as valuable and comfortable among them.

Teachers should communicate with them frequently during the semester or academic year. Teachers can gradually increase how approachable the class is to everyone by setting up recurrent one-on-one encounters with pupils to check-in (Mavroudis, 2020). They might discuss anything they learned about in a typical classroom, for instance. Through such interactions, any issues can be addressed to enhance the overall experience could be found. Additionally, it is an opportunity to discuss academic performance and offers advice on whether they might function better in light of their unique needs as a student.

Students must respect and accept the diverse backgrounds themselves and one another. Teachers may advise pupils to look into their racial and cultural heritage when appropriate (Ge et al., 2019). Stemming from their cultural and ethnic background, students can comprehend where they come from and recognize distinctions among their peers. This activity may also be a fantastic icebreaker since it gives students a chance to speak to the class about customs and cultures that differ from theirs.

Understanding is promoted both within and outside the classroom by recognizing these disparities and establishing a secure environment for discussion. Teachers should also encourage pupils to use their varied backgrounds while stressing what is inappropriate and the difference between cultural pride and exploitation (Mavroudis, 2020). Finally, learning to fairly and maturely discuss different cultures is a requirement for success outside the classroom.

As important as it is for teachers to be mindful of each pupils culture, ethics, and linguistic requirements, pupils must retain a line of communication. Therefore, when developing their lesson plans, educators should consider each students cultural quirks, preferred learning methods, and linguistic usage. For instance, offer pertinent and appropriate materials to English language learners to aid in their language proficiency development. Additionally, teachers should design experience learning far more cooperative and collaborative than the traditional lecture model (Mavroudis, 2020). These components will raise the possibility that each student will feel valued, have the freedom to learn as they desire, and have the opportunity to achieve.

Depending on the context provided in the lesson and the topic being taught, a teacher may incorporate cultural understanding and diversity using a variety of approaches in a lesson plan. Attempt to connect lessons to current events as much as possible. Fostering cultural awareness in a teachers classes is more straightforward when students can relate to a real-world example.

Although it may be encouraged in the classroom, teachers must also ensure that the teaching method considers diversity. For instance, educators should expand their history curricula to cover material unrelated to American culture and history. As an alternative, incorporate cross-cultural references and parallels into lessons and homework to foster relationships between kids from various backgrounds. Last but not least, combining speakers from multiple locations is an excellent approach to presenting a variety of viewpoints and proper context to various themes.

Teachers must have a stern, authoritative demeanor to manage their classrooms effectively. Since valuable lessons are often taught through personal experience, allowing students flexibility in school promotes a closer connection to the curriculum. Students can approach the subject through their point of view if teachers let them conduct independent research and exchange resources connected to the main study. Like a teacher, a facilitator can promote discussion and constructive disagreement among competing viewpoints (Im, 2018). Group projects allow students to collaborate on learning and problem-solving while being exposed to various perspectives. It will also help students prepare for a varied workplace where they must work with others to achieve their professional objectives.

Importance of Teaching Culture in the Classroom

Pupils must be reminded of the value of promoting cultural understanding in the classroom and the potential short- and long-term advantages it may provide. For instance, exposing children to other ethnic and socioeconomic groups through diversity education helps them become better community members. Additionally, these culturally sensitive teaching strategies could encourage diversity in the classroom (Kok & Mehar Singh, 2022). Teachers can assist their students in avoiding bias by fostering knowledge of and genuine connection to different cultures in the school. Due to their increased awareness of the struggles that members of other races or nationalities may face, pupils can also better empathize with those who are unlike themselves.

Pupils learning and learning in a classroom with individuals from various backgrounds and cultures have a deeper understanding of the subject matter. Additionally, it enables learners to contribute their particular talents and viewpoints to a diverse workplace (Kok & Mehar Singh, 2022). Working with individuals from many socioeconomic and cultural backgrounds has become more critical as globalization has grown. If students are taught about diversity and many cultures, they will be more likely to succeed in the workforce.

Naturally, educators promote students future open-mindedness by exposing them to other opinions, perspectives, and cultural backgrounds. As a result, they will be more open to new ideas, and better comprehend a topic by considering many points of view. Pupils studying different cultures at school are more comfortable and confident about these differences. This makes it possible for people to interact with various social groups and feel more precise about their interactions with others and themselves.

Ways of Incorporating Cultural Diversity in the Classrooms

Training diversity among teachers is a first step toward addressing any concerns regarding cultural diversity. The school can employ the assistance of a diversity specialist who will carry out diversity training for teachers, instructing how they can appropriately interact with students and personnel regardless of their background. With the help of the DEI (diversity, equality, inclusion) program, it will become possible to create a more equitable, productive, and welcoming environment. Training sessions may occur once every two weeks, allowing teachers to apply what they have learned in practice. The main expectation of the training is that teachers learn about best practices of establishing diversity in the classroom.

Regular lessons with teachers presented by a diversity specialist is a sustainable plan because it allows for a great degree of flexibility. The specialist will assess the teachers levels of knowledge and adapt the lessons accordingly. Besides, teachers are expected to set individual goals themselves depending on their level of competency in the subject. For some teachers, the goals will be more advanced, such as discussing the challenges of diversity establishment with students. For others, the goal of maintaining consistent communication with diverse students will be enough for initial training.

Mood, stress levels, attendance, communication styles, and other factors can all be impacted based on the nuances of a pupils home life. Teachers might create an inclusive classroom of all cultures by learning about their students and families as much as possible. Invite families to complete questionnaires at the beginning of the school year that includes vital family data, including parent occupations, household composition, and cultural origins and customs (Martí, 2018). After that, educators can engage with children and families to support children in the most effective manner possible and overcome any challenges. The pupils background should be known to teachers, including whether they come from a working-class family, are in foster families, are homeless, have a sick parent or sibling at home, or are in foster care.

Pupils may learn much about people from various cultural origins and experiences through penpal relationships. To start a penpal project for ones class, get in touch with instructors at nearby or distant schools. Students can better comprehend how people from diverse ethnic and cultural origins can share many common interests by being paired with pen pals with similar interests (Martí, 2018). In culturally diverse classrooms, various pictures, paintings, textbooks, music, flags, and other media should be used to display and transmit the perspectives of people from multiple ethnic, racial, and gender backgrounds and challenge conventional gender stereotypes. Include LGBTQ-inclusive material that illustrates different family kinds, such as same-sex, single-parent, adopted, and multi-generational families.

Conclusion

Preservice teachers must have the understanding, knowledge, and abilities to educate a diverse classroom of kids effectively. They must also have the opportunity to do so. Any teachers main goal should be to have their pupils ready to graduate, live in the community, and contribute as contributing members. This essay aims to inform instructors, teacher preparation programs in higher education, and students that attention, information, and skills should always be present. A continuous process to improve connections among all students in every classroom is established by teacher preparation programs and other stakeholders who train preservice instructors. The development of participating preservice teachers after graduation and their first year of teaching may be the subject of potential future research. Additional follow-up studies might be carried out at three and five years of instruction to track intercultural competency development.

Takeaways

After learning about different cultures in school, pupils eventually feel more comfortable and confident about these differences. This makes it possible for people to interact with various social groups and feel more precise about their interactions with others and themselves. These pupils also benefit from engaging with people from different cultural and linguistic backgrounds. This is because learning in the classroom exposes students to many ethnicities, which is beneficial in the long run.

References

Ghosh, R. (2018). No Child Left Behind Act in California. Web.

Glow, H., Kershaw, A., & Reason, M. (2020). Leading or avoiding change: the problem of audience diversification for arts organisations. International Journal of Cultural Policy, 27(1), 119. Web.

Im, I. (2018). Founders and management of public schools in Pyuangan province (1896~1905). Institute for Kyeongki Cultural Studies, 39(1), 6388. Web.

Kok, F. M., & Mehar Singh, M. K. (2022). The importance of teaching culture in German as an international language classroom in Malaysia. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(9), e001763. Web.

Kolesnichenko, M. (2021). Socio-cultural phenomena of ethnic diversification and identity: contents and interaction. Multiversum. Philosophical Almanac, 2(2), 1434. Web.

Martí, I. T. (2018). Teaching cultural diversity: Service-learning in second language classrooms. Journal of Education and Human Development, 7(2). Web.

Mavroudis, N. (2020). Drama in education as an educational tool for the management of cultural diversity in primary schools. International Journal of Learning and Development, 10(4), 95. Web.

Mehta, S. (2019). Localization, diversification and heterogeneity: Understanding the linguistic and cultural logics of Indian new media. International Journal of Cultural Studies, 23(1), 102120. Web.

Park, C. Y. (2018). Cultural diversity awareness with hermeneutics and liminoid experience. Journal of Korea Culture Industry, 18(1), 110. Web.

Russell, S., & Corbitt, N. (2022). Addressing cultural competency: Lesbian, gay, bisexual, transgender, and queer cancer care. Clinical Journal of Oncology Nursing, 26(2), 183189. Web.

`liavait, K. (2021). Language, religion and ethnicity at the schools with Russian and Polish language of instruction in Lithuania: Practices of (non)recognition of cultural diversity. Filosofija. Sociologija, 32(2). Web.

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