Diversity Issues in Educational Institutions

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Table of Contents

Overview and Introduction
The Concept of Diversity as Discussed in the Article
Analysis of the Philosophical Perspectives Advocated in the Article
Implications of the Principles in a Specific Educational setting
Recommendations and Conclusion
References

Overview and Introduction

Cultural diversity is a source of strength as well as weakness for many societies around the world. A multi-cultural society has the advantage of having a rich cultural environment but this diversity in culture can also be a source cultural tension and conflict (Fisher, 1994).

Educational institutions are the most affected by the potential negative impact of a multi-cultural environment, thus, creating the need to implement policies for dealing with cultural issues in schools (Freire, 1985).

The aim of this paper is to analyze critically the ways of dealing with cultural diversity issues facing educational institutions as presented in the article Diversity within Unity by Banks, Cookson, Gay and others.

The Concept of Diversity as Discussed in the Article

Diversity in the article refers to cultural, ethnic and language differences in the context of the American society. The cultural landscape in the US is becoming increasingly diversified mostly due to the high number of immigrants that join the nation each year (Feagin, 1994).

This number is estimated to be around one million. Most of the immigrants are Africans and Asians who have different cultural and language backgrounds from those of the natives of the US.

A high percentage of the immigrants are youth who join educational institutions in the country including high schools, colleges, and universities and they only use English as their second language (Dahl, 1998).

Though this influx of new cultures has the positive impact of enriching the nations cultural environment it also harbors the potential effect of dividing the country along cultural lines.

There is need, therefore, to emphasize the common aspects of all the different cultures in the US in a bid to foster cultural cohesion and create a united nation.

The best way to achieve this unity would be through encouraging multi-cultural cohesion in schools through both instruction and by emphasizing inter-cultural interactions among students (Fine, 1991).

Analysis of the Philosophical Perspectives Advocated in the Article

The article identifies various principles which the management of educational institutions in the US should implement in order to promote cultural cohesion amongst students. These principles are as follows:

Professional Development Programs for Teachers

The article advocates for teachers and educators to undergo professional development programs in which they can learn how culture, language, ethnicity and social classes affect students learning and behavior.

By taking such programs, teachers and educators will be in a good position to prevent the negative influence that culture, ethnicity, social class and language background may have on learning.

Offering Equitable Opportunities for Learning

The article calls for schools around the US to offer equal learning opportunities to students irrespective of their cultural, ethnic or social background in order to foster a sense of equality amongst students.

Curriculum

According to the article, the current curricula that are being taught in the US schools should be changed and new ones developed which embrace all cultures including the minority groups. The current curricula are biased towards the majority groups in the country.

Providing Equal Opportunities for Extra- and Co-curricula Activities

Extra- and co-curricular activities such as sports and academic associations enhance students learning and performance. Students of all cultures, races and ethnicities should be encouraged to participate in these activities so as to promote cultural interactions as well as learning.

Creation of Super Ordinate Groups

Super ordinate groups are groups whose purpose would incorporate all cultural groups. Such groups could be based on grade levels in school, age, sex, etc. Super ordinate groups create cohesion among different cultures.

Teaching Students about Stereotypes

Stereotypes result from categorization of people into groups and the belief that a persons group is superior to other groups. It is crucial to teach students about the fallacies of stereotypes and how they develop so that students can avoid believing in them.

Teaching Common Cross-Cultural Values

There are some values which are shared by all cultures such as justice, equality, and fairness. Teaching these values to students in a multi-cultural environment promotes the sense of egalitarianism amongst them which enhances social cohesion.

Imparting Social Skills on Students

Helping students to acquire social skills is one of the best ways of promoting inter-cultural interactions. Teachers should encourage students to learn and understand the behavior of other cultures as well as how to resolve and mediate intercultural conflicts amicably.

Implications of the Principles in a Specific Educational setting

According to the above principles, promoting cultural cohesion in educational institutions is necessary to avoid inter-cultural conflict. The way to achieve this is by emphasizing on the common aspects of different cultures and playing down the differences.

Recommendations and Conclusion

Cultural diversity is beneficial to a society by virtue of cultural richness but at the same time it could be a source of conflict and social tension. This situation is most apparent in schools where cultural diversity is depicted at its best.

There are various strategies that could be used to promote cultural cohesion in educational institutions not only in the US but around the world.

These strategies or principles should focus on emphasizing the similarities between different cultures and underplaying the differences.

References

Dahl, R. (1998). On democracy. New Haven, CT: Yale University Press.

Feagin, J. R., & Sikes, M. P. (1994). Living with racism: The Black middle-class experience. Boston: Beacon Press.

Fine, M. (1991). Framing dropouts: Notes on the politics of an urban high school. Albany: State University of New York.

Fisher, R. (1994). General principles for resolving intergroup conflict. Journal of Social Issues, 50, 47-66.

Freire, P. (1985). The politics of education: Culture, power, and liberation. New York: Bergin & Garvey.

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