Copy of Cultural Competence in the Classroom

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Running Head: CULTURAL COMPETENCE Cultural Competence in The Classroom [Student’s Name] Evergreen Valley College Cultural Competence in The Classroom During the 19th Century, America became an extremely diverse country filled with children and citizens from a wide range of cultures and backgrounds. Industrialization, Urbanization and Globalization were prominent characteristics of the 18th century, and this meant that the US Public education system had to expand their education for all. In totality, the

CULTURAL COMPETENCE 2 country needed to enhance the socialization, educational, and political knowledge of those unfamiliar of the new immigrants, citizens from different backgrounds, and other minorities Unfortunately, the educational experiences for children and young adults became unequal due to social hierarchies, race, gender, religion, region, etc. Horace Mann, the father of education,, stated that school would become the great equalizer, eliminating the prejudice that children of poverty endure and bring together those children with rich children to gain knowledge from each other. All in all, the main goal was for educational equity and rationality to all students no matter class, race, background, culture or religion, and wanted to uniform districts into one single district under the state in order to achieve prosperity in the economy, society and educational systems. So, while some families believe that educational opportunities in the classroom should be equal for all such as including exceptional students in the practice (English language learners, students with disabilities and gifted and talented learners) others may disagree with this practice. Families may be concerned with the fact that students from different backgrounds (who do not speak English) are overtaking such classrooms and ignoring the other children in the classroom who speak English. Our country is rapidly becoming globalized with diversity acting as a main component for our future generations to come. Cultural Competence in the Classroom has various benefits for the classroom by providing equal learning opportunities, intercultural awareness, and promoting intellectual intelligence. Equal Learning Opportunities “Multicultural education is an inclusive concept used to describe a wide variety of school practices, programs, and material designed to help children from diverse groups to experience educational equality.” (Banks, 1984) It is important for teachers to understand human diversity

CULTURAL COMPETENCE 3 as it relates to culture because knowledge about cultural differences prevent stereotyping and it makes teachers more likely to include effective learning opportunities for students whose cultural preferences differ from their own. With incorporating multiculturalism into the classroom, it’ll improve student achievement especially when students work together in diverse environments and push themselves toward higher order thinking. “Thoughtfully planned diversity lessons building on depth of knowledge and giving students and teachers exposure to new cultures, different historical figures, and alternative text. Because of this, students in socioeconomically and racially diverse schools have stronger academic achievement than students in schools with more students from socioeconomically disadvantaged communities.” (Bennett, 2020) Students cultivate through the learning process by feeling as though they have a sense of belonging in the classroom so by integrating multiculturalism students gain a sense of self ownership. For ex: Latin students reading a Chicano text could give them a sense of empowerment and self-concept in the classroom and feeling as though they actually belong. Another way is to change the teaching strategies being culturally responsive such as realizing that most African Americans students are more active, emotionally responsive and assertive than their European American students. So, teachers should be just as warm and respectful to these students which results in higher academic performance. With the equal opportunities in the classroom, it brings appreciation among “student body and helps students of each nationality feel represented. This experience also gives the students more opportunities to get to know their classmates. One good example of this is holding a food festival that can help students understand the origins and cultural significance of various dishes. Aside from food, students may also celebrate other festivities such as cultural festival, dance festival, among others by doing this, they could learn all sorts of things while having lots of fun.” (Raymond, 2017)

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CULTURAL COMPETENCE 4 Intercultural Awareness “Students gain a comprehensive understanding of history, culture and society, preparing them for heterogeneous college classrooms and a culturally diverse marketplace. Teachers who support multicultural education avoid textbooks that predominantly focus on white Anglo-Saxon identity, and opt for textbooks and supplementary materials that cover a wider range of cultures and historical backgrounds. This well-rounded approach produces students and workers who are knowledgeable, inclusive, community-orientated and compassionate, according to Carolyn O’Grady.” (Tucker, 2020) When multicultural education includes the development of “multicultural competence”, it refers to people having the ability to interact effectively with people from another culture. By becoming interculturally aware, young children are able to become challenged to think about information without jumping to stereotypes and collaborating with other students (small group and whole group) in civic democractic conversations that help close the gaps between race and social-classes. Additionally, when teachers incorporate culturally relevant and anti-bias activities into their curriculum it makes children more tolerant of differences and preventing prejudice and discrimination among people of color. Since globalization is becoming more common in the U.S, “teaching diversity prepares students to be global citizens by exposing them to people from different cultures and social groups. With the growth of globalization it is important for students to be able to work with diverse groups of people, and having teachers or staff members of diverse backgrounds affirms students cultural identities and enhances the learning environment.” (Bennett, 2020) Boosting Social-Emotional Development

CULTURAL COMPETENCE 5 Having a culturally competent classroom can serve as a catalyst for social interaction and promoting empathy towards others. For ex: When students live in communities and attend schools where diversity is isolated then they could later develop stereotypes and prejudices against certain races or cultures. When students become cultural competent in their own multicultural classroom, they could gain insight on their own cultural assumptions which then makes them make their own connections based on their own experiences and lives of other students. In turn, students become more aware and gain empathy for different “world views'' and experiences of other students. “A recent study found in the journal of “Child Development” found that students feel safer in and out of school when they have a diverse education. Learning about different cultures allows students to become comfortable with cultural differences across social groups and comfortable with themselves; leading to a deeper sense of safety and self- confidence.” (Benett,2020) Gaining different world views can facilitate children to become more open-minded of cultures and becoming appreciative of each other’s views. In a collaborative learning session, a multicultural classroom may do discussions in which students may exchange stories about their countries and other information about their home life which creates a secure and healthy learning environment. Interpersonal skills also become fostered in this concept, children could become more sensitive and understanding when seeing other points of view as well as becoming more confident in themselves as an individual. Children who are English Language Learners gain trust of others in the classroom which then manifests itself in making the classroom more flexible and stable. “Multicultural education was found to be effective in promoting educational achievements among immigrant students; thus, it is also attributed to the reform movement behind the transformation of schools. Transformation in this context requires all variables of the school to be changed, including policies, teachers’ attitudes, instructional

CULTURAL COMPETENCE 6 materials, assessment methods, counseling, and teaching styles. Multicultural education is also concerned with the contribution of students making effective social action.” (Dey, 2016) Conclusion However, some families and school districts oppose the use of Multiculturalism in the classroom and more specifically they reject the abundance of having ELL students in a classroom. Also, some may fear that multiculturalism alienates students and is a threat to national unity in the United States. In reality, the only way to support a culturally competent environment is to have positive teacher expecations, interracial contacts, active attention to administrative support (faculty and staffing patterns), school policies, and instructional & curriculum methods. Critics also say that with multicultural education it requires teachers to omit portions of their lessons or restructure them, language barriers, and family members may not agree. Rather than trying to squeeze out other lessons, teachers have to integrate multiculturalism throughout daily routines and transitions such as music and movement, center time, recess, mathematical time, literacy, visuals etc. As for the language barrier, teachers who do not speak the language will have to at least try to learn some phrases of the English Language Learner’s home language and find some developmentally appropriate practice with visual aids, music and movement, collaborating with family members and ESL teachers. Teachers will also have to respect the family values and views of multiculturalism and make a compromise when speaking to them because in the end the child’s education is the most important component. Controversial views of multiculturalism are present today but there are accomplishments with this inclusive concept even though there should be some reform. On the other hand, “For all the effort of today will come into fruition

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CULTURAL COMPETENCE 7 another day. All the struggles will be worth it. As Frederick Douglass said best: If there is no struggle there is no progress .” (Stane, 2013) References Banks, J. A. (2006). Race, Culture, and Education: The Selected Works of James. A Bank . Bennett, N. A. (2020, April 21). 5 Benefits of Teaching Classroom Diversity. Retrieved April 28, 2020, from https://www.kickboardforschools.com/diversity-equity/5-benefits-of- teaching-classroom-diversity/ Dey, S. R. (2016, February). The Importance of Multicultural Education. Retrieved April 28, 2020, from https://www.researchgate.net/publication/316915918_Importance_of_Multicultural_Educa tion_by_Dr_Sudhiranjan_Dey Stane, Brittney, "Broadening horizons : the benefits of multicultural education at the elementary level" (2013). Capstone Projects and Master's Theses. 286. https://digitalcommons.csumb.edu/caps_thes/286 The Advantages of Being in a Multicultural Classroom. (2017, June 19). Retrieved April 28, 2020, from https://reedleyschool.edu.ph/blog/the-advantages-of-being-in-a-multicultural- classroom/ Tucker, K. (2017, November 21). Pros & Cons of Multicultural Education. Retrieved April 28, 2020, from https://classroom.synonym.com/pros-cons-multicultural-education- 5147417.html

CULTURAL COMPETENCE 8

Copy of Cultural Competence in the Classroom

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