|an EdChange project by Paul C. Gorski|
Workshops & Training
Equity & Diversity Quizzes
Social Justice Speeches
Social Justice Songs
Social Justice Quotations
Join Our Listserv
Receive Email Updates
Tell a Friend!
Awards & Recognition
About Paul C. Gorski
by Keith Wilson
Associate Professor and Director of Rehabilitation Programs Department of Counselor Education, Counseling Psychology,and Rehabilitation Services, The Pennsylvania State University
Table of ContentsWHAT IS MULTICULTURAL EDUCATION?
PROS OF MULTICULTURAL EDUCATION
CONS OF MULTICULTURAL EDUCATION
WHAT WOULD REAL MULTICULTURAL EDUCATION LOOK LIKE?
DEFINITION OF TERMS
A significant demographic transformation is on the horizon for the United States of America. Bennett (1995) estimates that "by the year 2000, over 30 percent of our school age population will be children of color" (p.18). Additionally, research has indicated that ethnic minority students are disproportionately poor, dropping out of school, being suspended or expelled, and achieving far below their potential relative to the ethnic majority (Bennett, 1995). Consequently, teachers must prepare themselves and their children for the ever changing challenge of interacting and communicating with diverse races. Reduction of fear, ignorance, and personal detachment are possible benefits to a Multicultural education. The following excerpts are taken from Paul Gorski (1995), a University of Virginia Doctoral student during a case study interview:
The idea of political correctness with the black race astounds me. I found it extremely interesting that some blacks in our class prefer to be called African American. In all of my classes...I have felt like I was stepping on egg shells as to not offend the blacks in my class. I am honestly glad it is not that big of an issue to my fellow classmates--it promotes a more comfortable, genuine environment for me to be totally honest and carefree.
Initially, the student interviewed in the case study reflected an attitude that would probably not facilitate consensus building, respect for other cultures, or fostering of cultural pluralism within different racial communities and in the classroom. However, with integrated curriculum, social activities, administrative support, and staff training, fear, ignorance, and personal detachment may be notably reduced in both students and teachers. Benefits to multicultural education can help to eliminate the crux of stereotyping, prejudice, racism, and bigotry (Fear, Ignorance, dis-ownership). Case study analyzed:
The writer agrees with Hilliard and Pine (1990), "if Americans are to embrace diversity, the conscious and unconscious expressions of racism (sexism) within our society must be identified and done away with" (p. 7). Multicultural education is the potential catalyst to bring all races together in harmony.
Ethnicity is breaking up many nations. If one looks at the former Soviet Union, India, Yugoslavia, and Ethiopia, all countries are in some type of crisis. Closer to home, one observes the divisiveness of the Rodney King and O.J. Simpson trials in our country, we can see how focusing on race and multiculturalism may lead to a further divisiveness between the races in America. Over time, multicultural education may have unplanned for and undesired consequences. For example, multicultural education rejects the historic American goals of assimilation and integration of ethnic cultures into the majority culture. Hence, the perception may result that America is a country of distinct ethnic groups, as opposed to a more traditional view of the country that involves individuals making decisions for the good of the order (Schlesinger, 1991).
Multicultural education may increase the resentment encountered by students who feel that changes in school traditions, curriculum, and academic standards are not necessary to get along and respect students from ethnic minorities. Since many institutions resist change of any kind, passive resistance on the part of the administration may simulate acceptance of the tenants of Multicultural education. Of course, excepting the tenants of multicultural education should be avoided with enthusiasm and optimism.
The effects of a positive multicultural climate may manifest in a number of ways, such as: a) diminished pockets of segregation among student body; b) less racial tension in the schools; c) increased ethnic minority retention and classroom performance; and, d) inclusion of a multicultural curriculum. In short, the multicultural educational environment should not be a microcosm of our present American society, with regard to issues of diversity and tolerance. Many factors determine a successful multicultural atmosphere, but the features as outlined above may be important indications of success.
Administrative support for multicultural education is critical. How can a house stand if the foundation is fragile. Multicultural education will be as successful as commitment to it by school administrators. Regardless of the level of commitment (local, state, and/or national), programs initiated under the guise of multiculturalism must receive reinforcement from administrators who are accountable for the success of established multicultural initiatives. A key factor in any proposed multicultural initiative is curriculum development.
A multicultural curriculum should be considered for several reasons: a) provides alternative points of view relative to information already taught in most educational systems; b) provides ethnic minorities with a sense of being inclusive in history, science etc.; and, c) decreases stereotypes, prejudice, bigotry, and racism in America and the world. A significant demographic transformation is on the horizon for American schools. Educational institutions have been dictated too long by attitudes, values, beliefs, and value systems of one race and class of people. The future of our universe is demanding a positive change for all (Hilliard & Pine, 1990).
Hilliard, A. & Pine, G. (1990, April). Rx for Racism: Imperatives for American's schools. Phi Delta Kappan, (593 - 600).
Gorski, P. (1995). A course in race and ethnicity. Language of closet racism [ On-line: http//curry.eduschool.virginia.edu/go/multicultural/langofracism2.html.AvailableE-mail: firstname.lastname@example.org.
Schlesinger. A. (1991, July 8). The cult of ethnicity, good and Bad. Time, 21. Word Perfect Corporation [Computer Software]. (3rd. Eds.) (1994).
Collins Electronic English Dictionary & Thesaurus. Orem, Utah. Authors.