In what ways are American schools
failing culturally diverse students?
How do deficit, expectation, and cultural
difference theories explain different
academic performance among
various racial, ethnic, and cultural
groups?
How do phrases such as “melting pot”
and “cultural pluralism” both capture
and mask American identity?
What are the political and instructional
issues surrounding bilingual
education?
What are the purposes and
approaches of multicultural
education?
Why is culturally responsive teaching
important?
How can teachers use culturally
responsive teaching strategies?
CHAPTER PREVIEW
America has just experienced the greatest
immigration surge in its history. In
the past few decades, newly minted
Americans have arrived mainly from
Latin America and Asia, but also from
the Caribbean, the Middle East, Africa,
and Eastern Europe. Today, about one
in ten Americans is foreign-born, and
the native language of well over 35 million
Americans is a language other than
English. By 2023, half of all school children
will be minorities (Hispanic, black,
native, and Asian American). These
demographics create a remarkable and
formidable challenge for the nation's
schools. Some advocate a multicultural
approach to education that recognizes
and incorporates this growing student
diversity into teaching and the curriculum.
Others fret that disassembling our
Eurocentric curriculum and traditional
approaches to education may harm our
American culture. For many teachers,
the struggle is to teach students with
backgrounds different from their own.
How to best do this is a tough question,
and one that this chapter addresses
directly not only with breathtaking
information and some
astute (we hope) insights but
with practical suggestions as
well.
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