Continuing challenges
The fact that multicultural education has proved successful, however, does not erase the need for continued assessment and improvement. After all, as the student population changes, there will be concomitant new demands placed on the educational system as a whole.
One of the markers used to measure the success of multicultural education has been the increase in percentage of minority first-generation college students. Proponents of multicultural education recognize that a successful school program goes beyond traditional academic content. Rather, the most successful programs are the ones that strive towards a "learning community," one that makes students and community members into active participants in their own education. At college and university level, where students are often away from family networks and can be thrown into environments that are far less diverse than their high schools, these multicultural learning communities are a vital link towards academic success (Tinto 2002).
Many colleges thus endorse student and university groups that actively help students in higher education to connect to their "home world." These groups provide a sense of normalcy and belonging for a minority student, a place where students can build their academic skills in a supportive environment. Later, the same students can be called upon to use their skills and individual knowledge in contributing to their communities. For example, they could go back to their high schools and serve as role models for children from their same cultural or socio-economic backgrounds.
Multicultural education can take on a different level in the college setting, wherein the learning communities provide a safe space for interaction between different students. These interactions can give students chances to disagree and voice their diverse opinions, and give students chances to learn from one another in creative and meaningful ways. For example, a writing teacher reported great success in an exercise where students were asked to write and share regarding the origins of their names and the resulting perceptions that such names engendered. In an Art Lab class, students wrote and shared about their personal experiences with various art forms like music and dance. Such interactions helped the students connect with one another on both aesthetic and emotional levels (Yamane 2001).
Even small classroom-based strategies helped to engage students in dialogue. Arranging seats to face one another, for example, has been shown to generate greater student participation in class discussions. Partner and small...
New York City Multicultural Education Multicultural education Multi-Cultural Education in New York City Aspirations to be an educator, a teacher in the diversity of the New York City Schools must realize that considerations are school-wide focused on setting out and maintaining as well as assessing effective applications in the administering, educating and teaching methods in a multicultural setting. New York City is a place full of diversity and is in fact the home to
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Thus, the first step is to dispel of few of the common myths about cultural diversity, such as the myth that a minority culture should be characterized as a phenomenon that diverges from the mainstream culture, the myth that bilingualism should be considered as a disability rather than an asset, or the myth that multicultural education is only relevant in those classes where there are members of the minority
Antenatal Education Systematic Review Antenatal education programms In pregnant women, how does group antenatal education compare to no antenatal education or individual antenatal education for improving outcomes of childbirth and parenting? In pregnant women, how does group antenatal education compare to no antenatal education or individual antenatal education for improving outcomes of childbirth and parenting? Antenatal education programs are key in improving maternal health all over the world. They have been widely embraced in
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