Top 10 Characteristics of Education
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Top 10 Characteristics of a Multicultural School Environment
AED 204
Top 10 Characteristics of a Multicultural School Environment
1. “Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis.” (Gollnick, D & Chinn, P 2006)
2. “Cultural differences are treated as differences, rather than deficiencies that must be addressed in compensatory programs.” (Gollnick, D & Chinn, P 2006)
3. “Instructional materials must be free of biases, omissions and stereotypes.” (Gollnick, D & Chinn, P 2006)
4. “The composition of the faculty, administration, and other staff accurately reflects the pluralistic compositions of the United States.” (Gollnick, D & Chinn, P 2006)
5. “Students are able to use their own cultural resources and voices to develop new skills and to critically explore subject matter.” (Gollnick, D & Chinn, P 2006)
6. “Students learn to recognize and confront inequalities in school and society.” (Gollnick, D & Chinn, P 2006)
7. “The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity.”(Gollnick, D & Chinn, P 2006)
8. “The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it.” (Gollnick, D & Chinn, P 2006)
9. “Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class, and low-income students.”(Gollnick, D &Chinn, P 2006)
10. “Each subject is taught form a multicultural perspective.”(Gollnick, D & Chinn, P 2006)
It is important as educators to see everything from the inside out. We must embrace the cultural differences or our classrooms and incorporate it in our lesson plans. This will teach students that it is okay to be...
AED 204
Top 10 Characteristics of a Multicultural School Environment
1. “Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis.” (Gollnick, D & Chinn, P 2006)
2. “Cultural differences are treated as differences, rather than deficiencies that must be addressed in compensatory programs.” (Gollnick, D & Chinn, P 2006)
3. “Instructional materials must be free of biases, omissions and stereotypes.” (Gollnick, D & Chinn, P 2006)
4. “The composition of the faculty, administration, and other staff accurately reflects the pluralistic compositions of the United States.” (Gollnick, D & Chinn, P 2006)
5. “Students are able to use their own cultural resources and voices to develop new skills and to critically explore subject matter.” (Gollnick, D & Chinn, P 2006)
6. “Students learn to recognize and confront inequalities in school and society.” (Gollnick, D & Chinn, P 2006)
7. “The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity.”(Gollnick, D & Chinn, P 2006)
8. “The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it.” (Gollnick, D & Chinn, P 2006)
9. “Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class, and low-income students.”(Gollnick, D &Chinn, P 2006)
10. “Each subject is taught form a multicultural perspective.”(Gollnick, D & Chinn, P 2006)
It is important as educators to see everything from the inside out. We must embrace the cultural differences or our classrooms and incorporate it in our lesson plans. This will teach students that it is okay to be...