the top 10 characteristics of a multicultural school environment.
CHARACTERISTICS OF A SCHOOL THAT IS
The composition of the faculty, administration, and other staff accurately reflects
the pluralistic composition of the United States.
h Differences in academic achievement levels disappear between males and females,
dominant and oppressed group members, and upper-middle-class
and low-income students.
The school curriculum incorporates the contributions of many cultural
groups and integrates multiple perspectives throughout it.
Instructional materials are free of biases, omissions, and stereotypes.
Cultural differences are treated as differences, rather than as deficiencies that
must be addressed in compensatory programs.
Students are able to use their own cultural resources and voices to develop
new skills and to critically explore Students learn to recognize and confront inequities in school and society.
The faculty, administrators, and other staff see themselves as learners enhanced
and changed by understanding, affirming, and reflecting cultural diversity.
Teachers and administrators are able to deal with questions of race, intergroup
relations, and controversial realities on an objective, frank, and professional
basis.
please help
I don't see a question here.
i only see 9 and I have to have 10 then I justify why i ranked them like I did. i did it like this and I started to write why I justify them like I did.
CHARACTERISTICS OF A SCHOOL THAT IS MULTICULTURAL
1. The composition of the faculty and other staff accurately reflects the pluralistic composition of the United States. 9.
2. Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class and low-income students. 3.
3. The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it. 1.
4. Instructional materials are free of biases, omissions, and stereotypes. 5.
5. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs. 6.
6. Students are able to use their own cultural resources and voices to develop
new skills and to critically explore subject matter. 2.
7. Students learn to recognize and confront inequities in school and society. 7.
8. The faculty, administrators, and other staff see themselves as learners enhanced
and changed by understanding, affirming, and reflecting cultural diversity. 4.
9. Teachers and administrators are able to deal with questions of race, intergroup
Relations and controversial realities on an objective, frank, and professional basis. 8.
This is my justification of why I rank the above the way I do. I rank number one a 9 because that is what I thought it should be. I ranked number 2 a 3 because that I feel should be ranked at. I ranked number 3 a 1 because I thought it was the most important one.
I also only see 9 characteristics.
1. The composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States.
2. Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class
and low-income students.
3. The school curriculum incorporates the contributions of many cultural
groups and integrates multiple perspectives throughout it.
4. Instructional materials are free of biases, omissions, and stereotypes.
5. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs.
6. Students are able to use their own cultural resources and voices to develop new skills and to critically explore
7. Students learn to recognize and confront inequities in school and society.
8. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity.
9. Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis.
Although # 2 is certainly ideal, I don't think it's attainable.
The danger in # 5 is that truly learning disabled children may go without services because they have a different ethnic background.
Somewhere in that list should be foreign language study. We have a school in our city that teaches in both English and Spanish -- so that both groups of kids are included and learn a foreign language.
And don't forget celebrations of all cultures' holidays and special events.
ok cause I was not sure if I was missing a number somewhere.
You did not list all of the choices for that answer, if you read the assignment it says the "two" lists on page 7. At the very top of the page there is another list to look at.
To compile a list of the top 10 characteristics of a multicultural school environment, we can analyze the information provided and categorize them accordingly:
1. Diverse Representation: The composition of the school's faculty, administration, and staff accurately reflects the diverse makeup of the United States, representing different cultural backgrounds, races, and ethnicities.
2. Achievement Equity: There is no significant disparity in academic success between different groups within the school, such as males and females, dominant and oppressed groups, or students from different socioeconomic backgrounds.
3. Inclusive Curriculum: The school's curriculum incorporates the contributions and perspectives of multiple cultural groups, ensuring that students are exposed to diverse viewpoints and experiences.
4. Bias-Free Materials: Instructional materials used in the school are free from biases, omissions, and stereotypes, promoting a fair and objective representation of all cultures.
5. Valuing Cultural Differences: The school recognizes cultural differences as strengths and assets, rather than deficiencies that need to be remedied through compensatory programs.
6. Empowerment of Student Voice: Students are encouraged to use their own cultural resources and perspectives to develop new skills and critically explore various subjects.
7. Social Justice Education: Students are taught to recognize and confront inequities within the school and society, promoting awareness and action towards creating a more just and inclusive world.
8. Continuous Learning: The school's faculty, administrators, and staff constantly engage in learning and personal growth, gaining a deeper understanding and appreciation of cultural diversity.
9. Open Dialogue: Teachers and administrators are prepared to address questions related to race, intergroup relations, and controversial topics in a professional and objective manner, fostering open and honest discussions.
10. Culturally Responsive Practices: The school implements strategies and practices that are responsive to the cultural backgrounds and needs of all students, ensuring an inclusive and supportive learning environment.
By applying these characteristics, a multicultural school environment can be created, promoting diversity, equity, and inclusivity among its students and staff.