• The composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States.
• 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 subject matter.
• Students learn to recognize and confront inequalities 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.
• Cultural differences have strength and value.
• Schools should be models for the expression of human rights and respect for cultural differences.
• Social justice and equality for all should be of paramount importance in the design and delivery of curricula.
• Attitudes and values necessary for the continuation of a democratic society can be promoted in schools.
• Schooling can provide the knowledge, skills, and dispositions-values, attitudes, and commitments-to help students from diverse groups learn.
• Educators working with families and communities can create an environment that is supportive of multiculturalism.
Create a Top ten list of characteristics of a multicultural environment using above list
Rank the characteristics in order of importance and in 100 to 150 words justify why you ranked them the way you did
We'll be glad to check YOUR answers.
Top ten characteristics of a multicultural environment:
1. The composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States.
2. The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it.
3. Instructional materials are free of biases, omissions, and stereotypes.
4. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs.
5. Students are able to use their own cultural resources and voices to develop new skills and to critically explore subject matter.
6. Students learn to recognize and confront inequalities in school and society.
7. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity.
8. Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis.
9. Cultural differences have strength and value.
10. Schools should be models for the expression of human rights and respect for cultural differences.
Justification for ranking:
Ranking these characteristics in order of importance is subjective and dependent on individual perspectives and priorities. However, the order provided here is based on the belief that certain characteristics lay the foundation for others and are crucial for creating an inclusive and equitable multicultural environment.
Firstly, having a diverse faculty, administration, and staff is essential in setting the tone for inclusivity and representation. This is ranked first, as without representation at the decision-making level, it becomes challenging to implement and sustain other multicultural practices.
Secondly, the curriculum plays a significant role in shaping students' understanding of diversity and inclusivity. Therefore, the incorporation of contributions from diverse cultural groups and multiple perspectives is of utmost importance.
Thirdly, instructional materials need to be free of biases, omissions, and stereotypes to ensure fair and accurate representations.
Next, cultural differences should be embraced rather than treated as deficiencies, fostering an environment of acceptance and respect.
Allowing students to utilize their own cultural resources and voices helps them develop new skills and critically explore subject matter, promoting individual growth and empowerment.
Recognizing and addressing inequalities in both school and society is crucial for fostering a fair and just learning environment.
The faculty, administrators, and staff should see themselves as learners to truly understand and affirm cultural diversity.
Teachers and administrators must be proficient in discussing sensitive topics like race and intergroup relations objectively and professionally, providing a safe and open space for discussions.
Appreciating the strength and value of cultural differences promotes the idea that diversity is a strength rather than a weakness.
Lastly, schools should serve as models for expressing human rights and respect for cultural differences, while also prioritizing social justice and equality.
While this ranking is subjective, it reflects the belief that building a multicultural environment requires a combination of representation, inclusive education, critical consciousness, and respect for diversity.