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ERIC Number: ED390018
Record Type: RIE
Publication Date: 1995
Pages: 6
Abstractor: N/A
Working with Diverse Learners and School Staff in a Multicultural Society. Digest.
Sanchez, William; And Others
With the rapidly changing population demographics of the United States and significant growth of diverse multicultural groups, schools and professionals are being challenged on how to provide the best comprehensive educational and support services to their increasingly diverse student population. The changes between 1980 and 1990 have been dramatic. The growth rates within this time span range from approximately 13% for African Americans to 108% for Asian Americans. It is estimated that by the turn of the century, approximately 30% of the United States population will be from a racial/ethnic minority group. The challenges in working with an ever-growing pluralistic school population encompass many areas. The training of culturally sensitive professionals, a model for serving diverse learners, culturally sensitive assessment and treatment strategies, training students to be culturally sensitive, and involving parents and community as authentic participants are addressed. Professionals are also challenged by the need to consider the impact of complex social/environmental problems, which in many contexts have negative consequences for children from various racial/ethnic and social class backgrounds. Diverse students and communities can be conceptualized as wonderful and exciting elements of the world we live in, and not as hindrances to the educational process. Contains 30 references. (JBJ)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC.; American Psychological Association, Washington, DC.
Grant or Contract Numbers: N/A
Note: Published as a part of a collection of eight digests prepared collaboratively by APA and ERIC/CASS, see CG 026 993.