ERIC Number: EJ781913
Record Type: Journal
Publication Date: 2004
Reference Count: 34
Is the Diversity Issue a Non-Issue in Mainstream Academia?
Asimeng-Boahene, Lewis; Klein, Ana Maria
Multicultural Education, v12 n1 p47-52 Fall 2004
Many educators today have been unpretentious about regarding mainstream thought as the supreme channel through which knowledge is disseminated. This may be the product of minds that appreciate the mainstream's intellectual contribution, positively or otherwise, to humanity. However, the growing cultural diversity of the United States makes it incumbent on educators to have a better understanding of the diverging values, customs, and traditions among all learners with different multicultural experiences as the minority thought or view may be just as equally legitimate and valid as the mainstream. This article examines why educators should be concerned with cultural diversity in the United States classroom, spotlighting on demography, stereotyping, socio-economic class, different learning styles, and achievement/cognitive processes. It also addresses the problems and challenges that educators encounter daily, including lack of genuine educational and societal support, lack of teacher knowledge, parental disapproval, and lack of materials. Then, it highlights some teacher-educator strategies to improve the instructional situations of today's teacher candidates.
Descriptors: Teacher Characteristics, Cultural Pluralism, Cognitive Processes, Teaching Methods, Diversity (Faculty), Student Diversity, Multicultural Education, School Demography, Racial Attitudes
Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: email@example.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A