Asked by Bubba
• 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
• 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
Answers
Answered by
Ms. Sue
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