• 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
1 answer
5 answers