The document outlines various educational assignments and reflections related to multicultural and bilingual education, examining socio-historical contexts and policies affecting diversity in schools. It encourages personal introspection regarding biases, the impact of gender and race, and considerations for creating inclusive classroom environments. Additionally, it addresses practical assignments like cultural immersion activities and reflections on integrating students from diverse backgrounds, along with the challenges and opportunities presented by these dynamics.

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2. The Socio-Historical Context of Multicultural Education. Describe the socio-
historical and contemporary contexts for multicultural and bilingual education
in your school district. How have decisions such as Brown vs. the Board of
Education, the 2007 ruling by the Supreme Court against voluntary de-segregation
or the policies of No Child Left Behind /Race to the Top impacted the way
multicultural education has evolved and been interpreted in your district. Who
is “silenced” or forgotten in your school curriculum as a result of these
decisions or policies?
Bias and Social Psychology. Social scientists believe that everyone possesses
conscious and unconscious, preferences for some social groups over others.
Consider your own background and experience with race, gender, class, ethnicity,
sexual orientation. What groups do you gravitate towards in society and how can
you create more opportunities for exposure to individuals from backgrounds quite
different from your own? Considering the cultural immersion exercise due in Week
Four, how do you think you might be able create opportunities for broadening
your world view while taking this class?
Diary Entry of a Diverse Student. Consider the demographic of your local school
and identify one student from a background that would be most different from
your own. Imagine the first day of school from this student’s perspective as you
are introduced to the class as his or her new teacher. This is a creative
writing piece where you are expected to step outside your own world view and
into the shoes of the “other” in your classroom. You may need to research a bit
about the culture of the student whose perspective you will be writing from and
ask friends or colleagues to help you better understand your typical body
language and how that does or might translate to the classroom and teaching
style. Use the following guiding questions to help guide you in writing this 1-2
page paper:
a. What do you think the student’s first impressions of you might be? (Be honest
and consider how the verbal and non-verbal cues you might give out would be
interpreted by this student).
b. How might the student relate to your background? (i.e. Do you appear to
represent the dominant group in society and would your relationship with the
dominant group impact your relationship with the student?)
c. How do you address and interact with the student and what are some of the
ways you strive to engage all students in the classroom?
Gender and Gender-Fluidity. View the short documentary entitled, I’m Just
Anneke. How does gender color one’s perspective on the world and relation to
society? How are gender and gender-stereotypes perpetuated by schools? What do
you think about gender-fluidity and how do you imagine Anneke would fair in your
local school? Do you agree with the way Anneke’s endocrinologist and parents are
allowing Anneke to experiment with her gender-fluidity?
Race: Illusion vs. Reality. Explore the interactive tutorial “Sorting People:
Can You Tell Somebody’s Race by Looking at Them?”. What surprised you about
activity? If race is an illusion, why is it so dangerous to be "color-blind" as
an educator? How can we work to combat institutional racism in our schools and
society?
Gendered Experiences of Racism. Choose one of the following topics and respond
in a one-to-two page paper:
a. Watch the documentary A Girl Like Me, then provide a one-to-two page
commentary on the intersection of race and gender by addressing the following:
§ How is racism translated to concept of beauty and self-image for young,
African American women?
§ What unique challenges do African American females have compared to those who
are white?
§ What about as compared to African American males?
§ How might this be different again for young, Latinas and female immigrants
from Africa?
b. Watch the documentary I am Sean Bell, then provide a one-to-two page
commentary on the intersection of race and gender by addressing the following:
§ What are the unique challenges of being African American and male in the US?
§ How is this different from that of females?
§ What about as compared to young, African American males?
§ How might this be different to or similar to young, Latino males and
immigrants from Africa?
You must include at least two resources to support your ideas. Your paper must
include title and reference pages, and must be formatted according to APA

3. guidelines. Length requirement is exclusive of title and reference pages. For
more information on APA formatting, visit the Ashford Writing Center.
Segregation. What different forms can segregation take in US schools? When can
these methods affirm diversity and when are they detrimental to learning?
Consider economic segregation, culturally-based schools (i.e. African American,
Latino, or Native American), gender-specific, or charter schools. Provide
examples from your own experience and at least one reference in addition to the
course textbook
Additive vs. Subtractive Bilingualism. View the video entitled, Immersion. How
accurate (or over-dramatized) is Moises’s story? What might his teacher and
principal have done differently in order to capitalize on the strengths of what
Moisesdoes know in order to help him “add” English to his knowledge base and
succeed in US schools? What is working in terms of ELL education in your school?
What is not, and why? Would you consider your school’s approach to be additive
or subtractive?
Respond to at least two of your classmates’ postings in a thoughtful and
substantive manner.
Common Beliefs. Explore Commonly Held Beliefs that Influence Teachers’ Work with
Diverse Students. Before clicking the link, select one of the commonly held
beliefs listed under “Step 2” that you identify with the most. Explain why you
identify with this belief. Next, click the link and read the information
provided. Has your belief changed? Why or why not?
Respond to at least two of your classmates’ postings in a thoughtful and
substantive manner.
The “Culture of Poverty”. Theorists warn against the continued use of deficit
theories to connect low social-economic standing to failure in school. They have
left a lasting mark on schools. Identify a student from a low socio-economic
status, either from experience or from the course text, who is not succeeding.
How much of that failure is due to forces beyond his or her control and a
mismatch between what is being learned at home and what is valued in the
classroom? What other contributing factors could be present? How can we
effectively teach children despite these contributing factors?
Respond to at least two of your classmates’ postings in a thoughtful and
substantive manner
Cultural Immersion and Socio-Historical Research Presentation. Identify a
culture you might encounter as a teacher which you have very little knowledge
about and would like to further explore (you may select the same cultural group
you chose for the Cultural Immersion Activity in Weeks One, Two, and Three). In
a 10-15 slide PowerPoint presentation, you will address the following:
a. You will need to design and carry out one experiential activity as part of
your report. You may use “A Study of Cambodia and the Cambodian-American
Experience” from your text for inspiration, but your research will not need to
be nearly as in-depth (unless you decide to continue your research, as the
teachers did here, beyond this class). This section of your PowerPoint
presentation must include the following information:
§ An explanation of your experiential activity including:
§ What you did
§ Some of the preconceived notions you had going into the activity
§ What you learned
§ Forms of intercultural communication you might need to use with members of
this group
§ Some ways you hope to continue learning about this group beyond the course
Examples of cultural immersion activities include, but are not limited to:
a. Visit a Middle-Eastern, Asian, Indian or Mexican Market and prepare a meal
using the ingredients you find
b. Watch and critique a Bollywood film, viewing it (as much as is possible) from
a non-western perspective
c. Change your news source to a Middle Eastern network like Al Jazeera for a
week
d. Visit a cultural center, interfaith dialogue or spend an afternoon with
someone of another culture/religion/ethnicity to learn more about that world
view
b. Familiarize yourself with and listen to the latest Latino, Hip Hop pop-music
from the culture you are studying
c. Attend a Pow Wow or dance performance from members of that cultural group
d. Attend a meeting of the Gay-Straight Alliance

4. e. Visit the areas where the children you are researching live (provided they
are safe)
f. Download a demo of “JAWS,” a screen-reader for the blind, and try surfing the
net blindfolded
In addition to the experiential part of this assignment, you are to research the
socio-cultural history of the group you are studying. Summarize the history and
explain their current reality/challenges in the US. Apply this information to
what you learned from your experience. Include ways you can be more sensitive to
this background in your curriculum and classroom. You must include at least 2-3
resources to support your ideas. All in-text citations and reference page must
be formatted according to APA guidelines.
Along with the PowerPoint presentation, you must submit a Word document title
page within the drop box in the online course.
Non-Heterosexual Parents and Kids. View the short documentary Homecoming. Is
there anything teachers can do to help students like Ron feel safer in school in
towns like Ron’s hometown? Is it better for gay, lesbian, asexual, transsexual
or parents with these orientations to simply seek out more “liberal” schools for
their children? Does your school district resemble Lakeville or his new arts
high school in Minneapolis? How can teachers help such students feel valued and
safe in the classroom where the school culture is not there to support them?
Respond to at least two of your classmates’ postings in a thoughtful and
substantive manner
Tracking, Grouping and “Dis-Ability” in the Classroom. Read the article, “Into
the Mainstream.” What are the unique challenges and rewards of integrating kids
labeled “disabled” into mainstream classrooms? How can these observations be
applied to ideas regarding tracking of non-disabled students and grouping by
ability in the classroom? Provide an example from your own experience or suggest
ways you could work with students with a wide range of abilities to feel more
integrated in the classroom setting.
Respond to at least two of your classmates’ postings in a thoughtful and
substantive manner.
Affirming Diversity within the Community. Identify factors that can help you
build successful bridges between the educational setting and the community.
Describe how these may impact the community and school setting. What are the
community resources and social services in your area which encourage parent and
community involvement in the school?
Becoming a Multicultural Educator. How do you intend to expand your horizons to
become a multicultural person who helps students add new cultural ideas to their
experience? How can you help students learn more about their own culture and
incorporate what they already know into their learning? Respond to at least two
of your classmates’ postings in a thoughtful and substantive manner
Writing the Final Paper
The Final Paper will require you to describe your community demographics and
predict the type of diversity you might expect to find in your classroom. You
will then identify at least three (3) cases which represent some of the
different groups found in your community. If you truly live in a mono-cultural
area then, simply choose three (3) backgrounds you would like to better
understand. You can use real examples of individuals you know, examples from the
textbook or class links, or by scouring the internet. The purpose of identifying
real students is to help you keep in mind the individualized identities of
students from these groups and avoid reducing groups to stereotypes. Most
likely, you will need to imagine those examples at an age appropriate to the
students you teach or plan to teach.
Next, research and identify the community resources and social services
available to you. What institutional barriers do you anticipate you might need
to contend with in order to provide the best possible learning opportunity for
the students in your community? Create a plan of action which will help you cope
with these potential barriers and ensure that families and communities feel that
you care about their success.
Research and identify forms of intercultural communication you will likely need
to become proficient in and sensitive to in order to help your students feel
valued. Then, design techniques and strategies which will enable you to apply
these human relationships skills in the educational setting and in your
interactions with families from diverse communities. What do you anticipate will
determine the success or failure of your school system in their effort to
address students from these groups?