The document discusses how immigration impacts the diversity seen in America's classrooms. It notes that the demographic changes in schools provide the most detailed measure of where immigrants have settled. Specifically, it shares data from 2006 that shows the percentage of students who were white, black, Hispanic, Asian, and Native American. It emphasizes the importance of using culturally responsive teaching practices and incorporating multicultural perspectives to engage an increasingly diverse student population.

2. “IMMIGRATION’S IMPACT IS OFTEN FIRST SEEN IN THE CLASSROOM. THE INCREASING DIVERSITY OF THE NATION’S
EDUCATION SYSTEM IS THE MOST DETAILED MEASURE OF WHERE IMMIGRANTS HAVE SETTLED IN RECENT YEARS.
VIEW THE DEMOGRAPHIC CHANGES IN MORE THAN 17,000 SCHOOL DISTRICTS ACROSS THE NATION — INCLUDING
YOUR OWN” (THE NEW YORK TIMES, 2006).
Students, in 2006 48,504,876
White 27,394,435 56%
Black 8,288,264 17%
Hispanic 9,950,245 21%
Asian 2,282,149 5%
Native American 589,783 1%

3. CULTURE MATTERS
• CULTURE ISN'T JUST A LIST OF HOLIDAYS OR SHARED RECIPES, RELIGIOUS TRADITIONS, OR LANGUAGE; IT IS A
LIVED EXPERIENCE UNIQUE TO EACH INDIVIDUAL. AS EDUCATORS, IT'S OUR JOB TO STIMULATE THE
INTELLECTUAL DEVELOPMENT OF CHILDREN, AND, IN THIS ERA, IT'S SIMPLY NOT ENOUGH TO OPERATE ON THE
AXIS OF COLOR-BLINDNESS.
• TO TRULY ENGAGE STUDENTS, WE MUST REACH OUT TO THEM IN WAYS THAT ARE CULTURALLY AND
LINGUISTICALLY RESPONSIVE AND APPROPRIATE,AND WE MUST EXAMINE THE CULTURAL ASSUMPTIONS
AND STEREOTYPES WE BRING INTO THE CLASSROOM THAT MAY HINDER INTERCONNECTEDNESS.
• WWW.TOLERANCE.ORG

4. WHY IS IT IMPORTANT?
• THE CENSUS BUREAU HAS PREDICTED THAT BY THE YEAR 2100, THE MINORITY WILL BECOME THE
MAJORITY, WITH NON-HISPANIC WHITES COMPRISING ONLY 40% OF THE U.S POPULATION.
• TEACHERS NEED TO INCORPORATE A MULTICULTURAL APPROACH TO LESSON PLANNING. IT'S VITAL THAT
TEACHERS OFFER A RICH AND VARIED, MULTICULTURAL CURRICULUM TO ACCOMMODATE THE CULTURALLY
DIVERSE, 21ST CENTURY CLASSROOM (BANKS, 1999).

5. TERMS TO KNOW
• CULTURE IS DEFINED AS THE KNOWLEDGE, SKILLS, RULES, TRADITIONS, BELIEFS, AND VALUES THAT GUIDE
BEHAVIOR IN A PARTICULAR GROUP OF PEOPLE, AS WELL AS THE ARTIFACTS PRODUCED AND PASSED DOWN
TO THE NEXT GENERATION.
• ETHNICITY REFERS TO GROUPS WITH A COMMON NATIONALITY, CULTURE, OR LANGUAGE.
• RACE IS DEFINED AS MEN AND WOMEN WHO SHARE BIOLOGICALLY TRANSMITTED TRAITS THAT ARE DEFINED
AS SOCIALLY SIGNIFICANT.
(WOOLFOLK,2010)

6. TERMS TO KNOW
• PREJUDICE CAN BE BEST DEFINED AS A PRECONCEIVED OPINION THAT IS NOT BASED ON REASON OR ACTUAL
EXPERIENCE; OR MAKING BIASED ASSUMPTIONS.
• DISCRIMINATION IS THE RECOGNITION AND UNDERSTANDING OF A DIFFERENCE; IT IS ALSO DEFINED AS THE
UNJUST OR PREJUDICIAL TREATMENT OF DIFFERENT CATEGORIES OF PEOPLE OR THINGS, ESP. ON THE GROUNDS OF
RACE, AGE, OR SEX.
(WOOLFOLK,2010)

7. JAMES BANKS
• KNOWN AS “ THE FATHER OF MULTICULTURAL EDUCATION” IN THE UNITED STATES.
• BELIEVED IN DEVELOPING A MULTICULTURAL CURRICULUM THAT IS MORE INCLUSIVE AND ACTION ORIENTED
TO HELP ACHIEVE GREATER UNDERSTANDING TO DIFFERENT GROUPS.
• THREE PROPOSITIONS OF CULTURALLY RELEVANT PEDAGOGY, STUDENTS WILL:
• 1) EXPERIENCE ACADEMIC SUCCESS
• 2) DEVELOP/MAINTAIN THEIR CULTURAL COMPETENCE
• 3) DEVELOP CRITICAL CONSCIOUSNESS TO CHALLENGE THE STATUS QUO
(WOOLFOLK,2010)

8. JAMES BANKS
• “THE MOST RECENT MANIFESTATION OF MULTICULTURAL EDUCATION IS ITS GLOBAL FOCUS AND HOW IT IS
IMPLEMENTED IN NATIONS AROUND THE WORLD ” (BANKS, 2006).
• IT IS A TEACHER’S COMMITMENT TO ENSURE SOCIAL JUSTICE AND GLOBAL EQUITY FOR OUR STUDENTS WHO
ARE ALREADY FACED WITH A GLOBALLY COMPETITIVE WORLD.

9. BANKS 4 APPROACHES
• THE CONTRIBUTIONS APPROACH
• IN INSTRUCTIONAL PERSPECTIVES, THE CONTRIBUTIONS APPROACH IS A COMMON AND EASY WAY FOR
TEACHERS TO INCORPORATE CULTURAL DIVERSITY INTO THEIR CURRICULUM. WITH THE
CONTRIBUTIONS APPROACH, THE TEACHER INTRODUCES HOW SOMEONE OR SOMETHING CONTRIBUTED
TO ANOTHER VARIABLE. FOR EXAMPLE, ON MARTIN LUTHER KING JR.'S BIRTHDAY, THE TEACHER
WOULD CONDUCT A DISCUSSION OR SMALLACTIVITYABOUT HOW THE CIVIL RIGHTS LEADER
CONTRIBUTED TO RACIAL EQUALITY IN THE UNITED STATES.
• THE ADDITIVE APPROACH
• WITH THE ADDITIVE APPROACH, TEACHERS ADD MULTICULTURAL DIVERSITY TO THEIR EXISTING
CURRICULUM. FOR INSTANCE, AN ENGLISH TEACHER MAY ADD AN INTERNATIONAL NOVEL TO THE CLASS
READING LIST OR A HISTORY TEACHER MAY INCLUDE A DISCUSSION ON HOW MAJOR WORLD EVENTS
AFFECTED VARIOUS ETHNIC GROUPS. THIS INSTRUCTIONALAPPROACH DELVES DEEPER INTO DIVERSITY
THAN THE CONTRIBUTIONS APPROACH, WHILE MAINTAINING THE FORMAT OF THE EXISTING
CURRICULUM. THIS APPROACH IS APPROPRIATE FOR ALL GRADE LEVELS AND IS ESPECIALLY BENEFICIAL
FOR MIDDLE AND HIGH SCHOOL STUDENTS.
(BANKS,2006)

10. BANKS 4 APPROACHES
• THE TRANSFORMATIVE APPROACH
• WITH THIS INSTRUCTIONALAPPROACH, THE TEACHER TRANSFORMS HIS OR HER CURRICULUM TO INCLUDE A
VARIED AND CULTURALLY DIVERSE CURRICULUM. UNLIKE THE CONTRIBUTIONS AND ADDITIVE APPROACHES,
THE TRANSFORMATIVE APPROACH WEAVES DIVERSITY THROUGHOUT THE ENTIRE CURRICULUM OVER TIME.
WHEN USING THIS APPROACH, THE TEACHER WILL ORGANIZE AN ENTIRELY MULTICULTURAL CURRICULUM. AS
A STUDENT TEACHER, I HAVE SEEN SEVERAL SEASONED TEACHERS UTILIZE THE TRANSFORMATIVE APPROACH
WITH THEIR CURRICULUM PLANNING. IN ANY CONTENT AREA, THE TRANSFORMATIVE APPROACH WILL
CONSIDER DIVERSITY DAILY AND WILL OFFER A RICH AND VARIED CURRICULUM WITH MULTICULTURALISM AT
ITS CORE.
• THE DECISION-MAKING/SOCIALACTION APPROACH
• WITH THE DECISION-MAKING/SOCIALACTION APPROACH, TEACHERS INSPIRE THEIR STUDENTS TO SOCIAL
ACTION. THIS COULD INCLUDE COMMUNITY SERVICE PROJECTS, PETITIONS, AND SCHOOL FUNCTIONS AND
EVENTS. THIS INSTRUCTIONAL APPROACH WORKS WELL WHEN COMBINED WITH THE OTHER APPROACHES AND
ENCOURAGES STUDENTS TO BE THE CHANGE THE WANT TO SEE IN THE WORLD.
(BANKS,2006)

11. GLORIA LADSON-BILLINGS

12. GLORIA’S 5 VARIABLES
1. BELIEVES ABOUT STUDENTS MATTER
2. CONTENT AND MATERIALS MATTER
3. INSTRUCTIONAL APPROACHES MATTER
4. EDUCATIONAL SETTINGS MATTER
5. TEACHER EDUCATION MATTERS
(LADSON-BILLINGS, 2002)

13. WOOLFOLK
• STEREOTYPING STUDENTS CAN BE DAMAGING.
• SOMETIMES STEREOTYPES NEGATIVELY CAST STUDENTS, CAUSING TEACHERS TO HOLD LOW EXPECTATIONS.
• SOMETIMES STEREOTYPES POSITIVELY CAST STUDENTS, CAUSING TEACHER TO HOLD EXTREMELY HIGH EXPECTATIONS.
• CULTURALLY RELEVANT PEDAGOGY
• STRATEGIES FOR TEACHING THAT ADDRESS THE CULTURAL NEEDS AND NORMS OF STUDENTS.
• MULTICULTURALEDUCATION
• TEACHING ABOUT DIVERSE CULTURAL GROUPS AS THEY RELATE TO CURRICULA.
(WOOLFOLK,2010)

14. LANGUAGE DIFFERENCES
•ENGLISH LANGUAGE LEARNERS
• STUDENTS LEARNING ENGLISH AS A SECOND LANGUAGE (ESL) WHO HAVE ALREADY ACQUIRED A
FIRST LANGUAGE.
• ELL STUDENTS HAVE ALREADY DEVELOPED A COMPREHENSION OF A FIRST LANGUAGE (E.G.
GRAMMAR,VOCABULARY, PRONUNCIATION) AND ARE CHALLENGED WITH MAPPING ENGLISH ONTO
THEIR PRIOR LANGUAGE KNOWLEDGE.
WOOLFOLK,2010

15. HELPFUL TIPS FOR YOUR CLASSROOM
• BECOME FAMILIAR WITH FEATURE OF THE DIALECT
• USE PREDICTABLE STORIES
• USE VISUAL AIDS
• INTEGRATE READING, SPEAKING AND WRITING SKILLS WHEN POSSIBLE
• USE COMPUTER IF AVAILABLE
• TEACH HOW TO SWITCH BETWEEN HOME AND SCHOOL DIALECTS
• GIVE PRACTICE WITH FEEDBACK AND CORRECTION.
WOOLFOLK,2010

16. GIFTEDNESS AND BILINGUALISM
•VERBAL ABILITY IS OFTEN CONFUSED WITH INTELLECTUAL CAPACITY.
•MANY BILINGUAL STUDENTS REPORT DISCRIMINATION ON THE BASIS OF THEIR
SPEAKING AND WRITING ABILITIES.
•STUDENTS WHO ARE BILINGUAL MAY BE GIFTED INTELLECTUALS WHO SIMPLY
REQUIRE SUPPORT ATTAINING THE PRIMARY LANGUAGE IN WHICH EDUCATION IS
CONDUCTED.
WOOLFOLK,2010

17. IMPLICATIONS FOR THE CLASSROOM
• CHECK TEXTBOOKS AND OTHER MATERIALS FOR STEREOTYPING
• WATCH FOR UNINTENDED BIASES (GIRLS TO READ POETRY, BOYS TO READ ACTION)
• AVOID LIMITING OPTIONS BASED ON SEX
• USE GENDER-FREE LANGUAGE WHEN POSSIBLE (FLIGHT ATTENDANTS, NOT STEWARDESS; COMMITTEE HEAD,
NOT CHAIRMAN)
• PROVIDE ROLE MODELS
• LET ALL STUDENTS HAVE OPPORTUNITIES FOR TECHNICAL WORK
WOOLFOLK,2010

18. RAISE CULTURAL AWARENESS IN YOUR CLASSROOM
• USE MUSIC, SHOW AND TELL EVENTS, INCLUDE ALL HOLIDAYS IN A CALENDAR, HAVE GUEST SPEAKERS,
ORGANIZE POTLUCKS.
• AROUND THE WORLD CALENDAR
• CHALLENGE THE MEDIA PROJECT
• EXCHANGING STORIES - NAMES
• FIGHTING PREJUDICE AND DISCRIMINATION AGAINST PEOPLE WITH LEARNING DISABILITIES DISCUSSIONS
• FASHION SHOWS

20. CREATE YOUR OWN CULTURE
• LANGUAGE
• FOOD
• CLOTHING
• ENVIRONMENTAL FACTORS
• ENTERTAINMENT
• ARCHITECTURE
• SYMBOLS OF NATIONAL PRIDE
• RELIGION
• SPORTS
• ANY THING ELSE THAT WILL SET YOUR CULTURE APART FROM ANOTHER

21. REFERENCES
• BANKS, J.A. (1999). AN INTRODUCTION TO MULTICULTURAL EDUCATION (2ND EDITION). BOSTON: ALLYN AND
BACON.
• LADSON-BILLINGS, G. (2002). MULTICULTURAL RESEARCH FOR STUDENTS: WHAT WE CAN LEARN FOR
MULTICULTURAL RESEARCH. EDUCATIONAL LEADERSHIP, 22-26.
• "DIVERSITY IN THE CLASSROOM - THE NEW YORK TIMES." DIVERSITY IN THE CLASSROOM - THE NEW YORK
TIMES. ED. THE NEW YORK TIMES. ROBERT GEBELOFF, TYSON EVANS AND ANDREI SCHEINKMAN, 11 AUG.
2006. WEB. 20 APR. 2014. <HTTP://PROJECTS.NYTIMES.COM/IMMIGRATION/ENROLLMENT>.
• WOOLFOLK , A. (2010). EDUCATIONAL PSYCHOLOGY. UPPER SADDLE RIVER, NJ:MERRILL.