Chapter Three
The Multicultural Classroom
The Multicultural Curriculum

Teachers can help to overcome
superficial differences to create a
multicultural, democratic society.
 The new curriculum will consist of
a wide variety of teaching
strategies that embrace the
diverse cultures in the classroom.
 Teachers will determine bias and
carefully monitor all students in the
classroom to assure that diversity
is valued.
Creating a Multicultural
Classroom
 Use
multicultural books and materials
 Show an appreciation of cultural, racial,
and ethnic differences
 Avoid stereotypes
 Acknowledge differences in children
 Discover the diversity within the classroom
(know your students and their
backgrounds)
 Accept and embrace all of your students
Challenging the Status Quo:
Subcultures in the Classroom
 Gender
 Race
 Class
 Religion/culture
 Other
Subcultures
 Exceptionalities
Gender
 While
there are physical differences
between men and women, most are the
result of environment.
 Early researchers reinforced prejudices
because they found significant differences
between boys’ and girls’ standardized
math, verbal, and spatial skills
examinations.
 Recent research has demonstrated that
these measured differences are beginning
to disappear.
Promoting Gender Equality
In the past, some teachers “bought into” gender
stereotypes and assumed that boys had a
“natural” superiority in subjects such as math
and science.
 Young boys were “called on” first to answer
questions in class and given verbal and
nonverbal encouragement.
 As teachers we need to recognize the powerful
role we play in the classroom, and avoid gender
stereotyping.
 This will promote a classroom environment that
encourages both males and females to excel
and participate in all subjects.

Race and Ethnicity
 Racial
and ethnic prejudice emerges as a
result of power relationships that develop
as part of the socialization process.
 As young people grow they often establish
personal identity by excluding others who
are not like them.
 This sense of “otherness” can lead to
feelings of either domination or
submission.
The “Cycle of Poverty”

Many racial and ethnic minority children live in
poverty.
 These children often accept the beliefs and
values of the dominant white society including
negative stereotypes about themselves.
 They have little access to quality education that
limits their employment options, which in turn
leads to more poverty and hopelessness.
Breaking the Cycle of Poverty
 American
teachers must create a
classroom of inclusiveness.
 Teachers need to help students develop
an appreciation of diversity.
 By teaching students to value the histories
of all people and their cultures, we will
achieve the goal of democratic classrooms
and help all children learn and succeed.
Class

As children begin to mature, they often
recognize differences in the class position (or
family income) of their schoolmates.
 Individuals from working-class or even lowermiddle-class families may be discriminated
against.
 Researchers have shown that nearly two million
people living below the poverty line work full
time.
 Like sexism and racism, classism can be a
potent form of exclusion, ridicule, and prejudice.
Minimizing the Effects of Classism

American teachers can minimize classism by the
selection of curricular materials and in their own actions
in the classroom.
 Carefully choose reading materials that emphasize the
accomplishments of working class or poor people.
 Make positive historical references to the labor struggles
of working people.
 Lead frank discussions about the power of advertising
and the shallowness of material obsession.
 Never refer to poor people as “lower class.”
Religion and Culture
 Prejudice
based on religion and culture is
often subtle and guarded.
 Its impact can be just as potent in
excluding individuals from the “in group” or
making individuals vulnerable to ridicule.
 Religious and cultural preferences may be
virtually invisible in the classroom during
most of the school year, but can appear
during holiday celebrations.
Minimizing Religious and
Cultural Prejudice
 Include
content from all cultures, both
ethnic and religious, into the curriculum.
 Show interest and enthusiasm about the
diverse cultures represented in your
classroom.
 Discuss various cultures in an engaging
way.
Other Subcultures: Geography,
Community and Lifestyle
 Differences
in speech or dress due to our
region or community can be the basis of
prejudice in the classroom.
 Those with different sexual orientations
may also be discriminated against.
 Teachers should demonstrate through
their own actions that toleration for
different attitudes, behaviors, and lifestyles
is essential in our multicultural society.
Exceptionalities

Since the early 1980s, students with
exceptionalities have increasingly been
mainstreamed into regular classrooms.
 Today there are more than 6 million students in
the U.S. who are considered “exceptional.”
 These include individuals identified as mentally
retarded, learning disabled, visually or speech
impaired, hearing impaired, emotionally or
behaviorally disturbed, or physically impaired.
Minimizing Prejudice Against
Exceptional Children

Create a classroom environment that is positive,
open and understanding of the problems and
possibilities of exceptional children.
 Remember that exceptional children need love,
friendship, acceptance, and a place to learn.
 Become a positive role model for your students,
by exhibiting openness, acceptance and
understanding.