Cultural Diversity in New
York City Classrooms
Selecting Efficient Instructional
Techniques for Culturally
Diverse Classrooms
Svetlana Khvatikova and Marva Rudder
Research 2
Spring 2012
Table of Contents
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Abstract(Slide 3)
Introduction(Slide 4)
Statement of the Problem (Slide 5)
Supporting Theorists (Slide 6 and 7)
Pros (Slide 8 )
Cons (Slide 9)
Instructional Strategies: Storybooks (Slide 10 and 11)
Statement of the Hypothesis (Slide 12)
Methods (Slide 13)
Research Design (Slide 14 )
Threats to Internal Validity (Slide 15)
Threats to External Validity ( Slide 16)
Data Analysis: Pre-Test and Post-Test Scores (Slide 17-18)
Student Correlation (Slide 19-20)
Bell Curve (Slide 21-24)
Implications (Slide 25)
Sample of Student Surveys (Slide 26)
References (Slide 27-31)
Abstract
• This research study compared African-American and Russian students’ cultural
knowledge and background in New York City classrooms. Over a four week period,
twenty 5th grade students were given a pre-test in the beginning of the study and a
post-test to assess and improve their knowledge of their cultures. A survey was
created which consisted of student’s demographics including their race, gender, age,
and ethnicity. The survey also included student’s attitudes, which focused on their
likes and dislikes based on their culture, and the frequencies which involved student’s
frequent intervals, measured by a four point scale. The independent variable followed
the methods of creating a way for educators to be fully equipped with “the necessary
skills to critically reflect on their own racial and cultural identities and to recognize
how these identities coexist with the cultural compositions of their students.”
(Howard, 2001). While the dependent variable involved intensive research on the
topic of cultural relevance in pedagogy, a conclusion was made based on the
statistical and researchable data. The findings conclude that there is limited research in
the involvement of selecting effective instructional techniques for classrooms filled
with students from diverse cultures and backgrounds.
Introduction
• We all derive from diverse backgrounds and cultures, where your cultural
norms may be completely different from those of your neighbors. We live in
such a diverse society, yet we are all taught in one way in the classroom. This
raises the question of: how can one teacher reach all of the students in the
classroom and ensure that they are all learning the material sufficiently? How
can the teacher conduct lessons in a productive manner where all of the
students completely grasp the information being brought forth by the
teacher? The answer might be to implicate student’s cultural aspects into the
classroom curriculum, which will allow them to demonstrate their
knowledge through their own individual approach.
Statement of the Problem
• New York City is one of the most diverse
cities. All five boroughs are filled with
children from diverse backgrounds and
cultures. The need for teachers to relate to
student’s cultural backgrounds is important
(Meachum, 2001).Several studies have
shown, that student’s culture plays a
crucial role in the way they learn and view
the world (Lanson-Billings, 1995).
Supporting Theorists
• Lev Vygotsky :
Affirms that learning does not take place in cognitive isolation,
but within the context of activities and social interaction likely
informed by the day-to- day contingencies of culture.
Suggests school learning is largely informed by the interaction
between the conceptual domains of the home and the school.
States that regardless of cultural background, the most
effective school learning occurs when learning assumptions in
the home or “spontaneous” conceptual domain, are
meaningfully connected to the assumptions encountered in the
school, the “schooled” conceptual domain.(Meacham 2001)
Supporting Theorists (continued)
• James A.Banks:
James A. Banks points out that cultural diversity, “enriches a
nation by providing all citizens with rich opportunities to
experience other cultures and thus to become more fulfilled as
human beings. When individuals are able to participate in a
variety cultures, they are more able to benefit from the total
human experience” (Banks, 2008).
• The goal of multicultural education is:
To help individuals gain greater self-understanding by viewing
themselves from the perspectives of other cultures.
To assume that with acquaintance and understanding respect
may fellow.
To provide students with cultural, ethnic, and language
alternatives.
(Banks, 2008)
Pros

Culturally relevant pedagogy has been defined:
 as a means to use students’ cultures and strengths to bridge
school achievement ( 2008; Singer 2010; Blake 1997; Jones
1985;Vijaker 2001;Wurzel, Holt 1991; McClean 1996).
 to recognize students’ home cultures, promote collaboration
among peers, hold high standards, and connect home life with
school experiences (Young 2010;Chisholm 1994;
Montgomery 2010)
 Siwatu (2007) stipulated that there is general agreement
among culturally responsive pedagogues insofar as how the
theory is used.(Ladson-Billings 1995; Silva , Langhout
2011;Morrison, Robbins 2008)
Cons
How multicultural classroom instruction is undermining our
children's ability to read, write, and reason, multiculturalism is
quite the norm in America's elementary schools.
(Hymowitz, 1999; Morgan 2010; Zhang 2001; Schultz 2010).
James A. Banks, argues that multicultural education is
damaging and unimportant to the students’ growth and
development (Banks, 2008).
Sleeter, argues that we should focus our attention on other
“pressing concerns, such as increasing students’ test scores
(Sleeter, 2000).
Hymowitz mentioned that Sandra Stotsky, a well-known
multiculturalists and author of a book entitled, Losing Our
Language, that instead of focusing on cultural diversity, which
is “dull and preachy” we should help students with
“vocabulary building” (Hymowitz, 1999).
Instructional Strategies:
Storybooks
• According to Greif, Kim, and Klein (2006), the
increasing diversity in the U.S. school system has
led to a growing body of scholarly literature on
ways that counselors can effectively meet the
culture-related challenges posed by this change.
• Baghban (2007) indicated that many immigrant
children face dilemmas when they move to a new
country. She added that “classroom materials
relevant to the social and cultural experiences
generate interest in and enthusiasm about
learning.” (Baghban, 2007).
Examples of Storybooks
• Used as instructional strategies for the implementation of cultural
relevant pedagogy into the curriculum.
Statement of the Hypothesis
• HR¹:To implement multicultural literacy
instruction to twenty fifth grade students,
for 45 minutes per day in the morning over
a 4 week period. This will increase
student’s knowledge and understanding of
cultural diversity as measured by a
comprehensive social studies test.
Methods
• Participants
Students will be chosen from two different ethnic groups consisting
of African-Americans and Russians from two different New York
City public schools in Brooklyn, N.Y. One of the schools is located in
a low- income neighborhood in Bedford Stuyvesant, with a
population of 78.8% African-Americans. The other school is located
in a middle class neighborhood near Brighton Beach, with a
European population of 72.7% of students in attendance.
• Instruments
 Student’s assessments will be measured according to their responses
to assignments without their cultural information included, and
conducting similar assignments by incorporating student’s cultural
aspects into them. This will consist of conducting a pretest, post-test,
and surveys to measure and monitor student’s progress and
achievements. In addition, consent forms will be utilized to ensure
that the students are granted permission to participate in this study
from their parents, teachers, principals, and administrators.
Research Design
Research Design: Quasi-Experimental design
 Nonequivalent Control Group Design
 Symbolic Design : O X O
OX O
O - Pre-test
X - Treatment for Group 1
X - Treatment for Group 2
O - Post-test
1
2
1
2
Threats to Internal Validity
•
•
•
•
•
Maturation
Mortality
History
Statistical Regression
Selection-Maturation
Threats to External Validity
•
•
•
•
•
Ecological
Generalizable Conditions
Specificity of Variables
Multiple Treatments
Experimenter Effects
Data Analysis:
Pre-test and Post-test Scores
Students
March
April
Student 1
75
78
Student 2
45
70
Student 3
66
91
Student 4
78
95
Student 5
67
99
Student 6
54
79
Student 7
49
70
Student 8
72
89
Student 9
45
87
Student 10
76
96
20
Student 11
55
89
0
Student 12
75
89
Student 13
73
92
Student 14
78
90
Student 15
78
89
Student 16
80
89
Student 17
80
97
Student 18
67
77
Student 19
73
89
Student 20
54
79
African- American Students: Pre-test &
Post-test scores
120
100
80
60
40
March Pre-test
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
April Post-Test
Ratio Data:
19.70%
Mean
Range
March
Pre-test
67
35
April
Post-test
87
29
Differences
20
6
Pre-test and Post-test
Students
March
April
Student 1
70
86
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
55
67
47
52
65
66
52
89
90
81
80
91
91
89
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
57
60
59
61
70
73
69
90
91
88
88
89
93
89
Student 16
Student 17
73
70
91
89
Student 18
Student 19
Student 20
71
72
80
89
92
98
Russian Students: Pre-test & Post-test Scores
120
100
80
60
March Pre-test
40
April PostTest
20
0
Ratio Data:
24.75%
March
April
Difference
Pre-test
Post-test
Mean
64
89
25
Range
33
18
15
78
90
76
80
70
74
72
70
y
68
Linear (y)
66
Pre-test scores
Pre-test scores
Correlation :African- American Students
60
50
40
y
30
Linear (y)
20
10
64
0
0
1
1
2
2
3
I like to read books from my native country
1-Strongly Disagree/2-Disagree
30% of the African-American students
disagreed to not liking to read books
from their native country. There is little
or no correlation between students who
don’t like to read books from their
country and pre-test scores. The rxy
coefficient is 0.09.
0
1
2
3
4
5
I like to read books from my native country
4-Strongly Agree/3-Agree
70% of the African-American students
agreed that they like reading books from
their native country. There’s a fair
correlation between students who like
reading books from their native country
and the pre-test scores. The rxy coefficient
is 0.55.
Correlation: Russian Students
80
60
50
40
30
y
20
Linear (y)
10
0
0
0.5
1
1.5
2
2.5
I like to read books from my native country
1-Strongly Disagree/2-Disagree
30% of the Russian students disagreed to
not liking to read books from their native
country. There is no correlation between
students who don’t like to read books
from their native country and the pre-test
scores. The rxy coefficient is 0.07.
Pre-test scores
Pre-test scores
70
90
80
70
60
50
40
30
20
10
0
Series1
Linear (Series1)
0
1
2
3
4
5
I like to read books from my native country
4-Strongly Agree/3-Agree
70% of the Russian students agreed to like
reading books from their native country. There
is a strong correlation between students who
like reading books from their native land and
the pre-test scores. The rxy coefficient is 0.67.
African-American Students Pre-Test
Bell Curve
80
78 80
78
78
76
75
75
73
73
45
45
30.7
42.8
49
55
54
54
54.9
Mean: 67
Standard Deviation: 12.10
Variance: 146.42
66
67 72
67
67
79.10
91.20
103.3
African-American Students Post-Test
Bell Curve
99
97
96
95
92
91
90
89
89
89
89
89
89
87
79
79
70
70
61.74
70.16
77
78
78 .58
Mean: 87
Standard Deviation: 8.42
Variance 70.96
87
95.42
103.84
112.26
Russian Students Pre-Test Bell Curve
61
60
59
73
7273
71
70
70
70
69
67
6566
80
57
47
37.96
52
52
46.64
Mean: 64
Standard Deviation: 8.68
Variance : 75.31
55
55.32
64
72.68
81.36
90.04
Russian Students Post-Test Bell Curve
86
80
77.71
88
88
89
89
89
89
89
89
98
93
91 929898
91
91
90 91
90
81
81.54
Mean: 89
Standard Deviation: 3.83
Variance 14.69
85.37
89.20
93.03
96.86
100.69
Implications
• Based on the research conducted in this study, both
African-American and Russian students showed
significantly higher success rates when their cultural
aspects were embedded into the curriculum. Upon
completion of this study the researchers are under the
implication that further research should be conducted and
more studies are needed to validate and prove the result
of cultural relevancy in a diverse classroom setting.
Sample: Student Surveys
• Demographics
Question :Were you born in this country?
(1)
(2)
Yes
No
 Attitudes
Question: I love to eat food from my native country.
(1)
(2)
(3)
(4)
Strongly Disagree
Disagree
Agree
Strongly Agree
 Frequencies
How many times have you visited your county?
(1)
(2)
(3)
(4)
0 times 1-4 times 5-9 times 10 or more times
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