Abstract
This chapter advocates for a more diverse, inclusive approach to education- one that adequately prepares K-12 students for life in a pluralistic society. Implications of race, ethnicity, socioeconomic status, gender, religion, and ability in regard to education are discussed, and information about the current landscape of education in the United States is presented in order to establish the necessity of curricular re-conceptualization. This chapter also describes the aims and purposes of multicultural education as well as the five approaches that are generally utilized in schools. It suggests ways in which academic content standards can be integrated with the Learning for Justice Anti-Bias Framework. Lastly, it highlights the benefits of utilizing a multicultural approach to education to meet the needs of diverse groups of students.
TopBackground
The diversity one encounters in any given social context is theoretically endless; however, when it comes to education, there are forms of diversity that are critically important. For those committed to creating and sustaining a more diverse, inclusive, equitable, and just educational experience for all students, racial diversity, cultural/ethnic diversity, religious diversity, gender diversity, sexual orientation, socioeconomic status, and diverse abilities/disabilities must be carefully examined.
Racial and ethnic identities of public school students across the nation have been shifting, and the population of the United States has become more diverse in the past two decades. According to the National Center of Education Statistics Condition of Education report (National Center for Education Statistics, 2022d), 49.5 million students enrolled in public education in 2020. Approximately 22.6 million were White, 13.8 million were Hispanic, 7.4 million were Black, 2.7 million were Asian, 2.2 million were of two or more races, 0.5 million were American Indian/Alaska Native, and 180,000 were Pacific Islander. From 2009 to 2020, the percentage of public school students who were Hispanic and two or more races increased, whereas the percentage of Black and White public school students decreased. Projections for 2030 indicate that the aforementioned trends will continue.
According to the Pew Research Center, the United States has more immigrants than any other country in the world. Over 40 million people currently residing in the U.S. were born in another country (Bidman, 2020). In 2018, approximately 11.2 million immigrants were from Mexico, accounting for 25 percent of all people immigrating to the U.S. The next largest groups include China (6%), India (6%), the Philippines (4%) and El Salvador (3%). When reported by region, immigrants from Asia accounted for 28% of all U.S. immigrants. Europe, Canada and North America (13%), the Caribbean (10%), Central America (8%), South America (7%), the Middle East and North Africa (4%) and sub-Saharan Africa (5%) accounted for smaller immigrant proportions (Bidman, 2020). The 2018 American Community Survey estimated that 24 percent of Americans aged five or older spoke a language other than English at home (U.S. Census Bureau, 2018).
But why do racial and ethnic identities matter? What is revealed when researchers take a closer look at the implications of race in K-12 schools?
Key Terms in this Chapter
Social Justice: equal rights, treatment and equitable opportunities for all. Social justice is associated with ideas of equality, freedom and the common good.
Equity: Refers to fairness and justice and is distinguished from equality. Equity means recognizing that individuals do not start from the same place and makes adjustments to imbalances.
Multicultural Education: An educational process whose major goal is to change the structure of educational institutions so that male and female students, exceptional students, and students who are members of diverse racial, ethnic, language, and cultural groups will have an equal chance to achieve academically in schools. Multicultural education can also be understood as a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity
Race: A socially constructed category, created to differentiate racial groups and to show the superiority or dominance of one race over another
Standards Based Curriculum: a set of academic standards that a teacher is required to teach. The learning goals outline what a student should know and be able to do at the end of each grade.
Diversity: the range of identities that exist in a group of people. Common identity categories referenced when discussing diversity include race, class, gender, religion, ability and sexual orientation.
Positionality: One’s specific position in any context as defined by gender, race, class, and other socially significant dimensions. Positionality is fluid, evolving, implies relational nature of power, and is filled with complex and shifting intersections of multiple identities.
Historically Marginalized Groups: A group of people who live on the fringe of mainstream America. Such groups are systematically excluded from full participation in the society and encounter barriers to achieving their potential
Anti-Bias Education: An approach to teaching and learning designed to increase understanding of differences and their value to a respectful and civil society and to actively challenge bias, stereotyping and all forms of discrimination in schools and communities.