733 - Growth Statement As of 6 11 14

Casta Garcia-Rosen
EDUG 733- Approaches to Multicultural Education

Dr. Nicholson
6/11/14
Growth Statement
During this course I learned a lot about incorporating multicultural education into
the classroom. I also learned about equity issues and diversity in education by looking
more closely into race, social class, gender, exceptionalities, religion and sexual
orientation, and the impact it has on the classroom culture and the curriculum. The
cultural autobiography, articles, classroom presentations, and class field trip in
conjunction with class discussions helped me identify strategies and activities to use in
my classroom.
I found the cultural autobiography to be very beneficial. Doing this helped me
connect with my past and identify factors that can influence my role as a teacher. It was
encouraging to also listen to others open up and share their struggles with misconceptions
about other ethnic group or negative experiences they encountered in the past. This
activity emphasized how important it is to be open-minded and how sharing difficult
moments can create unity and build a classroom community.
Many of the classroom presentations discussed equity issues that made me reflect
on concepts and dilemmas within society that impact students. I learned in class that the
education system in the United States caters to the middle class norms and as a result,
students that come from low social economic backgrounds are marginalized.
I also thought about how stereotypes can affect students ability to learn. When students
feel they are viewed negatively they will be discouraged from learning and reaching his
or her full potential. The presentation about race emphasized the importance of not
labeling students based on what teachers think they can accomplish. If a student comes
from an Asian background it is often assumed that they are good at math and this can
prevent them from asking for help.
Another presentation I found interesting was whether religion should be taught in
schools and the implications of teaching it to students. I never imagined the impact
religion has on students and their ability to relate to their peers causing them to feel
excluded. After the presentation on religion I also realized that many schools and
classrooms focus on certain holidays without recognizing others and as a result
marginalize students and families who do not follow certain religious holidays, such as
Christmas. After watching this presentation I thought it was very important to learn more
about the students background and religion as a way to engage students and their
families. This promotes a strong classroom community and creates acceptance among
students.
Another aspect of the class I found to be influential was the field trip to the
tenement museum and the African Burial ground. This experience brought insight on the
history of Africans in the USA, the hardships immigrant Italians and German families
went through and its impact on society. Furthermore, this helped me understand the
heritage of students who have families who share these backgrounds and how to
appreciate cultural differences.
In class we discussed strategies on how to incorporate multicultural education, by
designing lessons and activities that promote awareness and celebrates diversity. Some of
the examples provided in class suggested the use of educational books that highlight
differences and empower minority groups regardless of their sexual orientation, gender or
race and ethnic background. The presentation on gender did a good job breaking down
stereotypes associated with gender by using a venn diagram. The activity was interactive
and encouraged teamwork as groups came up with male and female stereotypes. I liked
how we compared similarities and differences between the two gender roles.
Implementing these types of activities in a classroom has the potential to reduce
stereotypes and help students appreciate and accept differences in others.
Another outcome from class I found to be important was how to help students that
are affected by social inequity. Poverty is a social issue that impacts many inner city
communities and schools. Many of the students that attend public schools come from low
social economic status. The articles and class discussions emphasized how poverty was a
major contributor to low achievement in students.
Teachers need to be socially responsible and apply teaching practices that engage
students that come from poverty. There exist a social culture within these communities in
which students are a part of and its important for teachers to acknowledge it. This
information was particularly useful because many of the students in New York City come
from poverty and need adults that support their specific needs and foster positive
relationships.
After taking this class I felt better equipped to confront equity and diversity in
education. I learned so much about social injustices and the impact it can have on
students. It was a rewarding experience being able to share with classmates and learn
from each other and discuss the different ways to incorporate multicultural education in
our classroom and empower students be more accepting.

733 - Growth Statement As of 6 11 14

Uploaded by

Copyright:

Available Formats

733 - Growth Statement As of 6 11 14

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

733 - Growth Statement As of 6 11 14

Uploaded by

Copyright:

Available Formats

Casta Garcia-Rosen

EDUG 733- Approaches to Multicultural Education

You might also like