Abstract

This paper investigates chapters six through eight of Sonia Nieto and Patty Bodes book
Affirming Diversity: The Sociopolitical Context of Multicultural Education 5th Edition. The
focus of these chapters is on how culture and language affects students learning, and theories that
try to identify circumstances that impact academic success or failure. Nieto, and Bode (2008)
suggest that it is nearly impossible to identify one factor that causes students to excel while
others struggle to finish school. One area that has shown to help students succeed is a teacher
who is positive, encouraging, and also maintains and enhances student identity. This paper looks
at these factors and the importance of bridging the gap between culture, family, language and
school.
Review
These chapters focus on how culture influences learning style, societys view of people
who speak languages other than English and how that view can impact learning, and theories that
try to explain why students succeed or fail in school.
Understanding culture, identity and how it affects learning is the focus of chapter six. To
understand culture it must be defined. Nieto and Bode (p. 171) define culture as:
Consisting of values, traditions, worldview, and social and political relationships
created, shared, and transformed by a group of people bound together by a common
history, geographic location, language, social class, religion, or shared identity.

To understand culture is important because culture may influence who people are, it does
not determine who they are. (Nieto & Bode, 2008, p. 175) As educators, it is important to know

that learning and communication vary between cultures and with this knowledge, teachers can
instruct in a powerful way, using multiple intelligences to differentiate instruction, meeting the
needs of all students. These decisions cant be made lightly as decisions based on cultural
compatibility may lead to segregation and inequality. (Nieto & Bode, 2008, p. 187)
Chapter sevens investigation of language shows the need for teachers to be aware of the
diverse society we live in and how to be prepared when that diversity exists in the classroom. In
2000, approximately 18 percent of the United Sates population spoke a native language other
than English. (Nieto & Bode, 2008, p. 230) In schools between the years 1990 to 2000, English
Language Learners increased by 46 percent. (Nieto & Bode, 2008, p. 231) These numbers affect
not only urban areas that traditionally have diverse populations of second language speakers, but
also areas where linguistic diversity has historically not been a major issue, like Mississippi and
Georgia. (Nieto & Bode, 2008, p. 232) In the past, education policies ranged from a sink or
swim approach (students learning English on their own) to dropping their native language in
order to be successful. (Nieto & Bode, 2008, p. 233) Bilingual education and its policies are
controversial and political. Some see cultures who seek to keep their language and identity as a
threat to the dominant cultures values and national unity. (Nieto & Bode, 2008, p. 236)
There many ways to teach language minority students. With the passing of the Equal
Educational Opportunities Act of 1974, language rights were protected and schools had to find
ways to teach students regardless of their native tongue. Programs such as Bilingual/Bicultural
Education, Transitional Bilingual Education, and Developmental/Maintenance Education have
worked to increase student achievement by using varied approaches of instruction, from learning
in separate language speaking classrooms, to learning content in their native language and then
learning English separately. Perhaps the program showing most promise is Two-Way Immersion

(TWI). By combining native English speakers with students whom English is a second language,
educators try to develop bilingual proficiency, academic achievement, and positive cross-cultural
attitudes and behaviors. (Nieto & Bode, 2008, p. 245) Performance in academic areas show
promise in TWI and also in motivating students to stay in school rather than dropping out.
Chapter eight looks at theories on conditions that affect student achievement at school.
Beginning with deficit theories that purpose the childs home/cultural environment or a genetic
trait is the reason a student is successful. (Nieto & Bode, 2008, p. 271) This causes a student to
make choice about identity and possibly abandon their culture and values to succeed in school.
Another theory is that schools reproduce inequalities that are represented in society, creating a
sorting function and a dominate-dominating relationship, creating an intended outcome of
minority students dropping out in school, in a sense keeping the power in power, minimizing
threats to their dominance. (Nieto & Bode, 2008, pp. 275,276) The conflict between school
culture and home culture resulting in culture clash is another theory. Because these two
cultures are at odds, the stress results in a loss of identity that affects attitudes about school and
success. (Nieto & Bode, 2008, p. 277) Cultural-Ecological theory states that not only does the
persons cultural background influence success, but also the host countries perception of the
culture that aid in the failure. The dominate society devalues the culture so the ladder to success
is something that takes generations to accomplish. (Nieto & Bode, 2008, p. 288) Last, Resistance
Theory is when school failures and misunderstandings become entrenched over periods of time
and the student then becomes unwilling to learn. (Nieto & Bode, 2008, p. 287) These students
tend to be the class clowns, loudmouths or in the end, drop out of school.
So what is the solution to these issues? A reoccurring theme in each chapter can be found.
It is simple yet difficult to implement because it is specific to each situation. It may be an

oversimplification, but that idea is a prepared teacher that cares, creates a relationship that
maintains and enhances student identity while using thoughtful pedagogy to get the best out of
the child.
Conclusion
When looking at solutions to the issues presented, bridging the gap between home and
student achievement cannot go forward unless the school or teacher is willing to build a caring
significant relationship with students. The case studies provide encouraging words when they
talk about Ms. Nelson, or Miss Kathy using projects, illustrations, music, and other pedagogy to
value their students culture and identity. The challenges are great as no single factor can be used
as an indicator of student success or failure. Personal, cultural, familial, interactive, political,
relational, and societal issues (Nieto & Bode, 2008, p. 298) intertwine to make education
challenging and rewarding. Teacher preparation in the area of linguistic diversity is also
important as many teachers are not ready to face the challenge presented by students who speak
different languages. Educators are on the front line when it comes to making sure future
generations can learn and be successful. Teacher need to reflect on this huge responsibility and
continue to challenge themselves to adapt to the environment both in and out of the classroom.

Bibliography
Nieto, S., & Bode, P. (2008). Affirming Diversity: The Socioploitical Context of Multicultural
Education Fifth Edition. Boston, Ma: Pearson Education, Inc.