Running Head: MULTICULTURAL EDUCATION 1

Multicultural Education

Shannon Skelton

National University

TED 690
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Abstract

The following is a review of the educational text Multicultural Education: Issues and

Perspectives by James A. Banks and Cherry A. McGee-Banks. While public schools in the

United States, and namely in California, offer quality education to students regardless of their

gender and race, Banks and McGee-Banks discuss flaws in the current education system in

providing an equal opportunity for all genders, races, and exceptionalities and offer teachers

techniques for creating a more equitable learning environment for all students. By understanding

the need for differentiation in the classroom and implementing these techniques, teachers are

demonstrating competencies in TPE 5: Student Engagement, TPE 6: Developmentally

Appropriate Teaching Practices, and TPE 7: Teaching English Learners.

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Providing educational equality is multidimensional. It takes new forms and avenues as

factors such as race, ethnicity, sexuality, religion, and disability intersect or become isolated. In

this text, Banks and McGee Banks discuss these various issues of minorities in each chapter of

the book. The authors stress the necessity for teachers to maintain an unbiased view of their

students. Rather than assuming the stereotypical views of race and gender, they should focus on

the academic performance of each student individually (Banks & McGee Banks, 2010, p.150).

Additionally, the more training and education the teacher receives in understanding issues such

as sexual orientation, the more sensitive and open minded they are to recognizing the strengths

and weaknesses of their students in the classroom setting. While the teacher may not be aware of

their prejudicial behavior, students can pick up on it and it negatively affects their desire to be

involved in their education and even their graduation rates and enrollment in college (Banks &

McGee-Banks, 2010, p.151). Therefore, teachers need to be aware of the issues that affect their

student body as well as their appropriate, supportive, and proactive responses to these issues.

The authors made a very strong point that, just as we value diversity in the student

population, schools should aim to represent a wide diversity in their teachers and staff. These

adults will hopefully serve as positive role models and socialize the students in a way that can

bridge cultural gaps (Banks & McGee-Banks, 2010, p.157). This is a common sentiment that is

felt amongst the educators in my district. Minorities are highly underrepresented within the

teachers and staff at all schools in Poway Unified, however, if students felt culturally connected

to their teachers, rather than just sharing similar interests or inspired by the curriculum, student

engagement amongst these minorities could be highly improved and opportunities for success on

campus increased.
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One activity that is very appropriate in my science classroom is encouraged by Banks and

McGee-Banks to understand the common sentiments that are felt in regards to science at the

school. They suggest the students respond to the prompt, When I think about science, I They

will write freely and candidly for fifteen minutes and split into small groups to share their

responses, and report to the rest of the class commonalities in the responses (Banks & McGee-

Banks, 2010, p. 138). One thing to take notice is the difference in responses between males and

females and different ethnicities. Traditionally, women are underrepresented in science, they

tend to show less of an interest or more anxiety correlated with their science classes.

In my two years as a high school chemistry and physics teacher, I have felt the women

in science stereotype on many occasions. Although the science staff at my school represents

both genders equally, when others first hear about my career choice I have gotten surprised

responses on multiple occasions. Additionally, girls are highly underrepresented in AP Physics

courses in my high school and even worse in many college physics and engineering classes.

Therefore, discussing the issue, even in elementary schools, and addressing the sentients and

concerns that steer girls and women away from science is crucial in bridging the gender gap.

It is essential for all my students to know that they are highly capable of learning,

understanding and succeeding in my science class, and all classes, despite minority factors that

might come in play. I found this text to be eye opening to the stereotypes and statistics that affect

student success, as well as inspiring and empowering with suggestions for teachers to right these

wrongs and create an environment of equality in their school or community.

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References

Banks J.A. & McGee-Banks, C.A. (2010). Multicultural Education Issues and Perspectives

(7th ed). Hoboken, NJ: John Wiley & Sons, Inc.