Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
The National Council for Accreditation of Teacher Education (NCATE) now defines
diversity as differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and
geographical area (Hansen & Kenneth, 2012).
According to the analysis of National Assessment of Educational Progress (NAEP)
mathematic test result in 2003, there was less than 5% of the variance in mathematic test scores
was associated with race and about 50% of the variance in mathematic test scores associated
from the differences in social economy status, motivation, and exposure to learning opportunities
such as technology materials like calculator, course work and others (Woolfolk, Educational
Psychology-Active Learning Edition, 2008).
Since 20th century, there are plenty of citizen emigrated from their homeland to other
country to make their living. Majority of them would like to escape from famine, poverty and
most importantly they are seeking for peaceful and safety. Unfortunately, this minority group is
merging into the majoritys cultural melting pot in order to eliminate the cultural differences
(Woolfolk, Hughes, & Walkup, Psychology in Education, 2008; Mary & Tracy, 2000).
The cultural deficit model defined that the cause of the poor academic achievement in
minority group is due to their inadequate culture. This model assumed that the minority groups
culture is incapable to prepare the students to fit into the mainstream context (Brooker, 2003;
Mary & Tracy, 2000).
In contrast to the concept of melting pot, James Banks developed a multicultural
education approach in 2002. This is an approach where it accepts all the different culture
diversity into the education system. Multicultural education is divided into five dimensions
which are (Woolfolk, Hughes, & Walkup, 2008),
1. Content Integration - referring to the practice of the various cultures perspective as
example and content in the teaching subject.
2. An Equity Pedagogy - referring to the assistant of people from diversity ethnic and
cultural by matching the teaching methods into their learning styles.
3. An Empowering School Culture and Social Structure - referring to the encouragement
of the people from diversity ethnic and culture to create an interactive school
environment and activities such as sports for the staff and students.
4. Prejudice Reduction - suggested that prejudice among the diversity cultures can be
reduced by identify the characteristics of the individuals racial attitudes and determine
how they can be modified through teaching.
5. The Knowledge Construction Process - this is a method that helps individual to
understand the impact on the implicit cultural assumptions within a discipline affects
the ways that knowledge is created within in.
student from the dimensions of cognitive, emotion, and behavior (Ottaway & Bhatnagar, 1988;
Garza & Santos, 1991).
are not practicing in the real world. Soon a negative feelings of being white or superior group is
been developed (Sue & Sue, 1990).
In the fourth stage which is the introspective stage, the old beliefs have changed. This
individual now is focusing on individual autonomy and is sensitive and more critical about the
group ideology. However, certain people will shift to other race in order to reject of being white
culture (Sue & Sue, 1990).
In the final stage (Integrative awareness), this individual realized that each culture have
their own accepted and unaccepted characteristics. Moreover, this person understands that each
member of any group is actually an individual society (Sue & Sue, 1990).
Reference
Brooker, L. (2003). Learning how to learn: parental ethonotheories and young children's preparation for
school. International Journal of Early Year Education.
Garza, R., & Santos, S. (1991). Ingroup/Outgroup Balance and Interdependent Inter-ethnic Behavior.
Journal of Experimental Social Psychology, 124-137.
Hansen, J., & Kenneth, D. M. (2012). Teaching diverse students. In Effective strategies for teaching in K-8
classrooms. Thousand Oaks, CA: SAGE Publications, Inc.
Mary, F. H.-H., & Tracy, L. R. (2000). The Convergence of Race, Ethnicity, and Gender: Multiple Identities
in Counseling. Upper Saddle River, N.J: Merrill.
Najeemah, M. Y. (2014). Multicultural Education:Managing Diversity In Malaysian School. School of
Educational Studies, Universiti Sains Malaysia.
Ottaway, R. N., & Bhatnagar, B. (1988). Personality and Biographyical Differences Between Male and
Female Managers in the United States and India. Applied Psychology: An Internatinal Review,
201-212.
Schaffer, B. S. (2008). The Role of Cultural Value Dimensions in Relational Demography. IJMS.
Sue, D. W., & Sue, D. (1990). Counseling the culturally different:Theory and practice. New York: Wiley.
Woolfolk, A. (2008). Educational Psychology-Active Learning Edition (10th ed.). USA: Pearson Education.
Woolfolk, A., Hughes, M., & Walkup, V. (2008). Psychology in Education. England: Pearson Longman.