Resources

1. In what ways is cultural identity a source of conflict for minority students in American schools?
2. What are the benefits of maintaining a strong ethnic/cultural identity?
3. What are the possible limitations of maintaining a strong ethnic/cultural identity?
4. How can teachers encourage minority students to maintain their cultural identity as well as participate in the wider school community and achieve academic success?

1. Jocelyn had a lot to say about the curriculum in her school. Listen to her quotes and summarize her opinions. In what ways do you relate to her concerns?
2. Jocelyn argues that teachers need to teach about the cultures of the students represented in their classes. What is your reaction to this assertion?
3. After listening to Jocelyn, imagine that she is a new colleague in your department. What could you tell her about the things you are doing with respect to multicultural education? What would be some things that you could do to improve the multicultural aspects of your curriculum, together with her help?
4. How can teachers facilitate the sharing of cultures that Lyncy and Jocelyn talk about? What should teachers take into account when planning to bring this type of sharing into the curriculum?
5. Schools often believe that by highlighting a few prominent individuals of minority backgrounds that they have made the curriculum multicultural. Discuss how this narrow view of multicultural education's limiting to all children. Jocelyn offers some ways this phenomenon plays out in schools. What are steps your school could take to avoid this?
6.  If your school does not have a great deal of ethnic diversity, how can you make the issues of multicultural education relevant to your students?

1. Listen to the clip from Mohamed "language barrier". What message(s) did you get from his words? If you were Mohamed, how would you feel? If you were Mohamed's teacher, how would you deal with the issue of language barriers and parent-teacher conferences?
2. Listen to David speak about barriers to parental involvement. "Logistical barriers" are one of the factors that hinder parental participation in school. Are there any other factors that hinder parental participation at your school? How can you/your school minimize these factors?
3. Listen to David speak on "attitudinal barriers". Describe your school's perceptions of culturally and linguistically diverse parents' involvement in school. Share your observations of and knowledge about perceptions of parental involvement among culturally and linguistically diverse parents.

1. How would you respond to the teacher who says, "I am a white, middle-class, female teacher. How can I ever hope to be an effective, culturally-sensitive teacher of students whose cultural backgrounds are so different from mine?" Do you think it is possible?
2. Now listen to what the panelists have to say related to this topic. Choose any number of clips under "Teacher-Student Relationship." According to Mohamed, David, Jocelyn and Lyncy, what are some of the characteristics that make good, culturally competent educators?
3. What are the advantages or strengths of having teachers whose cultural backgrounds are similar to those of the students
4. What are the potential advantages or strengths of teachers NOT sharing the same cultural backgrounds as their students?
5. After listening to these students' perspectives on multicultural education, what are some of the things you feel you are doing well as an effective, culturally competent teacher?
6. What is one thing you would like to work on in order to become a more effective, culturally competent teacher?

Copyright 2005 by the Regents of the University of Minnesota. The University of Minnesota is an equal opportunity educator and employer. This information is subject to change without notice. This page was last modified on 01/10/2005 .
For questions or comments please contact Martha Bigelow mbigelow@umn.edu - 612-624-7087