Multicultural Education & Science

Effective multicultural education is crucial in an era of changing demographics

(Rhoades & Meyer, 2006, p.83). Effective multicultural curriculum goes beyond
learning about the food, festival, folklore and fashion of the different cultures.
Multicultural curriculum appropriately reflect the racial, ethnic, and cultural
diversity within the United States and the world (Rhoades & Meyer, 2006, p.87).
Effective multicultural education allows students to learn about individuals from
different backgrounds with different perspectives. Successful multicultural
curriculum integrates regular guided opportunities for students to question and
challenge different perspectives. Both educators and their students must be
prepared to live and work effectively in a global economy and social system where
they will be exposed to a wide variety of individuals with differing backgrounds,
values, and cultural practices (Rhoades & Meyer, 2006, p. 83). A successful and
effective multicultural curriculum will prepare students for the 21 st century.
Gorski (2001) stated that multicultural education is a transformative movement that
produces critical thinking and socially active members of society. To ensure
students can successfully practice these skills, each class develops expectations
and norms that are necessary to maintain an environment that supports a
community of learners at the beginning of the school term. A safe and trusting
learning environment is essential for students to collaborate in heterogeneous
groups especially about sensitive topics. Students are viewed as individuals and
encouraged to take risks. Especially when they have opportunities to select how
they will demonstrate their learning. Students can develop their sense of self by
having regular chances to select from a menu of activities to guide their learning
experiences. Different types and levels of resources are provided to allow all
students an opportunity to construct knowledge. These are characteristics of the
curricular framework for multicultural education that are apparent in my classroom.
Science taught in school derives from a Western European viewpoint and science
from other cultures is often viewed as folk thought (Stanley & Brickhouse, 2001,
p.36). This is an area that I would like to improve upon because I believe it supports
a stereotype and an imbalance of perspectives. Meyer and Rhoades (2006)
suggested eradication of elements such as stereotype and imbalance from
instruction design to support the transformation of attitudes about different
cultures. Creating opportunities for students to explore the role of science in a
culture of their choice as well as how culture prejudice impacts science discoveries
and construction of knowledge will support the continuing development of a
multicultural classroom.
References
Meyer, C. F., & Rhoades, E. K. (2006). Multiculturalism: Beyond food, festival,
folklore, and fashion. Kappa Delta Pi Record, 42(2), 82-87.
Stanley, W., & Brickhouse, N. (2001). Teaching science: The multicultural question
revisited. Science Education, 85, 3549.

Stefanie,
I originally felt that I was doing well with integrating culture into the science content
because just as you stated, I embraced diversity and multicultural education.
However, after reading the article by Meyers & Rhoades and further reflecting I
realized that the evident culture integration was fragmented and did very little to
promote transformation of thoughts and attitudes. I strongly believe that safe and
trusting learning environment that is fostered in my classroom will allow for
integration of culture and discussion of sensitive topics. The students and I work to
create an environment that is safe for risk-taking and I would like to finally take
advantage. I would like to create more opportunities for students to learn about
different perspectives as well as challenge them to develop understanding. Allow
time for students to discuss the different perspectives and the similarities and relate
the observations to construction of the content they are learning. Thank you for
sharing.