Diversity and Multiculturalism

Historically, IQ tests have discriminated against students from culturally and linguistically diverse background by over identifying students from these minority groups into special education (Banks & Banks, 2004). Assessment and special education placement procedures have improved since then and Individuals with Disabilities Education Act (IDEA) no longer allows identification based on a single test. However now with NCLB, we find that many schools that are failing to make AYP are schools with a large population of students from culturally and linguistically diverse background (Johnson, 2003). I have to agree with Reeves (1997) that multiculturalism and diversity are definitely not an international issue.

There is no such thing as a culturally neutral program and there is no such thing as a program that would be culturally appropriate for all students. However there is such thing as audience analysis and depending on the audience, the program could be modified to be more culturally sensitive. The danger is in the unwillingness of some people/companies in making the necessary modifications. While creators of educational programs are more than willing to modify their programs to be more culturally sensitive if they are going to sell it at a high price to large company in Taiwan, they may not be so willing to modify their programs for a few minority students in a small economically challenged school district. And even with the modifications, teachers/instructors play an important role in dealing with issues of diversity and multiculturalism in the classroom.

References

Banks, J.A., & Banks, C.A. (2004). Multicultural education: Issues and perspective (5th ed). New York: Wiley.

Johnson, T. (2003). Race, education, & No Child Left Behind: A guide for journalists. Oakland, CA: Applied Research Center.

Reeves, T.C. (1997). An evaluator looks at cultural diversity. Educational Technology, 37, 27-31.