Cultural Diversity in the Classroom: The Quality of School Programs
Cultural diversity is an issue that is in every economy of a country. In schools, students have to learn together as a group, helping each other and understanding each other’s likes and dislikes. Students have to learn without conflicts and misunderstandings. Whenever the learning environment is conducive for everybody, students feel relaxed to learn and success is reported. Is should be noted that cultural diversity can as well lead to other diversities including languages, ethnic, racial, and social classes further affecting education environment negatively (Ford, 2003).
Several factors in the community affect education of culturally diverse students. These factors include inequities in learning materials among districts, funding for cultural enrichment activities, and quality of school programs (Chapa & Christi, 2006). Cultural diversity is an issue that leads to great problems in schools if not well dealt up with.
Cultural diversity is a problem that affects educations programs negatively. Whenever an instructor is in class, he is out to ensure that the children understand what they are being taught. Fast understanding is ensured if obstacles that can hinder free learning are eliminated.
With cultural diversity in education programs, it happens that students in the same class have different languages and cultural practices. Quality of schools programs has been poor without adequate representation of culturally diverse students. Even though issues of cultural diversity have been resolved in almost every country in the world, there is “yet another crisis involving immigration, with enough misunderstandings and misconceptions to fill volumes” (Ford, 2003, p. 11). This implies that cultural diversity is still an issue that needs much attention.
A number of people cause the problem of poor quality of programs. To start with, the government in a country is the main cause of the problem because it does not address the problem, as it ought to be. Government should fund research to ensure that the best teaching programs are used. In addition, the government should fund the researched program to ensure that adequate materials are used in providing the best education to the students (Trail, 2000).
Teachers are also a cause of the problem, as they need to use appropriate school program for different students. For instance, if the students involved have different languages as their first language, the teaching program should be one in which the best language to use is identified. This is the work of the instructors for they are the ones dealing with the students directly.
The ministries of education in different countries should as well identify the education program to advocate for and support. This will depend on the identified characteristics in the students.
The causes of the problem are the best solutions to the same problem. Governments through research will identify the best education programs to use. This will further be forwarded to the ministry of education to advise the teachers appropriately.
Proposed Solution, Implementation, and Timeline
The best solution to apply is that of research in which the best school program is identified. As a result of technological improvements, the selected school program should be in line with the level of technology. Implementation of the problem requires money, time, manpower, and materials. Money is required to fund the implementation because all the changes identified come with a cost. Instructors in schools will carry out the implementation process, as they are the ones dealing directly with the students. In order to ensure success of the implementation process, a year is enough to carry out the process.
With successful implementation of the proposed solution, which is the best school program, it is expected that conflicts and misunderstandings in schools be eliminated. Students feel relaxed with in schools irrespective of the differences in their cultural backgrounds. Additionally, education will improve with positive results reported.
Even though cultural diversity is an issue that needs to be addressed, positive results can be reported if education programs are improved. If the issue of cultural diversity is well addressed, students benefit from each other as they learn different skills from each other.
Chapa, O. E. & Christi, C. (2006). “Cultural Diversity Education: A Positive Focus for the Future.” National Diversity Education Program. Retrieved 9 December 2011 from http://www.ncdemocracy.org/sites/www.ncdemocracy.org/files/docs/NDEP-CorpusChristi-Article.pdf
Ford, D. Y. (2003). “The Underrepresentation of Minority Students in Gifted Education.” The Journal of Special Education, 32(1): 4-14.
Trail, K. (2000). “A Changing Nation: The Impact of Linguistic and Cultural Diversity on Education.” SEDL Letter. Retrieved 9 December 2011 from http://www.sedl.org/pubs/sedletter/v12n02/2.html