Annotated Bib:
Adams, E., Sewell, D. T., & Hall, H. C. (2004). Cultural pluralism and diversity: Issues important to family and consumer sciences education. Journal of Family and Consumer Sciences Education, 22(1), 17-28.
This study investigated family and consumer sciences teachers’ attitudes toward issues related to multicultural education. “Student populations within family and consumer sciences education classrooms, like our nation, continue to grow increasingly diverse. Teacher’s attitudes are critical to planning and implementing educational programs which meet the needs of learners from diverse backgrounds” (Adams et al., 2004, p. 17). The family and consumer science teachers in the study tended to reflect positive attitudes about the issues examined. Specifically, FCS teachers believe that all students should be provided equal opportunities for educational success, that diverse cultures make positive contributions to society, that it is appropriate for students to feel pride in their cultural heritage, and finally that students should learn to respect themselves and others. However, FCS teachers may need assistance developing instructional practice and infusing teaching strategies that appeal to diverse student populations and may need to obtain additional educational guidance and training when dealing with diverse student population if they feel uncomfortable. In conclusion, this study can be useful to educators and school administrators that are attempting to understand and expand multicultural perspectives within career and technical education.
Rehm, M., & Allison, B. (2006). Positionality in Teaching: Culturally Diverse Students: Implications for Family and Consumer Sciences Teacher Education Programs. Journal of Family and Consumer Sciences Research Journal, 34(3), 260-275.
This survey research study was designed to identify FCS teachers’ beliefs about their experiences with cultural diversity, with particular interest in identifying implications for FCS education programs. “Multicultural education can be broadly defined as the use of multiple instructional strategies to empower all students with knowledge, attitudes and skills needed to actively participate in and successfully function in a culturally diverse democratic society” (Rehm & Allison, 2006, p. 260). The findings indicate that more than seventy percent of teachers adapted teaching strategies, time/instructions for assignments, student grouping patterns, and communication. Moreover, fewer than twenty percent adapted teaching goals, texts or classroom rules. Additionally, teaching strategies used most frequently and perceived as most effective were visual aids, cooperative learning, and alternative assessments. With this study, it is important and recommended that teacher education programs provide an encompassing study of cultures, a collection of appropriate teaching adaptations, reflective and critical thinking and multiple experiences with culturally diverse people.
Thompson, N., & Wheeler, J. (2009). Diversity in the Family and Consumer Sciences Classroom: Teaching and Learning Strategies. Journal of Family & Consumer Sciences Education, 27(2), 56-62.
This article discusses a variety of creative teaching strategies that promote teaching for and with diversity. The strategies and techniques suggested in this article addresses three implications including learning about the cultural backgrounds and experiences of the students they teach, implement sound, research-based strategies that recognize the needs, strengths and experiences of students from diverse backgrounds and culture and lastly incorporate culturally relevant curriculum materials and instructional aides. Ultimately, the Family and Consumer Sciences classroom is a perfect place to address issues of diversity and present divergent views of individuals, families and communities. Specific activities that the teachers tried out included a “family fun field day” activity where students’ family members were invited to share games from their culture, a “if the shoe fits” activity which includes a display of a variety of shoes and having students explore diverse cultural perspective as they relate to clothing, child-care, home and employment through a class discussion, a “what are we selling?” activity which aims to make students aware of products that promote stereotyping their labels or advertising and lastly “music to make us think” activity which consists of playing a song and reflecting on the lyrics and meaning in hopes of developing an appreciation for the perspectives of others. “Many people wear cultural blinders due to ignorance of the diversity that surrounds them. It is the duty of educators, to first remove cultural blinders, then help students see the light and power of appreciating the diverse world” (Thompson & Wheeler, 2009, p. 61).
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25-38.
The purpose of this study is to stimulate discussion of culturally responsive classroom management. With diversity in the classrooms increasing, a lack of multicultural competence can intensify the difficulties that new teachers may experience when it comes to classroom management. Conflicts are likely to occur when educators and students come from different cultural backgrounds, specifically, definitions and expectations of appropriate behavior are culturally influenced. Researchers propose a notion of culturally responsive classroom management that consists of five fundamental components including: recognition of one’s own ethnocentrism, knowledge of students’ cultural backgrounds, understanding of the broader social, economic, and political context, ability and willingness to use culturally appropriate managements strategies and commitment to building caring classrooms. Moreover, “culturally responsive classroom managers recognize their biases and values. They reflect on how these influence their expectations for behavior and their interactions with students. They recognize that the ultimate goal of classroom management is not to achieve compliance or control but to provide all students with equitable opportunities for learning” (Weinstein et al., 2004, p. 27).
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
In this article, researchers argue that to prepare teachers in a multicultural society, those responsible for preparing them must first articulate a vision of teaching and learning in a diverse society. Researchers propose six salient characteristics that make up culturally responsive teachers including: being socioculturally conscious, having affirming views of students from diverse background, seeing themselves as responsible for and capable of bringing about change to make schools more equitable, understanding how learners construct knowledge and are capable of promoting knowledge constructions, understanding how learners construct knowledge and are capable of promoting knowledge construction, knowing about the lives of their students and designing instruction that’s builds on what their students already know while stretching them beyond the familiar. “Such culturally responsive teaching practices include involving all students in the construction of knowledge, building on students’ personal and cultural strengths, helping students examine the curriculum from multiple perspective, using varied assessment practices that promote learning and making the culture of the classroom inclusive to all students” (Villegas & Lucas, 2002, p. 27).
This study investigated family and consumer sciences teachers’ attitudes toward issues related to multicultural education. “Student populations within family and consumer sciences education classrooms, like our nation, continue to grow increasingly diverse. Teacher’s attitudes are critical to planning and implementing educational programs which meet the needs of learners from diverse backgrounds” (Adams et al., 2004, p. 17). The family and consumer science teachers in the study tended to reflect positive attitudes about the issues examined. Specifically, FCS teachers believe that all students should be provided equal opportunities for educational success, that diverse cultures make positive contributions to society, that it is appropriate for students to feel pride in their cultural heritage, and finally that students should learn to respect themselves and others. However, FCS teachers may need assistance developing instructional practice and infusing teaching strategies that appeal to diverse student populations and may need to obtain additional educational guidance and training when dealing with diverse student population if they feel uncomfortable. In conclusion, this study can be useful to educators and school administrators that are attempting to understand and expand multicultural perspectives within career and technical education.
Rehm, M., & Allison, B. (2006). Positionality in Teaching: Culturally Diverse Students: Implications for Family and Consumer Sciences Teacher Education Programs. Journal of Family and Consumer Sciences Research Journal, 34(3), 260-275.
This survey research study was designed to identify FCS teachers’ beliefs about their experiences with cultural diversity, with particular interest in identifying implications for FCS education programs. “Multicultural education can be broadly defined as the use of multiple instructional strategies to empower all students with knowledge, attitudes and skills needed to actively participate in and successfully function in a culturally diverse democratic society” (Rehm & Allison, 2006, p. 260). The findings indicate that more than seventy percent of teachers adapted teaching strategies, time/instructions for assignments, student grouping patterns, and communication. Moreover, fewer than twenty percent adapted teaching goals, texts or classroom rules. Additionally, teaching strategies used most frequently and perceived as most effective were visual aids, cooperative learning, and alternative assessments. With this study, it is important and recommended that teacher education programs provide an encompassing study of cultures, a collection of appropriate teaching adaptations, reflective and critical thinking and multiple experiences with culturally diverse people.
Thompson, N., & Wheeler, J. (2009). Diversity in the Family and Consumer Sciences Classroom: Teaching and Learning Strategies. Journal of Family & Consumer Sciences Education, 27(2), 56-62.
This article discusses a variety of creative teaching strategies that promote teaching for and with diversity. The strategies and techniques suggested in this article addresses three implications including learning about the cultural backgrounds and experiences of the students they teach, implement sound, research-based strategies that recognize the needs, strengths and experiences of students from diverse backgrounds and culture and lastly incorporate culturally relevant curriculum materials and instructional aides. Ultimately, the Family and Consumer Sciences classroom is a perfect place to address issues of diversity and present divergent views of individuals, families and communities. Specific activities that the teachers tried out included a “family fun field day” activity where students’ family members were invited to share games from their culture, a “if the shoe fits” activity which includes a display of a variety of shoes and having students explore diverse cultural perspective as they relate to clothing, child-care, home and employment through a class discussion, a “what are we selling?” activity which aims to make students aware of products that promote stereotyping their labels or advertising and lastly “music to make us think” activity which consists of playing a song and reflecting on the lyrics and meaning in hopes of developing an appreciation for the perspectives of others. “Many people wear cultural blinders due to ignorance of the diversity that surrounds them. It is the duty of educators, to first remove cultural blinders, then help students see the light and power of appreciating the diverse world” (Thompson & Wheeler, 2009, p. 61).
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25-38.
The purpose of this study is to stimulate discussion of culturally responsive classroom management. With diversity in the classrooms increasing, a lack of multicultural competence can intensify the difficulties that new teachers may experience when it comes to classroom management. Conflicts are likely to occur when educators and students come from different cultural backgrounds, specifically, definitions and expectations of appropriate behavior are culturally influenced. Researchers propose a notion of culturally responsive classroom management that consists of five fundamental components including: recognition of one’s own ethnocentrism, knowledge of students’ cultural backgrounds, understanding of the broader social, economic, and political context, ability and willingness to use culturally appropriate managements strategies and commitment to building caring classrooms. Moreover, “culturally responsive classroom managers recognize their biases and values. They reflect on how these influence their expectations for behavior and their interactions with students. They recognize that the ultimate goal of classroom management is not to achieve compliance or control but to provide all students with equitable opportunities for learning” (Weinstein et al., 2004, p. 27).
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
In this article, researchers argue that to prepare teachers in a multicultural society, those responsible for preparing them must first articulate a vision of teaching and learning in a diverse society. Researchers propose six salient characteristics that make up culturally responsive teachers including: being socioculturally conscious, having affirming views of students from diverse background, seeing themselves as responsible for and capable of bringing about change to make schools more equitable, understanding how learners construct knowledge and are capable of promoting knowledge constructions, understanding how learners construct knowledge and are capable of promoting knowledge construction, knowing about the lives of their students and designing instruction that’s builds on what their students already know while stretching them beyond the familiar. “Such culturally responsive teaching practices include involving all students in the construction of knowledge, building on students’ personal and cultural strengths, helping students examine the curriculum from multiple perspective, using varied assessment practices that promote learning and making the culture of the classroom inclusive to all students” (Villegas & Lucas, 2002, p. 27).