Teaching
about Ethnic Diversity
Immigration and
ethnic diversity are central characteristics of the American
experience. The United States has accepted more immigrants,
from more places around the world, than any other nation.
During this century, the ethnic mixture of the United States
has become increasingly varied, a trend that continues today
with waves of new immigration from Asia and Latin America.
Immigration and
ethnic diversity have posed a paradox to American educators
in the social studies: a paradox which is connoted in the
national motto, E Pluribus Unum. How do educators depict accurately
and fairly the rich ethnic diversity of the United States
and also teach core values of a common American heritage?
In this article, we will examine:
(1) the meaning
of education about ethnic diversity in the United States,
(2) reasons for
its importance,
(3) the place of
ethnic diversity in the curriculum, and
(4) procedures
for teaching about ethnic diversity in the United States.
WHAT
IS EDUCATION ABOUT ETHNIC DIVERSITY IN A FREE SOCIETY?
Education
about ethnic diversity treats cultural pluralism within a
nation-state by examining variable traits of different groups
(religious, linguistic, culinary, artistic, etc.) which distinguish
one group from another. A major tenet of education in a free
society is acceptance of cultural pluralism as a national
strength rather than an obstacle. Individuals of various minority
groups may maintain their ethnic identities while sharing
a common culture with Americans from many different ethnic
backgrounds.
Social
studies education should build consensus on core civic values
important to all Americans; these include the rule of law,
representative and limited government, and civil liberties,
including toleration of and respect for the rights of individuals
and ethnic minority groups. Historian John Higham uses the
term "pluralistic integration" to describe an educational
approach that "will uphold the validity of a common culture
to which all individuals have access while sustaining the
efforts of minorities to preserve and enhance their own integrity...Both
integration and ethnic cohesion are recognized as worthy goals,
which different individuals will accept in different degrees"
(1984, p. 244). Educators who recognize and respect their
students' ethnic identities should also prepare them to assume
common obligations and responsibilities of citizenship which
involve shared civic values embodied in basic documents of
the American heritage such as the Declaration of Independence,
the Constitution, and Lincoln's Second Inaugural Address.
Although students and teachers may participate variously within
different microcultures, they also come together within the
American mainstream culture, especially the civic culture
(Banks, 1981).
WHY
IS EDUCATION ABOUT ETHNIC DIVERSITY IMPORTANT?
Studies
by Glock and others (Martin, 1985) have shown that the more
children understand about stereotyping, the less negativism
they will have toward other groups. By exposing students to
knowledge about ethnic diversity and the contributions of
various groups to our developing American civilization, educators
in the social studies may change negative ethnic group stereotypes,
reduce intolerance, and enhance cooperation for the common
good.
An
important core value in the American civic culture is protection
of minority group rights, including the rights of ethnic minorities.
Various studies have indicated that lessons about civil liberties
issues and the constitutional rights of individuals can foster
civic tolerance and acceptance of minority rights. By teaching
all students about the constitutional rights and liberties
of individuals of various ethnic identities, educators in
the social studies can promote support for the American ideal
of majority rule with protection of minority rights (Patrick,
1980).
Education
about achievements of Americans of various ethnic groups can
enhance the self-concepts of students who identify with these
groups. When students feel that their ethnic identity is valued,
they begin to view themselves as active and confident participants
in a free society. They sense a purpose in developing civic
competencies, realizing that perhaps their participation in
public affairs may make a difference. Thus, education about
the value of ethnic diversity in the American society can
foster a sense of political efficacy among students of various
ethnic backgrounds.
WHERE
DOES ETHNIC DIVERSITY BELONG IN THE CURRICULUM?
Education
about ethnic diversity should permeate the social studies
curriculum in every grade of elementary and secondary schools.
Core subjects of the social studies, such as history, geography,
government, and civics, should include lessons on ethnic diversity
in the United States and elsewhere. Indeed, a course in American
history cannot be presented accurately without ample treatment
of immigration and the consequent ethnic diversity of the
United States. Similarly, a valid course in government must
include content about civic responsibilities, rights, and
liberties of ethnic minorities and constitutional issues about
application of these values in specific situations.
The
National Council for the Social Studies curriculum guidelines
stress that the total school environment should reflect commitment
to education about ethnic diversity, including pervasive treatment
of this subject matter in standard courses; unbiased curriculum
materials; and teachers who are educated to understand and
appreciate cultural pluralism.
WHAT
ARE EFFECTIVE PROCEDURES IN TEACHING ABOUT ETHNIC DIVERSITY?
1.
Enrich courses in the social studies by including multiple
perspectives on American culture and history, reflecting various
viewpoints of different groups of Americans. Unbiased examination
of alternative interpretations of events in history and contemporary
society can help students to escape ethnic encapsulation or
ethnocentrism.
2.
Use comparisons in describing and analyzing traditions, events,
and institutions to help students know and appreciate similarities
and differences among various ethnic groups. Knowledge of
characteristics and needs that all human beings share can
foster a sense of community among individuals of diverse ethnic
identities.
3.
Communicate to students of various ethnic identities that
they are valued members of the school community. Students
are likely to learn more from classroom instruction when they
feel accepted and valued by their teachers and peers.
4.
Provide opportunities for students to have positive interpersonal
relations with individuals of various ethnic groups. Emphasize
learning through group activities in the classroom and the
community in areas with diverse populations. In homogeneous
communities, the teacher will need to bring visitors of various
ethnic backgrounds into the school to interact with students.
5.
Reach beyond the textbook to use community resources on ethnic
diversity. By asking for cooperation from students, parents,
and the local community, teachers can develop numerous educational
resources. Oral and local histories, family records, and community
studies can be useful. Field trips to museums, outdoor markets,
and festivals can complement classroom activities.
6.
Strive to expand students' knowledge of ethnic groups in American
history and contemporary society through reading programs
that expose students to books of fiction, biography, and history,
and to magazine and newspaper articles about ethnic diversity.
Teachers should also read extensively to acquire knowledge
about ethnic diversity.
7.
Stress values of ethnic diversity and national unity. Students
of various backgrounds need to know and appreciate attitudes,
institutions, and traditions they share as Americans. They
need to appreciate the splendid diversity that characterizes
the United States. Thus, teaching about ethnic diversity should
involve lessons on core values that foster unity among Americans
of various backgrounds and ethnic identities.
FOR
MORE INFORMATION
Banks,
James A. TEACHING STRATEGIES FOR ETHNIC STUDIES. Boston: Allyn
and Bacon, Inc., 1984.
Banks,
James A. "The Nature of Multiethnic Education."
EDUCATION IN THE 80S: MULTIETHNIC EDUCATION, edited by James
A. Banks. Washington, DC: National Education Association,
1981. ED 204 192.
Glazer,
Nathan and Reed, Ueda. ETHNIC GROUPS IN HISTORY TEXTBOOKS.
Washington, DC: Ethics and Public Policy Center, 1983. ED
232 941.
Higham,
John. SEND THESE TO ME: IMMIGRANTS IN URBAN AMERICA. Baltimore:
The Johns Hopkins University Press, 1984.
Howard,
Gary. "Multiethnic Education in Monocultural Schools."
EDUCATION IN THE '80S: MULTIETHNIC EDUCATION, edited by James
A. Banks. Washington, DC: National Education Association,
1981. ED 204 192.
King,
Edith W. TEACHING ETHNIC AWARENESS: METHODS AND MATERIALS
FOR THE ELEMENTARY SCHOOL. Santa Monica, CA: Goodyear Publishing
Company, Inc., 1980.
Martin,
David S. "Ethnocentrism Revisited: Another Look At A
Persistent Problem." SOCIAL EDUCATION 49 (1985): 604-609.
NCSS
Task Force On Ethnic Studies Curriculum Guidelines. CURRICULUM
GUIDELINES FOR MULTIETHNIC EDUCATION. Washington, DC: National
Council for the Social Studies, 1976. ED 130 931.
Patrick,
John J. "Continuing Challenges in Citizenship Education."
EDUCATIONAL LEADERSHIP 38 (1980): 36-37.
Patrick,
John J. "Immigration in the Curriculum." SOCIAL
EDUCATION 50 (1986): 172-176.
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