Diversity in American Schools and Current Research Issues in Educational Leadership

By Ellie Abdi

This book is divided into two parts. The first part, on educating our children in diverse America, is written for teachers, college students, parents, and the general public that is interested in understanding the social and cultural matrix of American education. This part will provide and remind the readers certain reasoning and considerations for delivering educational aspirations. Readers are introduced to sound research grounded in various issues with reflection on critically important concerns such as multiculturalism, language, immigration and acceptance, class, ethnicity and race, homosexuality, exceptionality, and religion in todays diverse society. It highlights on why teachers should evaluate the classroom and school environment to bring all children under the umbrella of knowledge.

The second part of the book is geared toward teachers who possess leadership roles, college students in supervisory majors, supervisors, and principals or any person who might be interested in acquiring more knowledge on educational leadership. This part of the book concentrates on theories of educational leadership, practical application, and research to real-life situations, ethics, and research. All of these subjects will be explored by examining the research.

• Language: English
• Publisher: AuthorHouse
• Release date: Jan 30, 2016
• ISBN: 9781504976879

Ellie Abdi

Ellie Abdi is a doctoral researcher and a former gymnast and coach, currently a physical, health, and dance education teacher at an urban district in New Jersey, in addition to a research, professional development coordinator and teacher leader. She is also a clinical faculty member at the College of Education and Human Services at Montclair State University. A writer and presenter of various papers and workshops in the United States and France, Ellie has expertise in educational leadership, curriculum development of physical education, and teaching methods. Furthermore, she is an Editorial Board Member of the World Academy of Science, Engineering & Technology, and International Journal Series in Multidisciplinary Science. Ellie serves as Director of Little Falls Democratic Club Scholarship Program and Executive Board Member at Lohez 9/11 Scholarship Foundation. As physical education vice president elect of the New Jersey Association for Health, Physical Education, Recreation, and Dance (NJAHPERD) and a member of the Society of Health and Physical Education (SHAPE-America), Ellie represented New Jersey’s health and physical education teachers and students in Washington, D.C., at the Senate and House of Representatives. Ellie’s educational background up to doctoral level is in respect to liberal arts, recreation, physical education and health, philosophy for children and educational leadership.

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© 2016 Ellie Abdi. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse 01/28/2016

ISBN: 978-1-5049-7686-2 (sc)

ISBN: 978-1-5049-7687-9 (e)

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Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

Contents

Introduction

Part 1: Educating Our Children in Diverse America

1. Multiculturalism

2. Language, Immigration and Acceptance

3. Class, Ethnicity and Race

4. Homosexuality

5. Exceptionality

6. Religion

Part 2: Current issues in educational leadership and research components

7. Theories of Educational Leadership

8. Practical Application

9. Ethics

10. Research

About the Author

Display a positive attitude and reveal thoughts that last much longer than a smile

Dedicated

To my husband, Hooshmand Victor, whom without his support all is impossible

and

To my sons, Joshua and Jacob, who are the reasons behind my profession

Introduction

This book is divided into two parts. The first part, on educating our children in diverse America, is written for teachers, college students, parents, and the general public that is interested in understanding the social and cultural matrix of American education. This part will provide and remind the readers certain reasoning and considerations for delivering educational aspirations. Readers are introduced to sound research, grounded in various issues with reflection on critically important concerns such as multiculturalism, language, immigration and acceptance, class, ethnicity and race, homosexuality, exceptionality, and religion in today’s diverse society. It highlights on why teachers should evaluate the classroom and school environment to bring all children under the umbrella of knowledge.

The second part of the book is geared toward teachers who possess leadership roles, college students in supervisory majors, supervisors, and principals or any person who might be interested in acquiring more knowledge on educational leadership. This part of the book concentrates on theories of educational leadership, practical application, and research to real-life situations, ethics, and research. All of these subjects will be explored by examining the research.

PART 1

EDUCATING OUR CHILDREN IN DIVERSE AMERICA

Multiculturalism

Multiculturalism believes the consciousness and sensitivity should evolve as the effects of culture in the classroom; therefore, teachers select creative lessons that will reach all level of learners. A study by For Academic Excellent (2010), indicated that teaching is not just about administering lessons and evaluating students’ performance; the creative lessons eventually reduce ethnic intolerance and prejudice to land and place students on the socialization level. Effective teaching requires that a teacher attempts to understand the students in the context of their culture. Teachers’ sensitivity to the idea that students have many similarities and differences can help the students to obtain thoughtfulness of similarities and differences between individuals. Schools that are responsible for educating children are respected as the most important socializing agents; nevertheless, the role of parents considerably is imperative.

It is explained that multiculturalism is broadly understood to include experiences shaping perceptions common to age, gender, religion, socio-economic status, and exceptionality of any kind, as well as cultural, linguistic, and racial identities (Funderstanding, 2011). On the same concept, it is mentioned that critical pedagogy focuses on the culture of everyday life and the interaction of class, race, and gender in a contemporary power struggle (Gollnick & Chinn, 2013). Therefore, practices such as tracking, segregation, or inadequate funding require elimination.

One aim of an educator is to promote diversity and crave for children to grow up in a world free of discrimination to reach dreams. Educators need to strive toward inclusion and never allow students to experience rejection or exclusion. Nevertheless, the reality is that teachers as well as students live in a world in which racism and other forms of bias continue to impact education. Discrimination leaves scars that can last a lifetime and have long-lasting effects on goals, ambitions, life choices, and feelings of self-respect.

It is a worthwhile practice to prepare children to meet the challenges and to weight the benefits of the increasingly diverse society. Teachers tend to educate children to celebrate and value diversity and to be proud of themselves and their family traditions. It is possible to educate children to respect and to value people regardless of the one’s skin color, physical abilities, or the spoken language.

Due to young children’s recollection of ideas, it is very important to start anti-bias lessons early in life, perhaps in kindergarten or even earlier. Children will learn to appreciate differences and to recognize stereotyping when lessons are reinforced. In addition to the school and home environment, children also learn from books, television, newspapers, magazines, photographic ads, computers, and interaction with others. In a child’s life, the differences in the color of one’s skin, hair, and eyes become a category of human deviation, and those dissimilarities can take on distinct negative implications.

Education is the groundwork on which future generations will assist society into the age of clarification. According to Robillard (2001), Multiculturalism should be utilized to stress realities without ethnic and cultural inequalities. Therefore, studies should be geared toward eliminating all forms of ethnocentrism such as religious and ideological prejudices, bigotry, and racial discrimination because without that first step toward togetherness, social change will continue to fail, and nationalism will rise as a result of such cultural biases, allowing multiculturalism to be forgotten (p. 20).

Teacher education programs are responsible for preparing future teachers to promote meaningful lessons; therefore, educators must develop culturally sensitive curricula for every subject matter they teach. Teachers’ responsibility should include integrating multicultural viewpoints and histories along with reviewing school and district policies related to educational equity. The factors in society’s rapidly increasing demographic diversity are reflected in the nation’s schools. Teacher education programs have developed a comprehensive position in addressing this issue in a variety of ways, such as requiring multicultural coursework and placements in urban schools. Furthermore, in many states, student teachers are tested on development of multicultural perspectives to foster a critical understanding of diversity and to integrate culturally responsive teaching strategies into the public school classroom.

When children enter school, with specific cultural information, teachers use practices and approaches that may oppose parents’ attempts. Many educators believe that building self-esteem involves praising children and avoiding negative remarks. When parents’ practice differs from professional beliefs, some teachers may attempt to change behaviors without understanding that these parents’ motives might be different. To prevent this reaction, educators must become skilled at talking with parents about differences.

Some parents may not have articulated the differences between the school culture and their own cultural beliefs. Certainly, situations arise when a teacher strongly disagrees with a family’s practice, and the teacher is confident that the school’s or district’s views are accurate. In finding different ways of fixation, the school leaders and administrators need to take part in the process. If the right balance is not found, a child may feel forced to choose one culture and give up the other or may struggle between cultures without a sense of belonging to one. When an educator believes that a particular practice is harmful to a child, it is important to assist the parents in understanding the consequences.

The United States was founded on immigration, and to this day the nation is growing increasingly diverse. It is documented Diversity existed in the United States when Europeans arrived and became greater with each passing century (Gollnick & Chin, 2009, p. 381). It has been an excellent opportunity for everyone to live respectfully together and benefit from one another’s wisdom and experiences. Yet, sometimes fear, uncertainty, and discomfort inhibit students from talking to each other, particularly when topics such as race, cultural differences, language, and bilingualism arise. These issues have a powerful place in students’ lives and generate many questions among students.

When the United States was founded, Spanish territorial, Puritan, and eventually European immigrants poured to this country. It might have remained an easy task to educate children during the Puritan times, but