Effects of Cultural Diversity on the Modern Classroom Essay Example

Effects of Cultural Diversity on the Modern Classroom Essay Running Header: CULTURAL DIVERSITY Effects of Cultural Diversity on the Modern Classroom Abstract This paper examines the effects that increasing diversity in the American classroom has had on the teaching profession. With the massive changes in cultural and linguistic minority levels within the classroom, the field of education as a whole has been forced to evolve. This adaptation is necessary for the American education system to maintain the levels of success that it has achieved in years past. Included within this work are personal experiences highlighting my own sensitivity to the increasingly diverse classroom, as well as explicit connections to education experts. We will write a custom essay sample on Effects of Cultural Diversity on the Modern Classroom specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Effects of Cultural Diversity on the Modern Classroom specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Effects of Cultural Diversity on the Modern Classroom specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The last few decades have seen a notable change to the face of education. No longer are classes predominantly comprised of the cultural or ethnic majority. Classes have grown to reflect the cultural diversity that is prevalent throughout society in the United States. Due to the great change in the face of the classroom today, schools are adapting their instructional strategies to be considerate and respectful of the massive amounts of culture within the classroom. This newly emerging cultural diversity is what is shaping the field of education today. Unlike classrooms throughout history, teachers must now consider cognition, as it is influenced by culture, to determine how to best teach their students. Culture in the classroom does not create nor allow a uniform teaching style anymore. Traditional means of teaching, for all intents and purposes, have gone stale. The drastic increases to the cultural and ethnic diversity in the classroom have paved the way for a new style of instruction. Within the field of educational psychology there are many people working diligently to reveal more about student learning with respect and acknowledgement of each individual studentâ„ ¢s culture. This explosion of discovery, on the part of the psychologists, has revealed that learning and cognition, although varying from person to person, are shaped on a higher level by each individualâ„ ¢s culture (Greenfield Cocking, 1994, p.4). Gardenerâ„ ¢s theory of Multiple Intelligences established precedence for this, as it states that not every person learns in the same fashion. Some students may excel in a lecture-style classroom while other students are more inclined to learn in a hands-on based setting (Eby, Herrel, Jordan, 1994, p.209). This proves the distinct possibility that each student in a classroom will process material differently and, therefore, teachers must work to diversify their instructional approaches to meet the individual needs of the students. In recent years, educational psychologists such as Ruby Takanishi and John Ogbu have acknowledged that this phenomenon of students learning material differently extends beyond the basic capacity for cognition. In addition to needing variation of instruction, students also process information differently. They have concluded that the ability to process information also stems from a studentâ„ ¢s cultural influences. A great example of the variation of cognition dependent on culture comes from Greenfield and Cockingâ„ ¢s Cross-Cultural Roots of Minority Child Development. Within this collection of analyses of education, Jacqueline Jamin utilized the comparison of Inuit children of Canada to Baoule children of the Ivory Coast. In her comparison, Jamin concluded that certain concepts and the acquisition of cognitive skills are stronger in some cultures rather than others (Greenfield Cocking, 1994, p.147). From this analysis, she determined that Inuit children have a greater understanding of the concept of space whereas Baoule children comprehend the concept of quantity on a deeper level. Jamin noted in her summation of this comparison that these differences in cognition are derived from certain aspects of daily life that are highly valued among these cultures (Greenfield Cocking, 1994, p.147). It is facts such as this that teachers must consider when planning and instructing in the dive rse classroom of today. The influence of culture on cognition extends beyond conceptual knowledge of course material. Furthermore, it also extends beyond the two-culture model that compares the Baoule and Inuit children. As Takanishi wrote in her article pertaining to children of Japanese descent, the influence of culture extends far beyond excelling in specific topics or areas. Takanishi described the hardships that students of various Asian heritages face within the classroom. The situation that is illustrated presents the cultural influence pertaining to the respecting of authority figures and elders. In this model, students are often viewed as timid, shy, and reluctant to ask questions (Greenfield Cocking, 1994, p.352). Considering this, a teacher will experience very little success when instructing students of some Asian cultures if they engage them using the Socratic method or a similar approach (Johnson, Musial, Hall, Gollnick, Dupuis, 2008, p.304). In order to experience success in the class room, teachers must be considerate and respectful of different cultures and how it applies to their instruction because a studentâ„ ¢s culture is an engrained aspect of their personality. These two articles from Greenfield and Cockingâ„ ¢s text reveal quite a bit about what profound influence culture possesses over learning. Educational psychologists have revealed much about the scope of influence that culture has over an individualâ„ ¢s learning process. Teaching to a diverse classroom should be given as much respect as teaching to students of varying skills and abilities. Teachers must find a way to reach every student regardless of their skill level or background and experiences. Culture does not hinder a childâ„ ¢s educational performance, it creates a unique opportunity for teachers to personalize their education further to assist all students in their adventures in learning (Slavin, 2009, p.92). The above examples help to illustrate the additional uniqueness that culture adds to each student. Within the classroom there are students who will learn differently, behave differently, and experience success in different subjects. Educators have begun to give consideration to the varying degrees of learning and variation of skills and abilities in recent years. Instructional trends throughout the field of education, such as bilingual education, accommodation, modification, active learning, discovery learning, and many other approaches to teaching, have developed from the recognition of diversity within the classroom. Students who would have traditionally struggled in the former sink or swim types of immersion are finally receiving the necessary attention to assist them in learning (Ovando, Combs, Collier, 2006, p.41). Teachers are becoming better trained for the increased diversity within the classroom. These teachers are the ones who work hard to develop the educational app roaches responsible for the successes in educating culturally, ethnically, and linguistically diverse classrooms. Throughout the Greenfield and Cocking text, the need for sensitivity towards the culture of students is a recurring theme. A simple awareness to a studentâ„ ¢s culture is not enough for a teacher to have when teaching a diverse class. Sensitivity goes beyond awareness, as it is an acknowledgement of the various cultures that may exist and also an accommodation for any cultural needs that may be present. An educator who does not possess the necessary sensitivity to a studentâ„ ¢s cultural needs might not take the initiative, or not know to take the initiative, to meet the varying needs of their students. In both instances of neglect and ignorance the needs of the student, as related to, and a result from, their cultural upbringing, go unmet. Sensitivity to culture can also be interpreted as being knowledgeable and respectful of a studentâ„ ¢s culture to the point where it serves as a reference point for accommodation within the classroom. The action of accommodation should function similar to the way accommodation and modification does for students with disabilities. The theory behind accommodation and modification is basic in scope and thus can, and should, be applied in the instance of diversity. General accommodations already in widespread use include the production of handouts in majority and minority languages, advanced notice of assignments, assistive learning devices, course modifications and many others (Greenfield Cocking, 1994, p.32). With accommodation strategies such as these already employed, it is an easy and logical step to apply them beyond their original, intended scope, and apply them with regard to cultural needs of students. If this is done, the students will receive the added and necessary attention to help increase the quality of learning they are receiving. In achieving this, educators are making it easier for students to process the information presented in the classroom. The sensitivity toward culture is derived from an understanding and knowledge of the various cultures that are represented within the classroom. Although there may be a wide range of cultures within the classroom, teachers should be conscious of the audience that they are instructing (Ovando et al., 2006, p.32). Being aware of your studentsâ„ ¢ cultures will help the teacher maximize the probability of achieving success in the classroom. A teacher with a true understanding of the cultures of his students will be better equipped to teach to the whole, not to the particular. Understanding culture can reveal much about studentâ„ ¢s wants and needs. Furthermore, the teacher will be able to understand their studentsâ„ ¢ mannerisms and body language, a skill that will help prevent any misconceptions of bad behavior or rudeness. This understanding does not just apply to lesson design and instruction, but rather it paves the road for appropriate and constructive student/teach er, parent/teacher, and student/parent/teacher interactions. From 1994 to 1996 the number of linguistic minority students skyrocketed from three million to nearly ten million students (Nieto, 2000). The increased volume of minority language students has had great effects on the education system in the United States. This growth of minority language students has greatly increased the demand for teachers to have an improved awareness of the needs of all of their students. Teachers are not the only aspect of the American education system that has needed to become more modernized to suit the diverse culture of today. The prevalence and high amounts of diversity in the classroom has resulted in a need for reform of instructional settings, classroom compositions and the focus of the school as well. Change is not something that the teachers are entirely responsible for, as school districts and the field of education as a whole must develop and adapt into a more responsive and adaptable institution. The act of refining the teaching profession to become compassionate and accommodating to cultural and linguistic diversity has not been developing on its own. Alongside this development, the fundamentals and teaching strategies used within the classroom have also experienced great changes. As previously mentioned, there is a transition away from traditional instructional methods. The lesson planning and execution processes are continually being refined in a manner that heavily suggests incorporation of cultural learning. Although lessons are still encouraged to maintain the traditional style of review, introduction, presentation, seatwork, summary, and conclusion, the inner-workings of each aspect of the lesson has experienced revision. Lecturing, as a tool for presenting subject matter, has undergone many changes to assist students of various culture and language differences in understanding course content. With the incorporation of modern technology, either via visual presentation and/or translated course materials, achieving a bilingual setting has become much easier to attain. Furthermore, constructivist-learning theory has begun to influence educational approaches and strategies to the point that the presentation and seatwork sections are intertwined (Johnson et al., 2008, p.331). Discovery learning calls for students to explore the course materials and learn in a manner that best suits their needs (Eby et al., 2006, p.218). This is entirely conducive to cultural sensitivity and consideration within the classroom as teachers facilitate and supervise learning rather than control it. The constructivist approach is defined as a situation where students learn best through meaningful, first hand experiences (J ohnson et al., 2008, p.331). In this model, in compliance with constructivist theory, teachers give the students the necessary tools for them to learn the material in a fashion that best suits their needs. The implementation of constructivist theory, namely through discovery learning, has become much more commonplace in the school systems today. Before taking this class on Cognition, Culture and Language I was unaware of the profound effect that culture can have on student learning. Though I had learned the importance of understanding the culture of the students to establish connecting points within the curriculum, I did not possess any further reason to have a personal cultural understanding with students. It is now evident to me that understanding the cultures of students will achieve more than establishing connecting points. Teachers with the understanding of the cultures of their students are better equipped to assist their students in the learning process. Moreover, teachers who understand the cultures and cultural values of their students are more inclined to be accepting of their students and not violate any cultural norms that the parents might have instilled in their children. Also, when a teacher has a grasp of the cultures of their students, it is unlikely that they will misinterpret behaviors that are spec ific to various cultures as being insubordinate, rude, or timid (Greenfield Cocking, 1994, p.352). Rather than assume a student is exhibiting negative character traits, a teacher with cultural understanding would be more inclined to research alternate methods of instruction that move away from situations where students exhibit these behaviors. With respect to cultural sensitivity, I have learned many things about the implications of diversity within the classroom. Cultural sensitivity, or the sincere acknowledgement of the diversity within the class, is essential for teachers to excel in the classroom. Possessing sensitivity to culture is on a greater level than a simple awareness and understanding. When a teacher has a combination of awareness, sensitivity, and understanding, they will know how to respond situationally and appropriately. Sensitivity also has beneficial effects when establishing relationships that extend beyond the classroom. A teacher who is culturally sensitive will interact with students and their families. When they do this, they will be conscious and respectful of culture and will conduct themselves with tact and dignity. In addition, when teachers employ ideas that are centered on accommodation and lesson modification, they will ensure success among all students, not simply the minority or the majority. Culture exists, and has influence on, so many levels of our everyday lives. The effect that culture has on a person is uncontrollable. It is a continual pattern that goes from parent to child and, although it may be changed overtime, still possesses the same common origin. As time progresses, specific groups may develop characteristics different from their original, inherited culture but common traits may remain the same. Regardless of the changes that may occur over time, people are still shaped and developed in accordance with their culture. The effects that culture has on a personâ„ ¢s comprehension and learning have become much more evident as our classrooms become increasingly diverse. Now, to help students learn subject material in a manner that is best receptive to their culture, teachers must develop awareness to these cultures. For the American education system to experience continued success, teachers must work to improve the quality of education it is delivering. Throughout the years there have been continual modifications and evolutions to instructional approaches in order to demonstrate the success that has been occurring in the field of teaching. Now, as the education system faces the challenge of an increasing diverse population, teachers must work to develop educational strategies that best appeal to the whole of their classes. Older, traditional approaches have grown stale and more ineffective as diversity in the classroom continues to rise. Therefore, to experience continued success within the classroom, teachers must once again change their approach. It is the teachers who go through comprehensive preparatory programs that are more receptive and responsive to the needs of the students. These programs teach future educators how to experience success with unique instructional approaches. Various movements within the field of education, such as Constructivism, Bilingual Education, and Discovery Learning, are at the forefront of accommodating classrooms for students of diverse cultural needs. These instructional strategies cannot achieve true success on their own though, as it takes the creative work of open, informed, and compassionate teachers to continue to develop teaching strategies for the benefit of all students. It should be the goal of all future teachers to develop into the culturally sensitive educators that are needed for continued and increased success in the classroom. I feel that, through the requirements that I am working to fulfill at National University, I am being adequately prepared to educate students in the increasingly diverse classroom of today. My own personal experiences, coupled with the facilitated learning activities, are increasing my awareness of studentsâ„ ¢ needs and cultures, thus providing me the adequate tools to be a successful teacher of the future products of the American education system. References: Eby, J., Herrell, A., Jordan, M. (2006). Teaching in K-12 schools: A reflective action approach (4th Ed.). Upper Saddle River, NJ: Pearson Education Ltd. Greenfield, P. M., Cocking, R. R. (1994). Cross-cultural roots of minority child development. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Johnson, J. A., Musial, D., Hall, G., Gollnick, D., Dupuis, V. (2008). Foundations of american education: Perspectives on education in a changing world (14th Ed.). Boston, MA: Pearson Education Inc. Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman. Ovando, C. J., Combs, M. C., Collier, V. P. (2006). Bilingual and ESL classrooms (4th Ed.). New York, NY: McGraw-Hill Companies, Inc. Slavin, R.E. (2009). Educational psychology: Theory and practice (9th Ed.). Upper Saddle River, NJ: Pearson Education Inc.

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Sustainable development, when applied to the development of a system, creates complexity for the stakeholders involved in and affected by that development. To delve this complexity, solid definitions must be proposed for development and sustainable development in order for a framework to be established through which these complexities can be understood. Furthermore, these definitions are necessary evils for explorations of the intricacies of sustainable development due to the various paradigms used to define â€Å"development† and â€Å"sustainable development.† One definition of development, and the one that will be utilized within this report, is the, â€Å"utilizing resources to advance the complexity of a whole society.† From this, a definition of sustainable development can be expressed as, â€Å"a modus operandi for development which ensures that the cost to environment and to any individual human being from development is equally compensated.† This definition allows for a unification of the drive to develop with those who lose from any form of development; thus, it can be renamed â€Å"ideal development.† As is beautifully exemplified in the case of the Ecuadorian tribe the Huaorani, socio-political and economic factors allow for them to feel the benefit of sustainable development, but at the cost of the environment. Nevertheless, the problem still remains of what â€Å"modus operandi† should be adopted for dealing with development. As will become clear from an analysis of how the Huaorani tribe interacted with oil conglomerates, the utilitarian solution is the most viable solution because it ensures that the society conducting the development, and thus the large population of people encapsulated within that society, reap the benefits that created inter... ...want to choose harvesting the oil instead of this plan because the state would be able to directly benefit economically and not be tied to private sector investments. Thus, the state’s push to harvest the oil would most likely destroy the biodiversity of the planet, thus making sustainable development, as previously defined, difficult to acquire due to economic pressures. From this analysis, it can be concluded that selling the land allows for sustainable development from the perspective of the tribes and Ecuador as a whole, but does not allow for sustainable development in relation to the environment. Furthermore, this analysis highlights the pivotal role of money in determining sustainable development in that money, as is exemplified here, has the ability to transcend ethical dilemmas through the opportunities it opens up for those who are receiving it.

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There are many environmental factors that affect the global and domestic marketing strategies of organizations. What is necessary is an assessment of the company’s attempts at positioning its product to meet the needs of an undisclosed market. Environmental factors always affect the domestic and international marketing performance of companies in many environments. What environmental factors do is that they shape and set targets on the entry and operational decisions of Coca Cola Limited. Established in 1886, Coca Cola owns four of the world’s top five nonalcoholic beverages, operates in over two hundred countries and serves over one point five billion consumers locally and international. The environmental factors that Coca Cola has to battle with include the level of competition, cultural attributes, consumer characteristics, political and legal concerns. These factors have an impact on both the potential local and international marketing functions of the company. One factor affecting the marketing decisions of Coca Cola is competition among alcoholic beverages. These competitive factors include pricing, advertising, production innovation and brand and trademark development and protection. Of interest to us is the fact that one of Coca Cola’s major competitors is PepsiCo. The marketing decisions of the company have to be guided strategically because it impacts on the actual sales levels of the firm. Coca Cola continues to maintain a cutting edge in the industry because it continues to uphold its hallmarked values of refresh the world, inspiring moments of optimism and creating value through making a difference. Cultural also has a part to play in the marketing decisions of Coca Cola. Of later, governments across the world have been placing pressure on beverage companies to regulate alcohol content because they affect consumer’s thinking. While Coca Cola does not have to fight up with this cultural implication, it may have to attend to means of re-establishing consumer loyalty. For example, Marketing Coca-Cola in China has been a long and trying road. Firstly opening bottling plants in Shanghai and Tianjin in 1927 and then a third plant opened in Qingdao in 1930, Coca had a fight gaining a solid marketing lead. After a 30-year absence from the country, The Coca-Cola Company re-entered China in 1979, following the re-establishment of relations between China and the United States. Coca-Cola was the first American consumer product to return to China and is doing very well today. Another environmental factor affecting Coca Cola’s development of effective marketing tools and campaigns across the world is legal requirements for entry and set up. All multinational companies are forced to abide by laws requiring high tax entries although maximum profits are to be repatriated. It is Coca Cola’s policy to comply to consumer protection laws, occupational, health and safety acts, and local statues and regulations concerning advertising, transportation, distribution and food and safety laws. Additionally, Coca Cola’s principle challenge was is water resource management which in some countries is bound by legalities. In 2004, the company was forced to take a major step in reducing the potential impact of climatic damage via the use of coolers and vending machines. So that dealing with legal implications enabled Coca Cola to adapt a marketing strategy that considers its social responsibility. The end result of that was Coca Cola, partnering with the United Nations Environment Programme and Greenpeace International as a means of finding natural refrigerants. Explain how technology impacts the organizations marketing decisions. Coca Cola decisions have been affected by the impact of technology. In an interview done by a researcher, he commented that â€Å"as industry leaders it is Coca Cola’s responsibility to invest in the research and development necessary to develop economically viable and commercially available refrigeration solutions to take us toward an HFC-free, climate-friendly future. We hope that other companies will join our commitment to sustainable refrigeration. By working together, we can continue to reduce the impact of commercial equipment on the environment. † It is obvious that Inorder for Coca Cola to remain a leader in the beverage industry there was the need to re-examine its products and production processes; its packaging, design, equipment and quality assurance. Coca Cola attempts to strike a balance between the use of modern and traditional technologies depending on the marketing initiative and project location. Interestingly, with the launch of eKOfreshment, Coca Cola used more than ten different technological options to improve its environmental performance, regulatory compliance and overall price and operational costs. The end result of using technology as a point of reference for marketing is the winning of the United States Environmental Protection Agency’s Climate Protection Award for their joint efforts in promoting the development of environmentally friendly commercial refrigeration technology through the creation of the refrigerants naturally coalition. So that as Coca Cola evolves with technology its marketing habits and values change to accommodate consumer characteristics and behaviours. Of great importance to Coca Cola is their social responsibility and ethical considerations of which its management has found to be a contributing factor to the development of a strong marketing campaign globally. In analyzing its importance, we must consider the company’s priority; its marketplace, workplace, environment and community. To us, this is a key side; Coca Cola has opted to have social responsibility as a sub heading to their website. In the marketplace, they take pride in quality, marketing more than 450 brands and over 2,800 beverage products, just still living up to giving our consumers a choice of still or sparking beverages that refresh, hydrate, energize or nourish. Our ethical value is that each of those products must be of the highest quality and must meet consumers’ changing tastes, needs and expectations. In each of the more than 200 countries where we operate, Coca Cola is an active member of the business community, working hand in hand with local individuals, merchants and governments to improve the health and prosperity of the local economy and environment. We know that the continued health and sustainable growth of our business depends on the long-term health of the communities that surround it. After all, we need healthy consumers, communities, environments and economies for our business to thrive. So we encourage human right laws in the workplace as our business ultimately depends on the combined talents, skills, knowledge, experience and passion make Coca Cola who it is. Wherever Coca Cola operates, it seeks to get involved in the work of communities, governmental organizations and NGOs to create and support projects most relevant to them. Marketing is a critical step in the success or failure of a company. For Coca Cola, an international company operating in years of integrity and business sense, today they have stood to repeat the rewards of their actions. Together with many other partners, this company continues to forge it way to be a continued leader in the beverage industry. Reference Blythe, Jim. (2004). Canada. Financial Times – Prentice Hall.