E 6420Multicultural Education in a Contemporary Society

Spring I 2008INSTRUCTOR: Florine Robinson Ed.D.

PHONE:(312) 777-7722

EMAIL:frobinson@argosy.edu

REQUIRED TEXTS:

Title Multicultural education: Issues and perspectives

Author(s) Banks, J. A., & Banks, C. A.Copyright (2007).Publisher John Wiley & Sons, Inc.ISBN 9780471780472Edition 6th

Title Publication manual of the American Psychological Association

Author(s) American Psychological AssociationCopyright (2001)PublisherISBN 1557987912Edition 5th

This Course Requires the Purchase of a Course Packet: YES NO

Argosy UniversityCOURSE SYLLABUS

E6420Multicultural Education in a Contemporary Society

Faculty InformationFaculty Name: Florine Robinson Ed.D.Campus:Contact Information: frobinson@argosy.edu (312) 777-7722Office Hours:Short Faculty Bio:

Course description: This course provides an examination of today’s schools and methods of teaching within the context of the current demographic revolution taking place in American society. Focus is on the elements of culture and eliminating the barriers to cultural understanding.

Course Pre-requisites: None

Required Textbook: Banks, J. A., & Banks, C. A. (2007). Multicultural education: Issues and perspectives. 6th ed. John Wiley & Sons, Inc. ISBN: 9780471780472

American Psychological Association. (2001). Publication manual of the American Psychological Association. 5th ed. Washington, D.C.: Author. ISBN: 1557987912

Supplemental Textbook:Noguera P. A., & Wing, J. Y. (2006). Unfinished business: Closing the racial achievement gap. Jossey-Bass. 0787972754

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Recommended Reading: Articles

Race and Ethnicity

Durodoye, B. A. (2003). The science of race in education. Multicultural Perspectives, 3(2), 10-16.http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9448316&site=ehost-live

McIntosh, P. (2000). White Privilege: Unpacking The Invisible Knapsack. Available fromhttp://www.cwru.edu/president/aaction/UnpackingTheKnapsack.pdf

Orfield, G., Frankenberg, E. D., & Lee, C. (2004/2002). The resurgence of school desegregation. Educational Leadership, 16-20.http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=8627395&site=ehost-live

Phinney, J. S. (200O). Ethnic identity in adolescents and adults: Review of research. In Noel, J. (Ed.). Notable Selections in Multicultural Education (pp. 127-146). Guilford, CT: Dushkin/McGraw-Hill. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9103182262&site=ehost-live

Mukhopadhyay, C., Henze, R.C. (2003). Using Anthropology to make sense of human diversity. Phi Delta Kappan, 84(9), 669-678. Retrieved January 24, 2006 from http://www.pdkintl.org/kappan/k0305muk.htm

ReligionHaynes, Charles (2004). Religious liberty in public schools. Electronically available at the Freedom Forum's Web site, first amendment section, at:http://www.firstamendmentcenter.org/rel_liberty/publicschools/overview.aspx

U.S. Department of Education (2003). Guidance on Constitutionally Protected Prayer in Public Elementary and Secondary Schools. Electronically available at http://www.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html

Gender and Sexual OrientationPonton, L. (2002). What does gay mean? National Mental Health Association [Brochure].

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Available from http://www.nmha.org/whatdoesgaymean/whatDoesGayMean.pdf

Walton, G. (2005). The Hidden Curriculum in Schools: Implications for Lesbian, Gay, Bisexual, Transgender, and Queer Youth. Alternate Routes. 2005, Vol. 21, p18-39, 22p http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=20024613&site=ehost-live

Addressing Homophobic Behavior in the Classroom http://glsen.org/templates/resources/record.html?section=14&record=820

Just the Facts about Sexual Orientation and Youth http://glsen.org/templates/resources/record.html?section=14&record=424

LanguagePransky, K., & Bailey, F. (2003). To meet your students where they are, first you have to find them: Working with culturally and linguistically diverse at-risk students. The Reading Teacher, 56(4), 370-383. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=8530563&site=ehost-live

Thomas, W. P., & Collier, V. P. (2003). The multiple benefits of dual language. Educational Leadership, 61(2).http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11868888&site=ehost-live

Thomas, W.P, and Collier, V.P. (1997). School Effectiveness for Language Minority Students. Washington DC: NCBE Resource Collection. Available Online at http://www.ncela.gwu.edu/pubs/resource/effectiveness/thomas-collier97.pdf

Berman, P., Aburto, S., Nelson, B., Minicucci, C., Burkart, G. (2000). Going schoolwide: Comprehensive school reform inclusive of limited English proficient students. Washington D.C.: Office of Bilingual Education. http://www.ncela.gwu.edu/pubs/resource/resourceguide.pdf.

Curriculum and TeachingMoll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=5200140&site=ehost-live

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North Central Regional Educational Laboratory. (1994). Funds of knowledge: A look at Luis Moll's research into hidden family resources. Available from http://www.ncrel.org/sdrs/cityschl/city1_1c.htm

Webliography

Defining Multicultural Education (from the Multicultural Supersite):http://www.mhhe.com/socscience/education/multi/define.html

What Makes a School Multicultural?http://www.edchange.org/multicultural/papers/caleb/multicultural.html

Five Ways to Analyze Classrooms for an Anti-Bias Approachhttp://www.nncc.org/Diversity/sac26_anti-bias.analyz.html

Teaching with a Multicultural Perspectivehttp://ericps.ed.uiuc.edu/eece/pubs/digests/1991/gomez91.html

Understanding Multicultural Curriculum Transformationhttp://www.mhhe.com/socscience/education/multi/curriculum/concept.html

Ten Things Educators Can Dohttp://glsen.org/templates/resources/record.html?section=14&record=397

The Equitable School walkhttp://www.enc.org/topics/equity/articles/document.shtm?input=ACQ-111591-1591

Diversity in the Classroom: A Checklisthttp://www.enc.org/topics/equity/articles/document.shtm?input=ACQ-111594-1594_001.htm

Multicultural Education: Strategies for Linguistically Diverse Schools and Classrooms

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http://www.ncela.gwu.edu/ncbepubs/pigs/pig16.htm

Culturally Responsive Pedagogy Resources on School Redesign.nethttp://www.schoolredesign.net/srn/server.php?idx=886

Debra Pope-Johnson -- Cultural Education Resourceshttp://www.education.gsw.edu/johnson/MulticulturalEducation.htm

Education Policy Analysis Archives http://epaa.asu.edu/epaa/

Electronic Magazine of Multicultural Education http://www.eastern.edu/publications/emme/

Family Violence Prevention Fund (2003). The Effects of Domestic Violence on Childrenhttp://endabuse.org/programs/display.php3?DocID=150

Gay, Lesbian and Straight Education Network, http://www.glsen.org/cgibin/iowa/all/about/index.html

Lindsey, Duncan (2002). An Introduction to Child Abuse. Child Welfare.http://www.childwelfare.com/kids/caintro.htm#Top

Multicultural Perspectives. Journal of the National Association of Multicultural Education.http://www.nameorg.org/resources.html. & http://www.leaonline.com/toc/mcp/7/4

Teaching for Change advocates building social justice, starting in the classroom.http://www.teachingforchange.org/

TESL-EJ http://www-writing.berkeley.edu/TESL-EJ/

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The Knowledge Loomhttp://knowledgeloom.org/practices3.jsp?location=1&bpinterid=1110&spotlightid=1110

Virginia Department of Social Services (2004). Programs and Services for Childrenhttp://www.dss.state.va.us/family/children.html

PERIODICALS

Educational LeadershipAssociation for Supervision & Curriculum Development1703 N. Beauregard StreetAlexandria, VA 22311-1714703/578-9600 or 800/933-2723www.ascd.org

Phi Delta KappanPhi Delta Kappa International, Inc.408 N. Union StreetP.O. Box 789Bloomington, IN 47402-0789812/339-1156 or 800/766-1156www.pdkintl.org

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

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1.0 Research and Theory - Educational Leaders make decisions based on research and supported theory.2.0 Communication and Informational Literacy - Educational Leaders effectively communicate a vision of educational excellence to the learning community.3.0 Critical Thinking/Problem Solving - Educational Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions.4.0 Collaboration - Educational Leaders promote democratic values and social justice by respecting the ideas and gifts of those with whose care they are charged.5.0 Educational Leadership - Educational Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community.6.0 Ethics/Principles - Educational Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical

behavior.7.0 Diversity - Educational Leaders appreciate the value of every individual and are committed to their success.8.0 Human Growth and Development - Educational Leaders consider the personal and professional continuum of development of their various constituencies and use this knowledge in all phases of their work from curriculum planning to staff development.

Course Objectives:1. Recognize the need for continued educational review and change with respect to multicultural education.2. Identify and discuss problems and pitfalls of curricular programs in school systems with respect to multicultural education.3. Demonstrate knowledge of adequate and acceptable strategies and methods within school systems regarding multicultural

education. 4. Identify specific contemporary curricular reforms that are a direct response to the need for multicultural education.5. Recognize the impact of media and its potential to propagandize in an attempt to influence decision making in schools, specifically

relating to multicultural education.6. Demonstrate the ability to formulate a rationale approach to addressing a problem or issue germane to a level of leadership related

to multicultural education.

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Assignment Table:Topics Readings Assignments

1 Introduction to Multiculturalism

Banks & Banks Chapter 1:

Multicultural Education: Characteristics and Goals

Chapter 2: Culture in Society and in Educational Practices

Chapter 3: Race, Class, Gender, and Disability in the Classroom

Discussion Questions:1.1. Use the Internet to research what leading thinkers think about the definitions of the terms multiculturalism and diversity. How do they distinguish between the two and how do they apply it? How do these various definitions apply in your school or workplace?

1.2. “Multicultural education is equally important to students regardless of whether they belong to the majority or a minority culture.” Do you agree with this statement? Why or why not? Explain your rationale.

1.3. Use the Argosy online library to locate and read the following article.

Fowers, B.J. & Davidoy, B. J. (2006). The Virtue of Multiculturalism: Personal Transformation, Character, and Openness to the Other. American Psychologist. Vol. 61(6), September 2006. pp. 581-594.

Do you agree with the authors? Why or why not? What personal benefits might be obtained by practicing multiculturalism?

Assignments:1.1. Field Experience - Task 1: Getting StartedPrepare a list of open-ended interview questions you plan to use to interview the teachers, administrators, and community members of the school district your final project is based on.

Next, visit the school and interview various people to gather information about the following:

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a. What issues is the district facing or has faced concerning the various aspects of multiculturalism and diversity?

b. How the district has responded to diversity issues among the student population and the community?

c. How have the staff and faculty responded to diversity issues among the student population and the community?

Based on the information you have gathered through the interviews, prepare a field experience report with your inferences about the following:a. A list of issues related to multiculturalism and diversity that the

district has faced or is facing from the point of view of the teachers, administrators, and community.

b. How have the student demographics changed over time and how has the district handled the changing needs of the diverse student body?

c. How has the staff and faculty responded to these changes?

Include your interview questionnaire and your field notes in your paper as an appendix.

Your field experience paper should be in Microsoft Word 2000 or higher. Follow APA 5th edition style. Your paper should be double-spaced and in 12pt font.

Your field experience paper is due in Week 4.

1.2. Reflective Paper: Submit a 3-4 page paper answering the following questions. At the end of this course you will use this paper to reflect on what you have learned and how your view of the issues of multiculturalism may or may not have changed. What are your goals for this course?

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Describe your idea of multicultural education. How do you think this course may shape your approach to teaching

and learning? What areas of multiculturalism do you find yourself struggling with?

2 Racial and Ethnic Equity

Banks & Banks Chapter 4: Social

Class and Educational Equality

Chapter 5: Christian Nation or Pluralistic Culture: Religion in American Life

Chapter 12: Language Diversity and Schooling

Discussion Questions:2.1. How does Brown v Board of Education impact the immigrant/minority students and their education today?

2.2. Outline strategies that teachers can use to handle race and ethnicity in a diverse classroom. Have you personally implemented these strategies? How effective did you find them?

2.3. Use the Argosy online library to locate and read the following article.

Orfield, G., Frankenberg, E. D., & Lee, C. (2004/2002). The resurgence of school desegregation. Educational Leadership, 16-20.

Comment on the article. Do you think the resurgence of school desegregation is a cause for concern? Explain your stance.

Assignments:2.1. Course Project - Task 1: Analyzing the School DistrictReview all documentation published (the School Report Card may be obtained from your state’s Board of Education website). Key questions to be answered are:

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a. What is the demographic breakdown of the particular school district? How have the demographics changed over the years?

b. Based on the information you obtained what might be some issues this particular district is facing or has faced concerning the various aspects of diversity and multiculturalism? As witnessed by teachers As witnessed by administrators As witnessed by community members

c. What does the district’s financial picture look like? How does it compare to other school districts that might be more affluent as well as those that may have a higher poverty rate? Compare dollars expended per pupil and compare standardized state tests, i.e., ISAT, scores.

d. How has this particular school district been responding to diversity issues amongst the student and community populations? How has the faculty/staff responded to it?

e. Draw conclusions about policy, and ethical implications based on all of the information you have obtained.

f. Make recommendations about the future of that particular school district. For example: Do you feel the district is on the right path financially? Do you feel the district is responding to the diverse needs of the students and communities it serves? Do you see this particular district meeting the standards of NCLB in the future? Do you see ALL students succeeding in such an environment?

g. Be sure to address this question in your response: Based on the information you have obtained, is education equitable in this particular school district?

Note: Please do not present “opinion”. These are research type assignments. Academic writing requires statements to be backed up by fact, and, of course, properly cited. For example, statements such as “I

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don’t think this school is doing a very good job….” or “This district does not employ good teachers….” are not valid unless stated with proper backup.

Your analysis (final project paper) should be presented in the form of an 8-10 page Word document. Follow APA 5th edition style. Remember to include references that support your conclusions. Your final project is due in Week 7.

3 Social Equity Banks & Banks Chapter 13:

Educational Equality for Students with Disabilities

Chapter 14: School Inclusion and Multicultural Issues in Special Education

Chapter 15: Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups

Discussion Questions:3.1. Research the Argosy University online library and the Internet to gather more information about the case involving Levi Clancy. Analyze the case and its implications. Support your response with adequate citations from the textbook and Web sites. Submit your response in the Case Analysis Rubric. How do school districts ensure that they have addressed the issue of

age discrimination? What role can administrators play to ensure that the school is

addressing the needs of all types of students? How would you prevent bias against any group of students in your

school?

3.2. Analyze the varied implications of an inclusive classroom using specific instances. For example, how can educators facilitate the acceptance of children with severe disabilities in the classroom? What steps would need to be taken to make the school/classroom accessible? What steps would teachers need to take to help these children participate in regular classroom activities?

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3.3. Use the Argosy online library to locate and read the following article.

Pransky, K., & Bailey, F. (2003). To meet your students where they are, first you have to find them: Working with culturally and linguistically diverse at-risk students. The Reading Teacher, 56(4), 370-383.

Analyze the article and examine ways in which you can apply the interventions discussed in it in a practical setting, not restricted to education.

4 Gender and Sexual Orientation Equity

Banks & Banks Chapter 6: Gender

Bias: From Colonial America to Today’s Classrooms

Chapter 7: Classrooms for Diversity: Rethinking Curriculum and Pedagogy

Chapter 8: Transforming the Curriculum: Teaching about Women of Color

Discussion Questions:4.1. Research the Argosy University online library and the Internet to gather more information about Jamie Nabozny’s case and its implications on school administration and policies. Support your response with adequate citations from the textbook and relevant Web sites. Submit your response in the Case Analysis Rubric. Are anti-harassment policies successful in protecting students from

conflicts arising out of their sexual orientation? Although school policies may provide safeguards for gay and lesbian

students, are there any underlying or indirect forms of harassment? Will protecting lesbian and gay children against discrimination from

other students lead to a further bias against them?

4.2. It is commonly observed that subjects like math, science, and technology have lower female participation. What measures can schools and educators adopt to encourage a higher number of female students in these subjects? Consider, for example, single-sex classrooms. What would be the drawbacks and benefits of this approach?

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4.3. Use the Argosy online library to locate and read the following article.

Ragins, B. R. & Cornwell, J. M. (2001). Pink Triangles: Antecedents and Consequences of Perceived Workplace Discrimination Against Gay and Lesbian Employees. Journal of Applied Psychology. Vol. 86(6), December 2001. pp. 1244-1261.

Comment on the article. How can organizations revise their policies to combat the perception of sexual orientation discrimination?

Assignments:4.1. Field Experience - Task 2: Submitting the Field Experience PaperYour field experience paper should be in Microsoft Word 2000 or higher. Follow APA 5th edition style. Your paper should be double-spaced and in 12pt font.

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5 Age Equity Discussion Questions:5.1. Research the Argosy University online library and the Internet to gather more information about Eugene Eggleston’s case and its implications on school administration and policies. Support your response with adequate citations from the textbook and relevant Web sites. Submit your response in the Case Analysis Rubric. Should age be a selection criterion for recruiting teachers? What are the pros and cons of recruiting younger teachers?

5.2. Examine the pros and cons of eliminating the concept of retirement age.

5.3. Use the Argosy online library to locate and read the following article.

Lafantasie, Glenn W. (2006). Oldest Living TA Turns Professor. Chronicle of Higher Education. 7/21/2006, Vol. 52 Issue 46, p65-65, 1p.

Respond to the author’s experiences described in the article. Would you agree that age discrimination is an issue in higher education? Explain.

6 Barriers to Multiculturalism

Banks & Banks Chapter 9: Culturally

Responsive Teaching: Theory and Practice

Chapter 10: Approaches to Multicultural Curriculum Reform

Chapter 11: The

Discussion Questions:6.1. Analyze the impact of the media in any one equity issue in the recent past using real incidents. How can the media use its considerable influence to help in eliminating barriers to multiculturalism?

6.2. Has society been fair to public school systems? Has society served the public school systems well? Is education equitable?

6.3. Use the Argosy online library to locate and read the following article.

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Colorblind Perspective in School: Causes and Consequences

Chapter 12: Language Diversity and Schooling

Walton, G. (2005). The Hidden Curriculum in Schools: Implications for Lesbian, Gay, Bisexual, Transgender, and Queer Youth. Alternate Routes. 2005, Vol. 21, p18-39, 22p

Do you agree with the author about the “hidden curriculum” in schools? What can educators do to eliminate this hidden curriculum?

7 Transforming Organizations

Banks & Banks Chapter 16: School

Reform and Student Learning: A Multicultural Perspective

Chapter 17: Families and Teachers Working Together for School Improvement

Discussion Questions:7.1. Examine at least two challenges in implementing multiculturalism in the workplace. How would you overcome these challenges? Support your response with relevant experiences, research, or examples.

7.2. Use the Argosy online library and the Internet to find an example of a school or organization that has successfully implemented multiculturalism. What factors do you think contributed to the success? What were the challenges faced and how were they overcome? What learnings would you like to apply in your environment?

7.3. Use the Argosy online library to locate and read the following article.

Walton, G. (2005). The Hidden Curriculum in Schools: Implications for Lesbian, Gay, Bisexual, Transgender, and Queer Youth. Alternate Routes. 2005, Vol. 21, p18-39, 22p

Do you agree with the author about the “hidden curriculum” in schools? What can educators do to eliminate this hidden curriculum?

Assignments:7.1. Course Project - Task 2: Submission of Final Project

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Your analysis (final project paper) should be presented in the form of an 8-10 page Word document. Follow APA 5th edition style. Remember to include references that support your conclusions.

8 In Summary Assignments:8.1. Reflect on the short paper you wrote at the beginning of this class and answer the following questions. Have you achieved your goals from this course? Compare and contrast your idea of multicultural education before and

after this course. How has it changed? How do you think this course has shaped your approach to teaching

and learning? Early in the course, you identified the areas of multiculturalism you

find yourself struggling with. After completing this course, do you feel you are better equipped to handle these areas?

What are your key learnings from this course? What did you find most relevant to your work environment?

Please submit your answers (4-6 pages). For this paper only, citations are not necessary but you need to follow APA style.

Grading Criteria

Grading Scale Grading requirements

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Reflective Paper 10%Discussion Questions 35%Project 40%Field Experience 15%

100%

A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70F 69 and below

LibraryAll resources in Argosy University’s online collection are available through the Internet.  The campus librarian will provide students with links, user IDs, and passwords. 

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.  Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu.  Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog.  Catalog searching is easily limited to individual campus collections.  Alternatively, students can search combined collections of all Argosy University Libraries.  Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the

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American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form.  To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor.  In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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