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CULTURAL DIVERSITY IN NEW YORK CITY CLASSROOMS
Selecting Efficient Instructional Techniques for Culturally
Diverse Classrooms
Svetlana Khvatikova and Marva Rudder Research 2 Spring 2012
Table of Contents
Statement of the Problem (Slide 3) Supporting Theorists (Slide 4 and 5) Pros (Slide 6) Cons (Slide 7) Instructional Strategies: Storybooks (Slide 8 and 9) Statement of the Hypothesis (Slide 10) Method (Slide 11) Research Design (Slide 12 ) Threats to Internal Validity (Slide 13) Threats to External Validity ( Slide 14) Proposed Data Analysis Survey/Pre Test Correlation(Slide 15) Pre-Test and Proposed Test Scores (Slide 16-17) Student Correlation (Slide 18-19) Sample of Student Surveys (Slide 20) Appendices (Slide 21,22, and 23) References (Slide 24-28)
Statement of the Problem
New York City is one of the most diverse cities. All five boroughs are filled with children from diverse backgrounds and cultures.
The need for teachers to relate to student’s cultural backgrounds is important (Meachum, 2001).
Several studies have shown, that student’s culture plays a crucial role in the way they learn and view the world (Lanson-Billings, 1995).
Supporting Theorists
Lev Vygotsky : Affirms that learning does not take place in cognitive isolation,
but within the context of activities and social interaction likely informed by the day-to- day contingencies of culture.
Suggests school learning is largely informed by the interaction between the conceptual domains of the home and the school.
States that regardless of cultural background, the most effective school learning occurs when learning assumptions in the home or “spontaneous” conceptual domain, are meaningfully connected to the assumptions encountered in the school, the “schooled” conceptual domain.(Meacham 2001)
Supporting Theorists (continued)
James A.Banks: James A. Banks points out that cultural diversity, “enriches a nation
by providing all citizens with rich opportunities to experience other cultures and thus to become more fulfilled as human beings. When individuals are able to participate in a variety cultures, they are more able to benefit from the total human experience” (Banks, 2008).
The goal of multicultural education is: To help individuals gain greater self-understanding by viewing
themselves from the perspectives of other cultures. To assume that with acquaintance and understanding respect may
fellow. To provide students with cultural, ethnic, and language alternatives.
(Banks, 2008)
Pros
Culturally relevant pedagogy has been defined:
as a means to use students’ cultures and strengths to bridge school achievement ( 2008; Singer 2010; Blake 1997; Jones 1985;Vijaker 2001;Wurzel, Holt 1991; McClean 1996).
to recognize students’ home cultures, promote collaboration among peers, hold high standards, and connect home life with school experiences (Young 2010;Chisholm 1994; Montgomery 2010)
Siwatu (2007) stipulated that there is general agreement among culturally responsive pedagogues insofar as how the theory is used.(Ladson-Billings 1995; Silva , Langhout 2011;Morrison, Robbins 2008)
Cons
How multicultural classroom instruction is undermining our children's ability to read, write, and reason, multiculturalism is quite the norm in America's elementary schools.
(Hymowitz, 1999; Morgan 2010; Zhang 2001; Schultz 2010). James A. Banks, argues that multicultural education is damaging
and unimportant to the students’ growth and development (Banks, 2008).
Sleeter, argues that we should focus our attention on other “pressing concerns, such as increasing students’ test scores (Sleeter, 2000).
Hymowitz mentioned that Sandra Stotsky, a well-known multiculturalists and author of a book entitled, Losing Our Language, that instead of focusing on cultural diversity, which is “dull and preachy” we should help students with “vocabulary building” (Hymowitz, 1999).
Instructional Strategies: Storybooks According to Greif, Kim, and Klein (2006), the
increasing diversity in the U.S. school system has led to a growing body of scholarly literature on ways that counselors can effectively meet the culture-related challenges posed by this change.
Baghban (2007) indicated that many immigrant children face dilemmas when they move to a new country. She added that “classroom materials relevant to the social and cultural experiences generate interest in and enthusiasm about learning.” (Baghban, 2007).
Examples of Storybooks
Used as instructional strategies for the implementation of cultural relevant pedagogy into the curriculum.
Statement of the Hypothesis
HR¹:To implement multicultural literacy instruction to twenty fifth grade students, for 45 minutes per day in the morning over a 4 week period. This will increase student’s knowledge and understanding of cultural diversity as measured by a comprehensive social studies test.
Method
Participants Students will be chosen from two different ethnic groups consisting of African-
Americans and Russians from two different New York City public schools in Brooklyn, N.Y. One of the schools is located in a low- income neighborhood in Bedford Stuyvesant, with a population of 78.8% African-Americans. The other school is located in a middle class neighborhood near Brighton Beach, with a European population of 72.7% of students in attendance.
Instruments Student’s assessments will be measured according to their responses to
assignments without their cultural information included, and conducting similar assignments by incorporating student’s cultural aspects into them. This will consist of conducting a pretest, post-test, and surveys to measure and monitor student’s progress and achievements. In addition, consent forms will be utilized to ensure that the students are granted permission to participate in this study from their parents, teachers, principals, and administrators.
Research Design
Research Design: Quasi-Experimental design Nonequivalent Control Group Design Symbolic Design : O X1 O
O X2 O
O - Pre-test
X1 - Treatment for Group 1
X2 - Treatment for Group 2
O - Post-test
Threats to Internal Validity
History Maturation Mortality Statistical Regression Selection-Maturation Selection
Threats to External Validity
Ecological Generalizable Conditions Specificity of Variables Multiple Treatments Experimenter Effects
Proposed Data Analysis Survey/Pre-test Correlation
40 45 50 55 60 65 700
10
20
30
40
50
60
70
80
90
Series1
Linear (Series1)
African Americans: Student's survey
Pre
-tes
t sco
res
0.47 rxy 0.59 rxy
46 48 50 52 54 56 58 60 62 640
10
20
30
40
50
60
70
80
Series1
Linear (Series1)
Russians: Student's Survey
Pre
-tes
t sco
res
Pre-test and Proposed Post-test ScoresStudents March April
Student 1 75 78Student 2 45 70Student 3 66 91Student 4 78 95Student 5 67 99Student 6 54 79Student 7 49 70Student 8 72 89Student 9 45 87Student 10 76 96Student 11 55 89Student 12 75 89Student 13 73 92Student 14
78 90Student 15 78 89Student 16 80 89Student 17 80 97Student 18 67 77Student 19 73 89Student 20 54 79
Studen
t 1
Studen
t 3
Studen
t 5
Studen
t 7
Studen
t 9
Studen
t 11
Studen
t 13
Studen
t 15
Studen
t 17
Studen
t 19
0
20
40
60
80
100
120
African- American Students: Pre-test & Proposed Post-test scores
March Pre-testApril Proposed Post-test
March April Differences
Pre-testProposed Post-test
Mean 67 87 20Range 35 29 6
Ratio Data: 19.70%
Pre-test and Proposed Post-test
Students March April
Student 1 70 86
Student 2 55 89
Student 3 67 90
Student 4 47 81
Student 5 52 80
Student 6 65 91
Student 7 66 91
Student 8 52 89
Student 9 57 90
Student 10 60 91
Student 11 59 88
Student 12 61 88
Student 13 70 89
Student 14 73 93
Student 15 69 89
Student 16 73 91Student 17 70 89
Student 18 71 89
Student 19 72 92Student 20 80 98
March April Difference
Pre-test Proposed Post-test
Mean 64 89 25
Range 33 18 15
Stud
ent 1
Stud
ent 3
Stud
ent 5
Stud
ent 7
Stud
ent 9
Stud
ent 1
1
Stud
ent 1
3
Stud
ent 1
5
Stud
ent 1
7
Stud
ent 1
90
20
40
60
80
100
120
Russian Students: Pre-test & Proposed Post-test Scores
March Pre-test
April Proposed Post-test
Ratio Data: 24.75%
African-American Students Correlation
0 2 460
62
64
66
68
70
72
74
76
78
80
Series1
Linear (Series1)
I like to read books from my native country.1-Strongly Disagree/2-Disagree
Pre
-test
score
s
2.8 3 3.2 3.4 3.6 3.8 4 4.20
10
20
30
40
50
60
70
80
90
y
Linear (y)
I like to read books from my native country.4-Strongly Agree/3-Agree
Pre
-tes
t sco
res
Strongly Disagree/Disagree
Student x y
3 1 66
5 1 67
8 2 72
10 2 76
15 2 78
19 2 73
rxy=0.89
30%
Strongly Agree/Agree
Student x y
1 4 75
2 4 45
4 3 78
6 4 54
7 4 49
9 3 45
11 4 55
12 4 75
13 4 73
14 3 78
16 3 80
17 4 80
18 4 67
20 4 54
rxy=0.26
70%
0 2 40
10
20
30
40
50
60
70
80
y
Linear (y)
I like to read books from my native country.1-Strongly Disagree/2-Disagree
Pre
-tes
t sco
res
2.8 3 3.2 3.4 3.6 3.8 4 4.20
10
20
30
40
50
60
70
80
90
y
Linear (y)
I like to read books from my native country.4-Strongly Agree/3-Agree
Pre
-tes
t sco
res
Russian Students Correlation
StudentStrongly Disagree Disagree
Strongly Disagree/DisagreeStudent x y
1 2 703 1 675 1 52
10 2 6012 2 6115 1 69
30% 0.0799 rxy=0.08
Strongly Agree/AgreeStudent x y
2 4 704 4 476 3 447 4 778 4 549 3 4511 3 5913 4 6914 4 7316 4 7317 4 6918 4 7219 4 7720 4 79
70%0.6716
48
rxy= 0.67
Sample: Student Surveys Demographics
Question :Were you born in this country?
(1) (2)
Yes No Attitudes
Question: I love to eat food from my native country.
(1) (2) (3) (4)
Strongly Disagree Disagree Agree Strongly Agree
Frequencies
How many times have you visited your county?
(1) (2) (3) (4)
0 times 1-4 times 5-9 times 10 or more times
Appendices
Appendix A: Parent/Guardian Consent FormDear Parent/Guardian,I (Svetlana Khvatikova) and my colleague (Marva Rudder) are studying at Brooklyn College where we are earning our Master’s Degree in Elementary Education. We are currently enrolled in a research course for the Fall 2011 semester, which requires us to conduct a study in a real classroom setting. We are asking for your permission to allow your child to participate in a confidential research study dealing with our thesis research paper topic which focuses on incorporating multicultural pedagogy in the classroom. Our research study is to implement multicultural instruction by working with students at least three times a week, for a period of forty-five minutes per day for approximately four weeks. Our lessons will filter through the Literacy and/or Social Studies lesson units of instruction. Our goal is to increase student’s knowledge on cultural diversity in the classroom. We will measure student’s knowledge by conducting a pretest and a post-test to measure the student’s success rates and overall understanding of the material. The pretests assess student’s knowledge and understanding of their cultural background. We will be conducting lessons across the spectrum on the introduction of various topics and their effects on students’ academic success rates with and without the additions of cultural aspects. Finally, after the completion of our lessons we will conduct a posttest to evaluate student’s overall progress. If you have any questions or concerns regarding this matter please feel free to contact us.Thank you,Svetlana Khvatikova and Marva Rudder
Please check, write student’s name, and sign: (_____) I give my child _______________________________permission to participate in this research study.(_____) I do not want my child _________________________________ to participate in this study.Parent Signature: X______________________________________________________
Appendix B: Teacher Consent Form
Dear Teacher, I (Svetlana Khvatikova) and my colleague (Marva Rudder) are studying at Brooklyn College where we are earning our Master’s Degree in Elementary Education. We are currently enrolled in a research course for the Fall 2011 semester, which requires us to conduct a study in a real classroom setting. We are asking for your permission to allow your class to participate in a confidential research study dealing with our thesis research paper topic which focuses on incorporating multicultural pedagogy in the classroom. Our research study is to implement multicultural instruction by working with students at least three times a week, for a period of forty-five minutes per day for approximately four weeks. Our lessons will filter through the Literacy and/or Social Studies lesson units of instruction. Our goal is to increase student’s knowledge on cultural diversity in the classroom. We will measure student’s knowledge by conducting a pretest and a post-test to measure the student’s success rates and overall understanding of the material. The pretests assess student’s knowledge and understanding of their cultural background. We will be conducting lessons across the spectrum on the introduction of various topics and their effects on students’ academic success rates with and without the additions of cultural aspects. Finally, after the completion of our lessons we will conduct a posttest to evaluate student’s overall progress.
If you have any questions or concerns regarding this matter please feel free to contact us.
Thank you,
Svetlana Khvatikova and Marva Rudder
Appendix C: Principal/Administrator Consent Form
Dear Principal/Administrator, I (Svetlana Khvatikova) and my colleague (Marva Rudder) are studying at Brooklyn College where we are earning our Master’s Degree in Elementary Education. We are currently enrolled in a research course for the Fall 2011 semester, which requires us to conduct a study in a real classroom setting. We are asking for your permission to allow your school to participate in a confidential research study dealing with our thesis research paper topic which focuses on incorporating multicultural pedagogy in the classroom. Our research study is to implement multicultural instruction by working with students at least three times a week, for a period of forty-five minutes per day for approximately four weeks. Our lessons will filter through the Literacy and/or Social Studies lesson units of instruction. Our goal is to increase student’s knowledge on cultural diversity in the classroom. We will measure student’s knowledge by conducting a pretest and a post-test to measure the student’s success rates and overall understanding of the material. The pretests assess student’s knowledge and understanding of their cultural background. We will be conducting lessons across the spectrum on the introduction of various topics and their effects on students’ academic success rates with and without the additions of cultural aspects. Finally, after the completion of our lessons we will conduct a posttest to evaluate student’s overall progress.
If you have any questions or concerns regarding this matter please feel free to contact us.
Thank you,
Svetlana Khvatikova and Marva Rudder
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