Cultural Diversity in New York City Classrooms

Cultural Diversity in New York City Classrooms Selecting Efficient Instructional Techniques for Culturally Diverse ClassroomsSvetlana Khvatikova and Marva Rudder Research 2 Spring 2012

1 Table of ContentsStatement 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)

2 Statement of the ProblemNew 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 students cultural backgroundsis important (Meachum, 2001).

Several studies have shown, that students culture plays a crucialrole in the way they learn and view the world (Lanson-Billings, 1995).

Supporting TheoristsLev 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)

ProsCulturally 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)

ConsHow 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: StorybooksAccording 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 StorybooksUsed as instructional strategies for the implementation of cultural relevant pedagogy into the curriculum.

Statement of the HypothesisHR: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 students knowledge and understanding of cultural diversity as measured by a comprehensive social studies test.

MethodParticipantsStudents 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 Students assessments will be measured according to their responses to assignments without their cultural information included, and conducting similar assignmentsby incorporating students cultural aspects into them. This will consist ofconducting apretest, post-test, and surveys to measure and monitorstudents 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 DesignResearch Design: Quasi-Experimental design Nonequivalent Control Group DesignSymbolic Design : O X1 O O X2 OO - Pre-testX1 - Treatment for Group 1X2 - Treatment for Group 2 O - Post-test

Threats to Internal ValidityHistoryMaturationMortalityStatistical RegressionSelection-Maturation Selection

Threats to External ValidityEcologicalGeneralizable ConditionsSpecificity of VariablesMultiple TreatmentsExperimenter Effects

Proposed Data Analysis Survey/Pre-test Correlation0.47 rxy

0.59 rxy Pre-test and Proposed Post-test ScoresStudentsMarchAprilStudent 17578Student 24570Student 36691Student 47895Student 56799Student 65479Student 74970Student 87289Student 94587Student 107696Student 115589Student 127589Student 137392Student 147890Student 157889Student 168089Student 178097Student 186777Student 197389Student 205479MarchAprilDifferencesPre-testProposed Post-test Mean678720Range35296 Ratio Data: 19.70%Pre-test and Proposed Post-testStudentsMarchAprilStudent 17086Student 25589Student 36790Student 44781Student 55280Student 66591Student 76691Student 85289Student 95790Student 106091Student 115988Student 126188Student 137089Student 147393Student 156989Student 167391Student 177089Student 187189Student 197292Student 208098MarchApril DifferencePre-testProposed Post-testMean648925Range331815 Ratio Data: 24.75% African-American Students Correlation

Strongly Disagree/DisagreeStudentxy316651678272102761527819273rxy=0.8930%Strongly Agree/AgreeStudentxy1475244543786454744993451145512475134731437816380174801846720454rxy=0.2670%Russian Students Correlation StudentStrongly DisagreeDisagreeStrongly Disagree/DisagreeStudentxy12703167515210260122611516930%0.0799rxy=0.08Strongly Agree/AgreeStudentxy247044476344747784549345113591346914473164731746918472194772047970%0.671648rxy= 0.67 Sample: Student SurveysDemographicsQuestion :Were you born in this country?(1) (2)Yes NoAttitudesQuestion: I love to eat food from my native country. (1) (2) (3) (4) Strongly Disagree Disagree Agree Strongly Agree

FrequenciesHow many times have you visited your county? (1) (2) (3) (4)0 times 1-4 times 5-9 times 10 or more times20 AppendicesAppendix 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 Masters 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 students knowledge on cultural diversity in the classroom. We will measure students knowledge by conducting apretest and a post-test to measure thestudents success rates and overall understanding of the material. The pretests assess students 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 students overall progress.If you have any questions or concerns regarding this matter please feel free to contact us.Thank you,Svetlana Khvatikova and Marva RudderPlease check, write students 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 FormDear Teacher, I (Svetlana Khvatikova) and my colleague (Marva Rudder) are studying at Brooklyn College where we are earning our Masters 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 students knowledge on cultural diversity in the classroom. We will measure students knowledge by conducting apretest and a post-test to measure thestudents success rates and overall understanding of the material. The pretests assess students 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 students 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 FormDear Principal/Administrator, I (Svetlana Khvatikova) and my colleague (Marva Rudder) are studying at Brooklyn College where we are earning our Masters 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 students knowledge on cultural diversity in the classroom. We will measure students knowledge by conducting apretest and a post-test to measure thestudents success rates and overall understanding of the material. The pretests assess students 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 students 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

References

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