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Instructional Strategies in Advocating Instructional Strategies in Advocating Social Awareness, Acceptance, and Respect Social Awareness, Acceptance, and Respect
for Diversified Cultures will Increase for Diversified Cultures will Increase Cultural Tolerance for Students in Grade 3 in Cultural Tolerance for Students in Grade 3 in
The B.C. Elementary School.The B.C. Elementary School.
Elita TzikElita TzikEd. 703.22: Seminar in Applied Theory and Research IIEd. 703.22: Seminar in Applied Theory and Research IIProfessor Sharon O’Connor- PetrusoProfessor Sharon O’Connor- PetrusoFinal Presentation- Spring 2008 Final Presentation- Spring 2008
Table of ContentsTable of Contents
AbstractIntroduction
-Statement of the Problem-Review of Related Literature (recent sources)
-Statement of the HypothesisMethod
-Participants (N)-Instrument(s)
-Experimental Design-Procedure
ResultsDiscussion
ImplicationsReferences
Appendix (ces)(Tables, Graphs, Questionnaires, Surveys, Tests etc.)
New York City is a ‘melting pot.’ The culture of the city has been shaped by centuries of immigration, the city's size and variety, and its status as the cultural capital of the United States.
”There are 8 million people in New York. According to the census, the city has the greatest number of foreign-born residents at 2.8 million, 36% of the city's population. Of that total, 44% entered the country in the past decade” (Associated Press, 2002).
Introduction
Statement of the Problem:
Our society has become very diversified over time, however hate crimes still exist.
We must educate our youth by advocating social awareness, acceptance and respect for diversified cultures, and in return, increase cultural tolerance
early on.
Review of Related Literature:
Strategies to Advocating Social Awareness, Acceptance, and Respect for Diversified
Cultures:
Damm (2006); Edwards (2001); Wade (2001); Meier (2003)
Politics and Policies
Fuller (2003); Powell (2003); Karst (2003); Pohan & Aguilar (2001)
Instructional Strategies in Advocating Social Awareness, Acceptance, and Respect for
Diversified Cultures will Increase Cultural Tolerance for Students in
Grade 3 in The B.C. School.
Research Hypothesis:
Participants (N)
• 8-9 Years old
• 12 females and 2 males
• 2 of each:
• Caucasian
• African- American
• Asian
• Hispanic
Methods
• Mixed Heritage
• European
• “Other”
• 14 third grade students from two classrooms in a New York City Public Elementary School, located in Brooklyn.
Instruments (S)
• Parental consent form
• Pre-Test survey/questionnaire - January 2008
• Post-Test survey/questionnaire- May 2008
• Self-created questionnaire
• This study can be considered the pilot study.
• To date, there are no reliability and validity coefficients.
Experimental Design
• The participants come from two groups (two separate classrooms).
• The groups are randomly assigned.
• Both groups will be pre-tested.
• Only one group will be exposed to a treatment.
• Both groups will be post-tested.
This Action Research Project uses the Quasi-Experimental Design known as Nonequivalent Control Group Design.
O X O1
O X O
2
Procedure
January 2008- Pre-test administered to students and additional cultural
awareness unit begins.
December 2007- Parental Consent forms handed out.
January- May 2008: Each Friday, a student will have a chance to teach the
class about their family’s culture and traditions. They will
bring food, sing a song, play a game, traditional clothing, etc
After each student has had their turn, the class will have a “Diversity party” where they celebrate everyone’s cultures with food, music, etc.
May 2008- Post-test administered. Data analyzed.
* Students #’s 4, 5, 11, & 13 were not present for post-test and are not counted in statistical analysis.
Friends from different cultures
0123456789
Students Surveyed
Nu
mb
er o
f diff
eren
t cu
lture
s
Pre-test
Post-test
• 4 out of 10 (40%) of the students had more friends from different cultures than previously.
You have friends who are: (Circle as many as apply)
* Caucasian * African American * Hispanic * Middle Eastern *
* Asian * Caribbean * Mixed Heritage * European * Other *
• 1 Student added 3 more groups (3 on the pre-test, 6 on the post-test)
• 2 Students added 2 more groups.
• 1 student added 1 more group.
** *
*
*
How often do you feel you have experienced such discrimination or unfair treatment by your classmates ?
* Students #’s 4, 5, 11, & 13 were not present for post-test and are not counted in statistical analysis.
1- Never 2- Rarely 3- Sometimes 4- Often
50% of students (5 out of 10) stated that they felt less discriminated against between the pre-test and post-test.
• Three students’ answers went from 2 to 1
•Two students’ answers went from 3 to 2
How often students felt discriminated against by their classmates
0
1
2
3
4
Students
Op
tio
n c
ho
sen
on
Lik
ert
Sca
lePre-Test
Post-Test
(3 of these students were from the class with the additional unit)
(1)
Martin Luther King Jr.
(2)
Rosa Parks
(3)
Harriet Tubman
(4)
John F. Kennedy
(5)
Mahatma Ghandi
(6)
Mao Tse Tung
(7)
Nelson Mandela
(8)
Benazir Bhuto
Which of the following important figures have you learned about?
Students * Name
Pre-test Post-test
Rosie 1 5 5
Vicky 2 3 4
Kayla 3 4 6
Tanya 6 5 6
Chiu 7 5 7
Sally 8 3 6
Rosa 9 3 6
Nina 10 6 6
Giselle 12 3 4
Lisa 14 1 3
Average 4 5
* Students #’s 4, 5, 11, & 13 were not present for post-test and are not counted in statistical analysis.
8 out of 10 (80%) of students gained knowledge about prominent world
figures!
• On the pre-test, the students had knowledge of an average of 4 of these important people.
• On the post-test, the students had an knowledge of an average of 5 of these important people.
(5 of these students were from the class that had the additional diversity unit.)
CorrelationDoes the amount of Cultural Awareness Instruction affect the level of comfort the students are around their classmates?
The results showed positive correlation coefficients.
rxy = 0.880. This shows that the amount of cultural awareness instruction the students received, affected the level of comfort the students had around their peers.
“Line of best fit”
Analysis
14 data pairs (x,y):( 2.00 , 2.00 ); ( 2.00 , 4.00 ); ( 3.00 , 3.00 ); ( 0.00 , 0.00 ); ( 0.00 , 0.00 ); ( 4.00 , 3.00 ); ( 3.00 , 3.00 ); ( 3.00 , 3.00 ); ( 2.00 , 3.00 ); ( 3.00 , 3.00 ); ( 0.00 , 0.00 ); ( 3.00 , 4.00 ); ( 0.00 , 0.00 ); ( 2.00 , 3.00 ); y = a + bx where: a= 0.341 ( a = 0.23 ) b= 0.971 ( b = 0.12 ) degrees of freedom = 12r = 0.880 (p = 0.000)
How knowledge affects comfort
0
1
2
3
4
5
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Knowledge gained
Com
fort
leve
l aro
und
peer
sknow ledge
comfort
* http://www.physics.csbsju.edu/cgi-bin/stats/QF_form.sh?nrow=14
Question #37- Students’ self-assessment about how much they have learned about their peers
(1)
Nothing
(2)
I know the basics of their culture or religion.
(3)
I know the basics of both their culture and religion
(4)
I know about their cultural holidays and the belief of their
religion.
* Students #’s 4, 5, 11, & 13 were not present for post-test and are not counted in statistical analysis.
Amount of knowledge students have about their peer's cultures
0
1
2
3
4
Ro
sie
1
Vic
ky 2
Kay
la 3
Tan
ya 6
Ch
iu 7
Sal
ly 8
Ro
sa 9
Nin
a 1
0
Gis
elle
12
Lisa
14
Students
Op
tio
n o
n S
urv
ey
Pre-Test
Post-Test
• 40% of students’ answers increased.
• 40% of students’ answers stayed constant.
Question #38: Does diversity make America Stronger? Why?
“Variety is the spice of life”
“Or else we would be so flat and boring! My friends are so colorful!”
“We can Learn from other viewpoints”
“Without diversity, we would not understand other cultures and traditions. Such understanding is extremely valuable, especially as we try to work towards peace.”
“Because we all need to get along”
“We are all good people”
Question #39: How would you define “diversity” in America?
“Diversity means different types of people which means a broader range of abilities”
“Many ideas, many opinions, many ways to do things”
“Many cultures and religions”
“People living together peacefully. People come from different backgrounds and learn from one another” “All different colors,
religions, cultures are accepted”
Threats to Validity
Internal Validity:
• History
• Testing/Pre-test Sensitization
• Instrumentation
• Multiple group threats
• Selection-Maturation Interaction
• Mortality
External Validity:
• Generalizable Conditions
• Confounding Variables
• Experimenter Effects
Implications
Although the data shows some increase in awareness of diversified cultures,
• There is no overwhelming proof that such a unit plan can fully make these changes.
• It may take more time to achieve better results.
• Maybe the teacher did not spend enough time, daily, on a balanced multi-cultural curriculum- outside of the additional unit plan.
•We don’t know what is going on in the children’s homes.
•Less than 15 participants- Not generalizable to population.
•Whatever the cause, because of these findings there is need for additional research.
References
O’Connor Petruso, S. (2008, February). Descriptive Statistics. Seminar in Applied Theory and Research II. Course at Brooklyn College Graduate School of Education, Brooklyn, New York, USA.
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