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Essay / Research Paper Abstract
A 5 page discussion of the factors which enter into effectively addressing multicultural and multiracial students in the educational system. Emphasizes that factors such a cultural schemata and linguistic familiarity must be addressed if education is to be successful. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: AM2_PPedMlti.rtf
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Unformatted sample text from the term paper:
with multicultural and multiracial issues and concerns. Addressing these concerns is a moral responsibility for all who teach. Multiple races and multiple cultures in the educational environment demand
teaching methods and administrative flexibility which address their unique needs. To do otherwise is to abandon the ethical premises upon which the educational profession is built.
As of March of 1996 there were approximately forty-three million children enrolled in the public school systems of this nation (Travers, 1996). Many of
these children are from non-mainstream non-white America. They represent a number of races and cultures. In turn, the public school system is comprised of over fifteen thousand school
districts (Travers, 1996) and each could be expected to vary considerably in terms of how they address the multicultural, multiracial needs of their students .
Students from non-white racial backgrounds face numerous obstacles in their ability to establish and keep pace with predominantly mainstream and white students in a
number of different aspects of education. It has been demonstrated time and time again in the literature that a students race and culture can be a very definite influence
in academic success in the nations mainstream schools and that both the method of presentation of academic material and student attitude can be predictive of educational accomplishments. Indeed, practically
any component of education can be analyzed for the purposes of affirming this contention. Numerous researchers have reported a correlation between
a students world experience and their level of reading comprehension, for example (Bartlet, 1932; Rumelhart, 1981, 1984). Often times stories and reading material are written from a largely white
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