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Working Toward Cultural Responsiveness in the New Millennium.

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Title: Working Toward Cultural Responsiveness in the New Millennium.
Language: English
Authors: Dean, Patricia K.
Peer Reviewed: N
Page Count: 28
Publication Date: 2002
Document Type: Opinion Papers
Speeches/Meeting Papers
Descriptors: Cultural Context, Curriculum Problems, Elementary Secondary Education, Federal Legislation, Minority Group Children, Public Schools, Reading Instruction, Reading Programs, Student Needs
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: The new legislative act "No Child Left Behind" is currently infiltrating the states and schools with numerous requirements that must be met to improve test scores which they say measure reading acquisition. Assumptions are made that previous methods of teaching reading have been inadequate, so new federal guidelines have now been offered in hopes of rectifying this problem. Current efforts still do not address the problem. According to the National Center for Education Statistics, 39% of public school students in 2000 were considered to be part of a minority group, and predictions are for this percentage to increase rapidly over the next 10 years. The problem is that the reading material is written to address the "mainstream" culture, assumed to be the white middle class. The solution lies in addressing the cultural gap present in the reading instruction material and general understanding of various cultures in the United States. The nation must work toward "cultural proficiency" to encompass all cultures in hope of developing a stronger nation which educates, respects, and embraces everyone. This paper reflects on the present conditions of reading instruction materials in schools across the United States and the impact of culture in construction of meaning. The hope in the paper is to bring awareness to the forefront so that each person can take responsibility and contribute in moving the schools, and society in general, toward a more responsive, culturally sound environment. (Contains 25 references.) (NKA)
Entry Date: 2004
Accession Number: ED478123
Database: ERIC
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  Availability: 0
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  Data: Working Toward Cultural Responsiveness in the New Millennium.
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  Data: 28
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  Data: Opinion Papers<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Problems%22">Curriculum Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Children%22">Minority Group Children</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink>
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  Data: The new legislative act "No Child Left Behind" is currently infiltrating the states and schools with numerous requirements that must be met to improve test scores which they say measure reading acquisition. Assumptions are made that previous methods of teaching reading have been inadequate, so new federal guidelines have now been offered in hopes of rectifying this problem. Current efforts still do not address the problem. According to the National Center for Education Statistics, 39% of public school students in 2000 were considered to be part of a minority group, and predictions are for this percentage to increase rapidly over the next 10 years. The problem is that the reading material is written to address the "mainstream" culture, assumed to be the white middle class. The solution lies in addressing the cultural gap present in the reading instruction material and general understanding of various cultures in the United States. The nation must work toward "cultural proficiency" to encompass all cultures in hope of developing a stronger nation which educates, respects, and embraces everyone. This paper reflects on the present conditions of reading instruction materials in schools across the United States and the impact of culture in construction of meaning. The hope in the paper is to bring awareness to the forefront so that each person can take responsibility and contribute in moving the schools, and society in general, toward a more responsive, culturally sound environment. (Contains 25 references.) (NKA)
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      – Text: English
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        PageCount: 28
    Subjects:
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Curriculum Problems
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Federal Legislation
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      – SubjectFull: Minority Group Children
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      – SubjectFull: Public Schools
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Reading Programs
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      – SubjectFull: Student Needs
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      – SubjectFull: No Child Left Behind Act 2001
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      – TitleFull: Working Toward Cultural Responsiveness in the New Millennium.
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              Type: published
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