Date of Award

2016

Document Type

Thesis

Department

Liberal Studies

First Advisor

Esperanza De La Vega

Subjects

Multicultural education -- Oregon -- Woodburn -- Case studies, Elementary education -- Curricula -- Oregon -- Woodburn -- Case studies, Classroom management

DOI

10.15760/honors.218

Abstract

Current classroom management procedures, which are dominated by white affluent culture, are not conducive to effectively teaching the increasingly growing diverse school population. Differing backgrounds in a classroom are often viewed as deficits that teachers need to correct instead of individual strengths that add to the classroom knowledge. Currently, the public education system is making students conform to the school culture, instead of the school changing to reflect the community. Multicultural education is for all students, preparing them for the real world by teaching tolerance, acceptance, and learning through multiple perspectives. Current research agrees that a shift in management techniques is needed; teachers are concerned with how to handle today’s linguistically and culturally diverse classrooms. This study provides teachers with a framework of explicit strategies to ensure culturally responsive classroom management through authentically getting to know your students, fostering positive teacher-student relationships, and providing a classroom culture centered on community. These techniques were deduced from a wide body of research and interviews with dual language teachers in Woodburn, Oregon, where 70% of the student population is Hispanic and of low socio-economic status. With these practices in place, students were more engaged in learning while feeling valued and represented.

Comments

An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts In University Honors and Bilingual Teacher Pathway.

Persistent Identifier

http://archives.pdx.edu/ds/psu/16891

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