Good Multiculturalism In Early Childhood Education Classroom Essay Example

Introduction:

Classrooms are an important aspect of the learning and teaching process in society. Effective management and organization of the classroom facilitates understanding and promotes cohesion among the students and the teachers. Classrooms have different areas of interest that require understanding to promote effectiveness and efficiency. Some of these areas include classroom organization, classroom management, and fostering a multicultural classroom, among others. Perhaps most neglected however, is the need to foster a sense of multiculturalism in the classroom.
There are a number of reasons why educators should focus on fostering a multicultural classroom. First, multiculturalism allows for diversity in the learning and teaching process. Fostering acceptance in the multicultural classroom enables students from a variety of backgrounds to be unique, while expression and embracing what they have in common. Fostering a multicultural classroom also encourages the establishment of cooperative social skills. Finally, it builds self-confidence and social trust between students, creating a safer learning environment.

Thesis Statement

As an early childhood educator it is important to know the benefits of a multicultural classroom, develop a multicultural preschool environment and implement strategies and activities that promote multiculturalism in a preschool setting.

Focus Questions:

The focus questions will further narrow the scope of the study and provide essential insights of each of the subtopics chosen for discussion. The following are the focus questions for each of the subtopics respectively:

What are some of the ways of creating a multicultural classroom environment for the preschool children?

What are some of the benefits that can be accrued from existence of a multicultural classroom environment?
What strategies can an Early Childhood Educator implement to promote multicultural classroom environment in preschool?
Body
ChoosMulticulturClassrFirst, multiculturalism refers to sharing of many cultures, which means that a multicultural classroom allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understanding in the classroom, especially from the different cultural views. Second, a multicultural classroom assists the students as well as the teachers to recognize their similarities, as well as their differences. Additionally, it enables them to explore variant cultures, which creates different opportunities for them to understand that despite the different traditions and customs that people have, they often share certain common traits.
A multicultural classroom enables the students to learn that people can be unique and different, yet have much in common. These realizations can help them to accept their differences, which in turn aids in the elimination of racism and prejudice as well as assists them to respect and accept people from all backgrounds and cultures.
A multicultural classroom also encourages the establishment of cooperative social skills. When the students learn to accept the similarities and differences among people, they develop the capacity to get along and work with others better. That is; they begin seeing each other’s individualities and viewpoints. A multicultural classroom can assist the students from the minority cultures to develop social skills and cooperation in settings that might be unfamiliar to them. Additionally, the self-esteem of such students is boosted as they are accepted and recognized for their individualities. Culturally sensitive classrooms build self-confidence among the students through the integration of cultures of all the students in the learning experience.

Subtopics

Multicultural classroom is a wide topic that encompasses various elements. These elements define and promote the understanding of the topic by widening the scope of knowledge on the same. Three subtopics for the major topic of a multicultural classroom include teaching diversity, multicultural education competency, and multicultural resources.

Teaching Diversity

Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).

Multicultural Education Competency

Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).

Multicultural Resources

Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006).
ChoosMulticulturClassrFirst, multiculturalism refers to sharing of many cultures, which means that a multicultural classroom allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understanding in the classroom, especially from the different cultural views. Second, a multicultural classroom assists the students as well as the teachers to recognize their similarities, as well as their differences. Additionally, it enables them to explore variant cultures, which creates different opportunities for them to understand that despite the different traditions and customs that people have, they often share certain common traits.
A multicultural classroom enables the students to learn that people can be unique and different, yet have much in common. These realizations can help them to accept their differences, which in turn aids in the elimination of racism and prejudice as well as assists them to respect and accept people from all backgrounds and cultures.
A multicultural classroom also encourages the establishment of cooperative social skills. When the students learn to accept the similarities and differences among people, they develop the capacity to get along and work with others better. That is; they begin seeing each other’s individualities and viewpoints. A multicultural classroom can assist the students from the minority cultures to develop social skills and cooperation in settings that might be unfamiliar to them. Additionally, the self-esteem of such students is boosted as they are accepted and recognized for their individualities. Culturally sensitive classrooms build self-confidence among the students through the integration of cultures of all the students in the learning experience.

Subtopics

Multicultural classroom is a wide topic that encompasses various elements. These elements define and promote the understanding of the topic by widening the scope of knowledge on the same. Three subtopics for the major topic of a multicultural classroom include teaching diversity, multicultural education competency, and multicultural resources.

Teaching Diversity

Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).

Multicultural Education Competency

Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).

Multicultural Resources

Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006).
ChoosMulticulturClassrFirst, multiculturalism refers to sharing of many cultures, which means that a multicultural classroom allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understanding in the classroom, especially from the different cultural views. Second, a multicultural classroom assists the students as well as the teachers to recognize their similarities, as well as their differences. Additionally, it enables them to explore variant cultures, which creates different opportunities for them to understand that despite the different traditions and customs that people have, they often share certain common traits.
A multicultural classroom enables the students to learn that people can be unique and different, yet have much in common. These realizations can help them to accept their differences, which in turn aids in the elimination of racism and prejudice as well as assists them to respect and accept people from all backgrounds and cultures.
A multicultural classroom also encourages the establishment of cooperative social skills. When the students learn to accept the similarities and differences among people, they develop the capacity to get along and work with others better. That is; they begin seeing each other’s individualities and viewpoints. A multicultural classroom can assist the students from the minority cultures to develop social skills and cooperation in settings that might be unfamiliar to them. Additionally, the self-esteem of such students is boosted as they are accepted and recognized for their individualities. Culturally sensitive classrooms build self-confidence among the students through the integration of cultures of all the students in the learning experience.
Subtopics
Multicultural classroom is a wide topic that encompasses various elements. These elements define and promote the understanding of the topic by widening the scope of knowledge on the same. Three subtopics for the major topic of a multicultural classroom include teaching diversity, multicultural education competency, and multicultural resources.

Teaching Diversity

Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).

Multicultural Education Competency

Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).

Multicultural Resources

Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006).
According to Diversity Education experts Huddleston and Unwim, Multiculturalism is an educational focus that provides exposure to, tells stories from, and introduces perspectives of people from a variety of cultural backgrounds (Huddleston & Unwin, 2002). Sharing a variety of cultures, which stands as a major focus in a multicultural classroom, allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understating in the classroom, especially by providing multiple unique cultural views of a single topic. Every teacher should be focused on not only meeting the needs of the curriculum goals, but more importantly meeting their needs of their individual students, and there is every reason to believe that this is only possible by creating a multicultural classroom environment.
The evolution of the multicultural classroom is important because it provides students a place to learn where they can be unique, embrace their heritage, and celebrate their differences, while taking active inventory of the traits they have in common. This enables students to learn that everyone is different and special, and also equal and valuable. This kind of thinking, when established during Early Childhood education can provide a solid foundation for diversity and acceptance in the years to come that is absolutely invaluable.
More specifically, a peer-reviewed study by Sodowsky and his peers found that those in a multicultural classroom setting, who felt that the racial ideology was embraced, and who dispelled their fears of social inadequacy based on cultural factors, made significantly greater contributions in a group-work setting, than those in a less diverse, or less multicultural accepting environment (Sodowsky, 1998). This means that students who are in an environment that does not deal with cultural differences in a logical and forthright manner are more apt to allow social stereotypes and fears of social inadequacy limit their classroom contributions, and performance.
Huddelston and Unwin explain this phenomenon, by explaining the growth of individual students on three levels, when working in diverse groups.
A realization by the members of the group that genuine growth stems from the creative power within the individual, and that learning, finally, is an individual matter.

The acceptance as a group standard that each member has the right to be different and to disagree.

Establishment of a group atmosphere that is free from narrow judgments on the part of the teacher of the group members (Huddelston & Urwin, 2002).
It is significant to note here that the acceptance of multiculturalism, or the establishment of a multicultural classroom relies not only on the behavior of the students, but also the behavior of the teacher. Huddelston and Urwin point out that it is only when both parties do away with prejudgments and social stereotypes that a truly multicultural learning environment is created.
Concurrently, those that feel accepted, wanted, and understood, or whose heritage has been embrace and for whom social stigmas have been dispelled, found that they felt equal to their peers and fully contributed to the work at hand. Generally, this would insinuate that students who spend their Early Childhood education, or formative, years in a multicultural classroom will perform to a higher standard long term, because they will develop the skills to perform well on projects and assessments.
In order to enjoy these benefits of a multicultural classroom environment, an educator must forcus on developing their classroom to provide a multicultural learning environment. Developing a multicultural classroom is a wide objective for educators, and encompasses a number of changes which must be made to the classroom setting, and organizational patterns. These elements define and promote the understanding of every classroom objective, and widen the scope of knowledge for students. Three areas that teachers should focus on when working to develop their multicultural classroom include: teaching diversity, educational competency, and organizing multicultural resources.
Teaching diversity involves the provision of variant perspectives by the teacher or educator on the subject matter that they teach. As such, Singelis notes that they foster diversified skills and enable the student to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classroom through activities such as incorporating various activities, encouraging students to reflect critically on different experiences, and inviting speakers to talk about various topics (Huddleston and Unwin, 2002). In the preschool classroom, this is primarily done through storytelling, and crafting. Teachers can read stories that have characters from a variety of heritages, and which present cultural practices or beliefs from a variety of backgrounds.
Finally, teachers need to ensure that they are encouraging student to sit in a mixed arrangement. It is easy to allow students to choose what peers they sit by or associate with, or to allow accidental segregation in the classroom. It is essential that teachers create mixed seating arrangements, and culturally diverse activity groups so that students are constantly working with other students who come from a different cultural background or racial identity than their own.
According to Hunter, and the American Association of Colleges for Teacher Education, multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, et al., 2008).
According to Dilg, multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). Noordhoff notes that these materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books used for the classroom reading curriculum, history, and other curricular resources, and the manner of addressing students and developing teacher-student relationships, among others (Noordhoff, 2006).
The development of a multicultural approach in the classroom is an ongoing process that involves various aspects. Examples of these aspects include evaluating the curriculum, books and methods used in teaching. According to Vera and Speight another significant aspect is engaging the students in the process of learning (Vera & Speight, 2003). Other examples include asking critical and probing questions to students to determine their knowledge on certain topics and critically evaluating various historical views from variant perspectives.

What Are The Ways Of Developing Multicultural Competency?

The development of a multicultural approach in the classroom is an ongoing process that involves various aspects. Examples of these aspects include evaluating the curriculum, books and methods used in teaching. A second aspect is engaging the students in the process of learning (Vera & Speight, 2003). Other examples include asking critical and probing questions to students to determine their knowledge on certain topics and critically evaluating various historical views from variant perspectives. The following resources will add information to the same:
Vera, E. M., & Speight, S. L. (2003). Multicultural Competence, Social Justice, and Counseling Psychology: Expanding Our Roles. Counseling Psychologist. Doi:10.1177/0011000003031003001

What Can The Teachers Do To Make Their Classrooms Multicultural?

Multicultural Education Competency
Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).
Multicultural Resources
Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006)Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).
Multicultural Education Competency
Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).
Multicultural Resources
Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006)sharing of many cultures, which means that a multicultural classroom allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understanding in the classroom, especially from the different cultural views. Second, a multicultural classroom assists the students as well as the teachers to recognize their similarities, as well as their differences. Additionally, it enables them to explore variant cultures, which creates different opportunities for them to understand that despite the different traditions and customs that people have, they often share certain common traits.
A multicultural classroom enables the students to learn that people can be unique and different, yet have much in common. These realizations can help them to accept their differences, which in turn aids in the elimination of racism and prejudice as well as assists them to respect and accept people from all backgrounds and cultures.
A multicultural classroom also encourages the establishment of cooperative social skills. When the students learn to accept the similarities and differences among people, they develop the capacity to get along and work with others better. That is; they begin seeing each other’s individualities and viewpoints. A multicultural classroom can assist the students from the minority cultures to develop social skills and cooperation in settings that might be unfamiliar to them. Additionally, the self-esteem of such students is boosted as they are accepted and recognized for their individualities. Culturally sensitive classrooms build self-confidence among the students through the integration of cultures of all the students in the learning experience.
Subtopics
Multicultural classroom is a wide topic that encompasses various elements. These elements define and promote the understanding of the topic by widening the scope of knowledge on the same. Three subtopics for the major topic of a multicultural classroom include teaching diversity, multicultural education competency, and multicultural resources.
Teaching Diversity
Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).
Multicultural Education Competency
Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).
Multicultural Resources
Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006).
sharing of many cultures, which means that a multicultural classroom allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understanding in the classroom, especially from the different cultural views. Second, a multicultural classroom assists the students as well as the teachers to recognize their similarities, as well as their differences. Additionally, it enables them to explore variant cultures, which creates different opportunities for them to understand that despite the different traditions and customs that people have, they often share certain common traits.
A multicultural classroom enables the students to learn that people can be unique and different, yet have much in common. These realizations can help them to accept their differences, which in turn aids in the elimination of racism and prejudice as well as assists them to respect and accept people from all backgrounds and cultures.
A multicultural classroom also encourages the establishment of cooperative social skills. When the students learn to accept the similarities and differences among people, they develop the capacity to get along and work with others better. That is; they begin seeing each other’s individualities and viewpoints. A multicultural classroom can assist the students from the minority cultures to develop social skills and cooperation in settings that might be unfamiliar to them. Additionally, the self-esteem of such students is boosted as they are accepted and recognized for their individualities. Culturally sensitive classrooms build self-confidence among the students through the integration of cultures of all the students in the learning experience.
Subtopics
Multicultural classroom is a wide topic that encompasses various elements. These elements define and promote the understanding of the topic by widening the scope of knowledge on the same. Three subtopics for the major topic of a multicultural classroom include teaching diversity, multicultural education competency, and multicultural resources.
Teaching Diversity
Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).
Multicultural Education Competency
Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).
Multicultural Resources
Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006).
sharing of many cultures, which means that a multicultural classroom allows for diversity in the learning and teaching process. The significance of having a diverse teaching and learning environment is that it provides a wider scope of understanding in the classroom, especially from the different cultural views. Second, a multicultural classroom assists the students as well as the teachers to recognize their similarities, as well as their differences. Additionally, it enables them to explore variant cultures, which creates different opportunities for them to understand that despite the different traditions and customs that people have, they often share certain common traits.
A multicultural classroom enables the students to learn that people can be unique and different, yet have much in common. These realizations can help them to accept their differences, which in turn aids in the elimination of racism and prejudice as well as assists them to respect and accept people from all backgrounds and cultures.
A multicultural classroom also encourages the establishment of cooperative social skills. When the students learn to accept the similarities and differences among people, they develop the capacity to get along and work with others better. That is; they begin seeing each other’s individualities and viewpoints. A multicultural classroom can assist the students from the minority cultures to develop social skills and cooperation in settings that might be unfamiliar to them. Additionally, the self-esteem of such students is boosted as they are accepted and recognized for their individualities. Culturally sensitive classrooms build self-confidence among the students through the integration of cultures of all the students in the learning experience.
Subtopics
Multicultural classroom is a wide topic that encompasses various elements. These elements define and promote the understanding of the topic by widening the scope of knowledge on the same. Three subtopics for the major topic of a multicultural classroom include teaching diversity, multicultural education competency, and multicultural resources.
Teaching Diversity
Teaching diversity involves the provision of variant perspectives by the teachers or educators on the subject matters that they teach. As such, they foster diversified skills and enable the students to understand the subject better (Singelis, 2009). They provide culturally sensitive atmospheres in the classrooms through activities such as incorporating various activities, encouraging students to reflect critically on different experiences and inviting speakers to talk about various topics (Huddleston & Unwin, 2002).
Multicultural Education Competency
Multicultural education competency involves identifying and developing a multicultural competency in classroom in different ways (Hunter & American Association of Colleges for Teacher Education, 1974). Significant components of multicultural education competency include the explicit awareness of the influences of culture in society, the academic content relevant to the cultural groups and the skills of communicating effectively across the cultures in classrooms (Sodowsky, Kuo-Jackson, Richardson, & Corey, 2008).
Multicultural Resources
Multicultural resources include all the materials required to create a culturally sensitive classroom (Dilg, 2003). These materials or resources include the aspects that the educators or the teachers can employ to make their classrooms more multicultural, including the types of books, the manner of addressing the students and the development of teacher-student relationships among others (Noordhoff, 2006).
Vang believes that teachers can make their classrooms multicultural by reading multicultural books to their classes, discussing similarities and differences in cultures with their students and posting works of art or posters on the walls that feature varieties of multicultural children among others (Vang, 2013). What is important to remember, when trying to develop the multicultural assets in your classroom, is that you must still conform to the state standards, and curriculum objectives for grades 0-3.
Huddleston and Unwin have emphasized that all teachers are “constrained” to some degree or another to the “requirements of the regulatory body,” but that curriculum serves primarily as a “framing device” and so multicultural texts can easily be adapted to meet the curriculum needs, while still providing enrichment and cultural awareness for students (2002). It is essential that teachers learn to see multiculturalism not as a single unit or as a learning objective, but rather as a thread that runs through all of their instruction, and which enriches the other goals and requirements set out for their class. The following resources will be instrumental when working to make these changes to the classroom.

The following resources will be elemental in the discussion of this focus question:

Dilg, M. (2003). Thriving in the multicultural classroom: Principles and practices for effective teaching.
Noordhoff, K. (2006). Preparing teachers for multicultural classrooms. Teaching and Teacher Education. doi:10.1016/0742-051X(93)90013-7
Vang, C. T. (2013). An educational psychology of classroom management: Best professional practices in the multicultural classroom. New York: Peter Lang.

Conclusion

Huddleston, P., & Unwin, L. (2002). Teaching and learning in further education: Diversity and change. London: Routledge.
Hunter, W. A., & American Association of Colleges for Teacher Education. (1974). Multicultural education through competency-based teacher education. Washington: American Association of Colleges for Teacher Education.
Kendall, F. E. (1983). Diversity in the Classroom: A multicultural approach to the education of young children. Early Childhood Education Series. New York, NY: Teachers College Press, Teachers College.
Noordhoff, K. (2006). Preparing teachers for multicultural classrooms. Teaching and Teacher Education. doi:10.1016/0742-051X(93)90013-7
Singelis, T. M. (2009). Teaching about culture, ethnicity & diversity: Exercises and planned activities. Thousand Oaks: Sage Publications.
Sodowsky, G. R., Kuo-Jackson, P. Y., Richardson, M. F., & Corey, A. T. (2008). Correlates of self-reported multicultural competencies: Counselor multicultural social desirability, race, social inadequacy, locus of control racial ideology, and multicultural training. Journal of Counseling Psychology. doi:10.1037//0022-0167.45.3.256
Timpson, W. M. (2003). Teaching diversity: Challenges and complexities, identities, and integrity. Madison, WI: Atwood Pub.
Vang, C. T. (2013). An educational psychology of classroom management: Best professional practices in the multicultural classroom. New York: Peter Lang.
Vera, E. M., & Speight, S. L. (2003). Multicultural Competence, Social Justice, and Counseling Psychology: Expanding Our Roles. Counseling Psychologist. doi:10.1177/0011000003031003001