Which of the following is a strategy for improving relationships among ethnically diverse students in schools group of answer choices?
journal article Show
American Journal of Sociology Vol. 120, No. 3 (November 2014) , pp. 750-797 (48 pages) Published By: The University of Chicago Press https://doi.org/10.1086/679190 https://www.jstor.org/stable/10.1086/679190 Read and download Log in through your school or library With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
Yearly Plan
Purchase a PDFPurchase this article for $14.00 USD. How does it work?
Abstract Focusing on romantic relationships, which are often seen as a barometer of social distance, this analysis investigates how adolescents from different racial-ethnic and gender groups respond when they attend diverse schools with many opportunities for inter-racial-ethnic dating. Which groups respond by forming inter-racial-ethnic relationships, and which groups appear to “work around” opportunities for inter-racial-ethnic dating by forming more same-race-ethnicity relationships outside of school boundaries? Most prior studies have analyzed only relationships within schools and, therefore, cannot capture a potentially important way that adolescents express preferences for same-race-ethnicity relationships or work around constraints from other groups’ preferences. Using the National Longitudinal Study of Adolescent Health, I find that, when adolescents are in schools with many opportunities for inter-racial-ethnic dating, black females and white males are most likely to form same-race-ethnicity relationships outside of the school; whereas Hispanic males and females are most likely to date across racial-ethnic boundaries within the school. Journal Information Current issues are now on the Chicago Journals website. Read the latest issue.Established in 1895 as the first US scholarly journal in its field, the American Journal of Sociology (AJS) presents pathbreaking work from all areas of sociology, with an emphasis on theory building and innovative methods. AJS strives to speak to the general sociology reader and is open to contributions from across the social sciences—political science, economics, history, anthropology, and statistics in addition to sociology—that seriously engage the sociological literature to forge new ways of understanding the social. AJS offers a substantial book review section that identifies the most salient work of both emerging and enduring scholars of social science. Commissioned review essays appear occasionally, offering the readers a comparative, in-depth examination of prominent titles. Publisher Information Since its origins in 1890 as one of the three main divisions of the University of Chicago, The University of Chicago Press has embraced as its mission the obligation to disseminate scholarship of the highest standard and to publish serious works that promote education, foster public understanding, and enrich cultural life. Today, the Journals Division publishes more than 70 journals and hardcover serials, in a wide range of academic disciplines, including the social sciences, the humanities, education, the biological and medical sciences, and the physical sciences. Rights & Usage This item is part of a JSTOR Collection. Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation’s population will be people of color, so this
trend will likely continue. In our increasingly diverse and multicultural society, it’s more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn’t only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background. Interested in
becoming a teacher? Learn more about Drexel’s Teacher Certification program. Why is it Important to Encourage Diversity in Schools and Workplaces?Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom. Diversity in and out of the classroom will continue to grow, so it’s essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today. How do you Manage Diversity in the Classroom?There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students’ cultural awareness, enhancing each student’s sense of identity, and foster inclusion in the classroom community.
Why is it Important to Teach Culture in the Classroom?It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom. With these culturally responsive teaching strategies in mind, it’s important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Students Become More EmpatheticPromoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they’re more aware of the experiences someone of a different race or cultural group may face. Students Gain a Better Understanding of Lessons and PeopleWhen working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment. Students Become More Open-MindedNaturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you’re encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view. Students Feel More Confident and SafeStudents who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others. Students Are Better Prepared for a Diverse WorkplaceWith the rise of globalization, it’s more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce. |