Date of Award

5-1-1991

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Educational Administration and Supervision

Abstract

This paper will examine the positive effects of indepth course work on ethnic and cultural minoritites as experienced by educators. These positive effects benefit both the educator and the student population as a whole. Educators benefit from a heightened awareness of and appreciation for the contributions of ethnic and cultural minorities within society and thus create a greater sensitivity to the student in the classroom. This increased sensitivity and understanding will translate into positive effects for all students in the classroom. Racial and cultural minority students will benefit from a more positive learning environment, thus affecting self-concept and ultimately achievment. Racial and cultural majority students will benefit from exposure to the enlightened teacher and subsequently to enhanced instruction. This is made possible by an increased understanding of minority contributions to this society and a new knowledge of and appreciation for their struggle to achieve equal opportunity in all areas of our society. This surely will improve racial relations currently and for generations to come. This enlightenment of teachers should be demanded immediately by society not just because it is the right thing to do, but also because the "color" of America is changing. The recent national census indicates that the racial and cultural minorities of today will be the majority of tomorrow, and educators need to prepare for that eventuality. The next question to be answered is: "Who will enlighten teachers?" As the issue is examined, teachers fall into one of two categories: pre-service and in-service teachers. In either case, school districts and area colleges and universities should work together to adequately prepare teachers for the diverse populations awaiting them in the classroom.

Comments

A Thesis Presented to the Department of Secondary Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts in Secondary Education University of Nebraska at Omaha. Copyright 1991 Sandra K. Slobotski

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