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Disrupting Monoculturalism in U.S. School Curricula (Poster 17)

Fri, April 12, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall A

Abstract

The concept of the United States as a "salad bowl" symbolizes the coexistence of diverse entities retaining their unique identities, a phenomenon increasingly evident in the varied backgrounds of American students. This diversity accentuates the necessity for multicultural education in English classrooms, where students' diverse identities are recognized and explored through literature, fostering analytical thinking and self-reflection. However, the implementation of multicultural education often leaves students of color feeling alienated due to a lack of representation and a predominantly white perspective in academic texts. With rising diversity and racial tensions, it's crucial to integrate culture-based curricula and focus on equity to align students' learning with their diverse backgrounds.

Our research investigates the impact of the US English curriculum on the division between students of color and White students through the lens of social identity theory, which suggests that individuals categorize themselves into in-groups and out-groups. We aim to understand how the curriculum contributes to racial divisions in classrooms and explore ways to foster a cooperative classroom environment that bridges the gap between the curriculum and students' racial identities.

Employing narrative inquiry, we plan to survey and interview students from various racial backgrounds in Long Island high schools, using online tools for data collection and analysis. By emphasizing the experiences of students of color, this study seeks to shed light on the crucial yet often overlooked perspective of these students regarding the US English curriculum. The goal is to advocate for inclusive curricula that embrace multiculturalism and encourage educational institutions to recognize the importance of diversity in fostering a more equitable learning environment.

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