The Role of Multiculturalism in the Decision-Making process of ELA Curriculum Writers: A Qualitative Study
Location
DeSantis Room 1054
Format Type
Plenary
Format Type
Paper
Start Date
15-1-2020 1:45 PM
End Date
15-1-2020 2:05 PM
Abstract
An achievement gap exists in our current educational system, and one factor contributing to the gap is the lack of multicultural curriculum. Often, when students do not see themselves represented in the curriculum, they disengage. A multicultural approach is uniquely important in English Language Arts (ELA) where students engage with literature which centers on human experiences. Despite research which espouses the importance of multicultural curriculum, curriculum writers continue to make curricular decisions with limited multicultural resources. This study sought to describe the decision-making process of ELA curriculum writers. This research study followed a qualitative method and descriptive single case study design. Data collection methods included interviews, a focus group, and analysis of a public document. Findings suggested that even when curriculum writers acknowledged the importance of multicultural curriculum, they felt ill-equipped to create it because of the lack of district resources and because the ELA state standards used to design the district curriculum were limited in terms of multicultural inclusion. Consequently, the decisions made during the ELA curriculum writing cycle were made with little consideration for multiculturalism – which will likely result in perpetuation of the achievement gap.
Keywords
Descriptive Cast Study, Multiculturalism, Multicultural Curriculum, English Language Arts Curriculum
The Role of Multiculturalism in the Decision-Making process of ELA Curriculum Writers: A Qualitative Study
DeSantis Room 1054
An achievement gap exists in our current educational system, and one factor contributing to the gap is the lack of multicultural curriculum. Often, when students do not see themselves represented in the curriculum, they disengage. A multicultural approach is uniquely important in English Language Arts (ELA) where students engage with literature which centers on human experiences. Despite research which espouses the importance of multicultural curriculum, curriculum writers continue to make curricular decisions with limited multicultural resources. This study sought to describe the decision-making process of ELA curriculum writers. This research study followed a qualitative method and descriptive single case study design. Data collection methods included interviews, a focus group, and analysis of a public document. Findings suggested that even when curriculum writers acknowledged the importance of multicultural curriculum, they felt ill-equipped to create it because of the lack of district resources and because the ELA state standards used to design the district curriculum were limited in terms of multicultural inclusion. Consequently, the decisions made during the ELA curriculum writing cycle were made with little consideration for multiculturalism – which will likely result in perpetuation of the achievement gap.