This project will find out information from a sample of teachers about the causes, such as legislation and current procedures of education, that direct their teaching toward or away from multiculturalism. Areas of education that this project will use in the survey: teacher/pedagogy, curriculum, resources, student perceptions, societal issues, and community/PTA.

As a result of this project, I hope to gain valuable information comparing theory and practice in education. Literature on multicultural education is widespread and touted as a good way to learn about oneself. According J. M. Halford, author of “A different mirror: A conversation with Ronald Takaki,” multicultural education is “not only more inclusive, but also more accurate to recognize this diversity. The intellectual purpose of multiculturalism is a more accurate understanding of who we are as Americans” (qtd. in Rousmaniere and Abowitz 151). Throughout some of this literature, however, one devastating problem is avoided. How do teachers get students to learn about a culture? As stated by a faculty member at one of the schools, “today’s schools will do anything to motivate students.” Popular culture is often used as a way to keep students motivated. This Monoculturalism, which usually relates to Eurocentrism, is the criticism of multicultural education literature. Since our nation is becoming more diverse, education should accommodate this cultural shift so understanding among different cultures can still lead to social solidarity.

The purpose of this project is to find out if multicultural education is part of the culture of education. Some schools may still linger in traditional understanding of learning, may continue in their social reproduction that fosters Monoculturalism, or worse, engage in cultural hegemony. The tension between multicultural education and traditional education is in the aspect of universal character building, enculturating values that are deemed good by society. Multicultural education is more open and inclusive, while traditional education finds it important to remain with the absolute truth mentality, which by its nature is exclusive. Since different cultures have different values and the problem of student motivation continues to be an overwhelming factor, multicultural education reform is hard to initiate. Nevertheless, I found glimpses of multiculturalism displayed at every school. Although testing is part of most schools, if not all, they still managed to include education of other cultures.