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The education system in the United States continues to experience monumental shifts with regard to demographic parameters. Current student population comprises individuals from diverse social, cultural, racial, and linguistic backgrounds. Despite numerous and recurrent reservations, such parametrical inclinations continually stir discourse among educationists (Brown, 2007).
Teachers and education stakeholders should devise and propagate policies that support excellence and precision in academic undertakings. It is important to understand and appreciate the role of culture and resultant dynamics in enhancing educational programs. School environment shapes and actualizes perceptions in diverse areas of engagement (Brown, 2007).
The pattern of response to such issues could affect self-esteem of students owing to their diverse cultural, psychological, and social backgrounds. This reality necessitates for gradual establishment and entrenchment of value systems to complement positive influence in pedagogy. Educators should possess vital training skills to enhance provision of services to students from diverse backgrounds.
In the past, diverse cultural and linguistic factors had monumental impact on students’ reaction to pedagogical endeavors (Brown, 2007). Students react differently to circumstances that do not satisfy expectations and anticipated outcomes. Such behavior patterns shape their perception and reaction to situations that are manifested in daily undertakings.
By streamlining systems and frameworks in pedagogy, educators lay ground for productivity and positive influence on students. Such efforts also ensure that students receive quality education devoid of ineffectiveness and mediocrity. Quality instructions are based on structural systems and frameworks that ultimately recognize the overall relevance of education in promoting change and progress in society (Brown, 2007).
Due to this reality, educators are in the constant clamor for improvements and adjustments to propagate ideals of instruction and positive influence on students. They insist on education frameworks that are compatible, congruent, relevant, and responsive to challenges in contemporary social and cultural contexts (Brown, 2007).
To attain such degree of relevance and responsiveness, there is need for programs that enhance training of teachers, conscious of prevailing challenges and expectations in modern pedagogy.
Besides training in career trends, teachers should also possess adequate skills to assist them in dealing with students from diverse cultural and social backgrounds. This accords them an upper hand in circumventing demands and challenges in their line of duty (Brown, 2007).
It is important for teachers to have sufficient knowledge regarding cultural orientations that characterize immediate student populations. This should also include implicit attitudes and professional understanding of different cultures and social phenomenon (Brown, 2007). The curricula structures and frameworks should reflect cultural and social realities that form basis for articulation in pedagogy.
This gives room for improvement and adjustment with regard to relevance, responsiveness, and congruence of such content. Such undertakings should also facilitate a collaborative environment that supports sharing of cross-cultural information in common areas of concern (Brown, 2007).
General learning environment is instrumental in fostering and facilitating proper presentation of information to students. Any discriminative overtures do not serve interests of learning and acquisition of knowledge. Enhancement of such efforts is critical in providing a holistic approach to education in the United States (Brown, 2007).
According to research, America is facing challenges on the issue of cross-cultural students’ population. There is need for responsive action to ensure accurate and relevant delivery of educational goals and objectives (Brown, 2007). Educators and stakeholders have collective responsibility to actualization of various objectives that characterize pedagogy in the United States.
Brown, M. (2007). Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools. Diversity dispatch, 43(1), 57-62.