It may also take the psychological dimension (such as not being worried about generating negative stereotypes, and not being worried about racial profiling).
From a personal perspective as a prevention officer, even as the US becomes more and more diverse, a different form of “white flight” has been unfolding (Grineski 37). That is, whether they actually live in rural, suburban or urban communities, white students are more likely to enroll in schools that emphasize their views or perceptions of cultural dominance.
For instructors or teachers working within homogeneous classes privileged by race and class, offering a vital multicultural education is of remarkable significance. A strong, diverse democracy relies not on egocentric, uncritical children, but on young persons who are actually interested in stepping outside the box or of their comfort zones. In order to achieve that, all students in such settings must understand how class and race influence their lives and endeavor to work in order to make their institution and eventually, the world a better place.
However, as prevention professional, I know it can be a daunting task bringing multicultural education particularly into classrooms that are racially uniform. In such situations, the challenge can be overcome only if parents and administrators pay attention to the issue of inequality. They as well may encourage teachers or instructors to celebrate or superficially cover “other” cultures in the manner that does not harm students from those cultures. Given that most teachers in the US public school are from such homogeneous cultures or communities of privilege, to some extent, they may feel daunted by or unprepared to handle such responsibilities.
For instance, twelve students from one of the high ranked private school in the State were selected to participate in a study to find out their perception of each other’s culture or community. It emerged that none of them described or labeled