Prejudice & Diversity in Schools

In many cases, the California State Advisory Committee (1991)e notes, this tension, conflict and violence could be prevented if the school were to initiate a sound multicultural/diversity curricula. However, it is noted that in order for such curricula to be properly implemented it is imperative that administrators and teachers understand that their students do have problematic views. This assertion leads to the following questions: What are students' opinions, attitudes and perceptions of diversity issues? What are teachers' views of students' perceptions of diversity and are teachers' views accurate? This chapter of the proposal examined the existing research investigating for answers to one or more of these questions.

The reviewed research is examined in two broad categories: (1) studies assessing and/or discussing students' attitudes and perceptions toward diversity issues; and (2) studies evaluating the accuracy of teachers' views of their students' perceptions. The review ends with a series of conclusions about studen

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or disagreement on 22 statements about the campus social and learning environment; sensitivity to ethnic, age, gender and physical differences; OC's role in encouraging diversity; accessibility; awareness of cultural differences; and student organizations and support services. Surveys were mailed to a sample of 1,755 main campus students and all 18 campus administrators, 93 full-time faculty, and 118 classified staff. Although the response rate was not good, the authors analyzed the data they had, discovering that at least among those returning surveys, both students and staff held positive views about diversity issues and felt that campus efforts to encourage diversity were beneficial. Teachers Views What are teachers' views of their students' perceptions of diversity issues and are these views accurate? Although there is only a little research that has examined one or both of these questions, Finkel and Bollin (1994) have stated that most teachers, especially those working at the college or community college level, feel that students need help in accepting diversity and that they really do not understand the need to integrate race, class and gender materials into the curriculum. Indeed, it is noted that teachers who attempt
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Approximate Word count = 2958
Approximate Pages = 12 (250 words per page)

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