or example, Cuban Americans are an economic and political dynasty in Miami, but Puerto Ricans in New York or Chicanos in Texas and California do not as yet hold similar clout (Riche, 1991, p. 26). Differences can be even more pronounced among the rapidly growing Asian American population. In 1970, the Japanese dominated the Asian American population. However, by 1980, the top group was the Chinese and the 1990 census found the Filipino American population had grown almost as large as the Chinese American population. In addition, the Asian Indian and the Korean populations also now rival the Japanese population in size (Riche, 1991, p. 26).
Consequently, cultural diversity in the United States makes an education in the diversity of values in a global society a critical responsibility of educational institutions. In fact, schools have themselves become so diverse in the cultures and values of their students that they provide a rich opportunity for students to learn about diversity first hand (Day & Glick, 2000, p. 338). For example, by the year 2020, one out of every two students in the United States will be a person of color. But the globalization that has caused this diversity in our nation and, consequently, in our educational institutions, presents new challenges. Educators must consider the effects of cultural movement on the lives of students and the texture of education. They must consider how globalization has influenced the nation's students and how educators can better understand and respon
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