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Preparedness requires thoughtful approaches to issues surrounding developing your students' self-identity and multicultural understanding.
Changing demographics of U.S. society have prompted a focus on multiculturalism in today's classrooms. Educators and students are expected to be aware of the individual differences and characteristics that exist and use these attributes to everyone's advantage. This awareness begins with developing a broad understanding of the diverse attitudes and behaviors associated with multicultural identities and facilitating dialog between individuals of different identities. Educators, by virtue of their positions in the classroom, can champion this cause through appropriate instructional approaches such as embedded lessons on multicultural topics, multicultural education class activities, and using resources and information that encourage healthy debates in the classroom. This learning object is designed to assist educators working with multicultural opportunities and challenges in the classroom. In developing abilities to facilitate exploration of social and cultural differences of multiculturalism in the classroom within the goals of learning, begin with an understanding of attitudes and behaviors associated with developing multicultural identities. Racial Identity Theory (Tantum, 1992 as cited in Dilig, 2003) is a concept that emphasizes a belief that each of us develops a personal racial identity. In the process, depending on "where" one is in developing that identity, environmental factors can affect personal identity and culture, as well as perceptions of the racial identity and culture of others (Dilig, 2003). Within this model, there are five stages that contribute to establishing a sense of racial identity.
1. Imitation
2. Victimization
3. Immersion
4. Internalization
5. Dedication
Stage One, imitation or "pre-encounter, involves seeking acceptance with members of a diverse racial group, possibly imitating speech and dress, as well as adopting their culture's belief system, values, and priorities. The student may also believe that race and racism have nothing to do with a student's ability to achieve goals and should be irrelevant. Stage Two, victimization, is called "encounter" and typically occurs after an individual has been the victim of discrimination. This act of prejudice causes a student to acknowledge a change in personal identity and can also lead to disillusionment toward previously held beliefs about society. Stage Three, the "Turning Point" also called immersion, is a direct response to Stage Two. In this stage a student reverses...