Student Diversity Projects

By Bertalan, John | Multicultural Education, Spring 2004 | Go to article overview

Student Diversity Projects


Bertalan, John, Multicultural Education


Introduction

I have been the instructor of a course entitled "Teaching Diverse Populations" for approximately six years. Our institution, a community college, is located in a large, culturally rich, metropolitan area. The course is a required pre-requisite for students entering a state-approved college of education. The course can be taught several different ways; however, I have chosen to teach the class as an ethnic studies class.

Textbook

There are a variety of textbooks and supplementary readers on the market that could be used in a college diversity class. The book that I have chosen has some introductory chapters, but then it details the history and struggles of specific ethnic groups in America. For instance, there are chapters on Arab-Americans, Native-Americans, Hawaiian-Americans, Jewish-Americans, Cuban-Americans, Puerto Rican-Americans, Mexican-Americans, European-Americans, Asian-Americans and African-Americans. Most of the chapters are authored by scholars who are representative of the respective groups. Additionally, each chapter contains an historical time-line along with statistical data on immigration and educational attainment.

Student Assignments

The students have several assignments in the class. One of the assignments is to work in groups of two to four, and to present orally and visually to their classmates and instructor a summary of one the ethnic chapters in the textbook. It is preferred that members of a particular ethnic group make that ethnic group's presentation to the class and contribute personal experiences and other relevant material about their cultural background that is not contained in the course textbook. Offering the class in an urban, international port city allows for a wonderful ethnic mixture of student-presenters. Most students exhibit pride and enthusiasm when talking to the class about their heritage.

Another assignment in the course is for each individual student to give a ten-minute class presentation concerning a specific ethnic, racial, geographic, or special-needs group. This presentation may be about the customs, food, history, or culture of an ethnic group or the culture of the inhabitants of a foreign country. Students may also make a presentation concerning a special-needs group that they may encounter in the classroom.

This project may be a power-point presentation, an audio or visual presentation, or a class involvement presentation. The student may even bring in a guest speaker native to the country or group being discussed. An optimum class session is for students to coordinate their ten-minute individual projects during the same class session when a group is making a chapter presentation on that specific ethnic group. For example, on the day that a group of students made their presentation on the Asian-American chapter, one student discussed Asian religions, another the history and meaning of the Chinese zodiac, and a third dressed up as a geisha and explained traditional Japanese sushi foods while the class practiced making an tiny paper origami chef.

Past Assignments

For the last six years, I have witnessed a variety of individual projects and chapter presentations. At the beginning of each semester, I try to describe for my new classes the most stimulating and educational projects that I've seen presented by former students. I explain to them that I hope they will build upon that base of projects and do even better reports for the coming term.

In the past, students have done their chapter summaries in a variety of ways. Some get the class interested and motivated for the content of chapters by playing games with their classmates, like Survivor, Double-Dare, Family Feud, Who Wants to be a Millionaire?, The Weakest Link, or Tic-Tack-Toe. They use the content of the chapters for the games' questions. Other students make up little skits to present the material. The chapter presenters are the screenwriters and the actors, and the class is the audience.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Student Diversity Projects
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.