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Cultural Standards in 9th and 12th Grade Social Science Curriculum

Background of the study
This section of the research will focus on the summary of the literature review. A conclusive importance of the present research will be provided. The reasons as to why the research should be pursued will be analyzed. Lastly, a consideration of the importance attached to the research will be provided (Krippendorff, 2004). The research will be guided by the critical race theory whereby the subject under research will be investigated and subsequently categorized (Gorski, 2010). In considering the subject under research, the interactive aspects of education will be addressed. This will mainly focus on the Latino and African American students and their respective cultural backgrounds (Crenshaw, 2009).
The base of any research is the findings gathered from previous research. The main way in which a researcher can conduct reliable research is by putting into consideration the various researches that have conducted in the past. The search is geared towards finding a unifying point or a point of departure (Creswell, 2009). At this point, the researcher will also focus on different gaps that the past research has failed to address. At a certain point, the researcher will take time to compare and contrast the nature of research conducted in the past. The greatest caution is not to copy the past research since the past research could have been marred by inaccuracies. In this case, it may lead to a misleading conclusion (Brush & Haynes, 2010).
Curriculum reform in social sciences among the 9-12 graders is important since it forms a major step in eliminating the societal discrimination whereby many curriculums have continuously been dominated by Eurocentric tendencies (Creswell, 2009). The role of social sciences curriculum cannot be underestimated. This is especially at a time when race is being rated as one of the leading factors in facilitating inequities within the society. The interlinking of property ownership with one’s race has created a reason to analyze the social inequities in America (Helfand, 2012). The inequities could only be understood by having an earlier placed curriculum whereby the social state could be understood from a lower level (Ettinger, 2011).
The social impediments should be understood from a social economic level. The best way to do that is through using the educators. The educators can remedy this injustice by having an education system that puts all students from different backgrounds in the same footing (Hoag, 2010). This eventually improves the multicultural education and students are treated in the same way despite their distinct cultural backgrounds. A multicultural curriculum deals with various cultural differences and the multiple cultural backgrounds are reconciled (Huia, 2008).
Problem of the statement
The United States has been at the forefront in supporting the social science curriculum in the past. However, there are notable inconsistencies between the performance of the students and cultural relations while in the schools. The gap between the white and black students’ performance has gradually increased. Therefore, questions have been raised on the validity of the social sciences curriculum. The available data indicate that, in the past, schools have failed to address the issue of students from distinct cultural backgrounds (Brush & Haynes, 2010). The diverse educational and psychological needs of students have not been adequately addressed. These needs are very pressing, and students, especially from the minority groups, should be given priority in addressing these needs. The impediments in the cultural curriculum over the past years form the basis of the following research. The existence of the curriculum has been seen as maintaining the status quo. In addition, there have been slight changes in the implementation of the programs in the public schools (Ettinger, 2011).
The aim of the research is to ascertain how important the 9th-12th grade social science curriculum in schools is today. The presence of the curriculum ought to be understood from its point of benefits while at the same time appreciating the challenges. The aim of the study will be to focus on the impacts of the curriculum being put in place at the 9th -12th grade. The correlation between the curriculum and the students’ performance will also be put under consideration (Yossi, 2005).
The focus on the different curriculum working in public schools has been to show their working and how effective they have been. Culture is the main principle instead of it being a one subject whereby all students are to pursue. This is especially when incorporating the curriculum in the 9th -12th grade. The major shift is based on the fact that students have been seen to interpret knowledge according to different cultural backgrounds. A new curriculum must at all times provide a mutual beneficial state to all cultures (Mitchell, 2004).
The cultural diversity in public schools requires a curriculum that can competently address unique social and economic aspects of different cultures. The question to be considered while including the cultural and social curriculum is the role of different teachers’ approach to the issue. The curriculum has been said to be incorporated without the need to restructure the existing curriculum (Yossi, 2005).


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