Background of the study
This section of the research focuses on the summary of the literature review, and the importance of the present research has been provided. The reasons for conducting the research have been analyzed in this section. Lastly, a consideration of the importance attached to the research has been provided (Krippendorff, 2004). The research has been guided by the critical race theory, whereby the subject of the research has been investigated and subsequently categorized (Gorski, 2010). In considering the subject of the research, the interactive aspects of education has been addressed. This has focused on the Latino and African American students and their respective cultural backgrounds. This only distinction between the given research and other researches conducted before is the fact that there are notable gaps. In the prior researches there are deficiencies whereby they were generalized. This research is specific and it covers a specific area. This research is importance since it analyses the essence of having a curriculum in 9th – 12th grade for social science. This research further identifies the effectiveness of the curriculum in fostering cultural standards. The study should be pursued for the purposes of ascertaining whether the presence of the curriculum makes any difference in schools. The research is important to learners, educators and government implementing agencies of the curriculum. (Crenshaw, 2009).
The findings gathered from previous research form the foundation of a research. The main way in which a researcher can conduct reliable research is by considering the various researches that have been conducted in the past. In addition, the gaps in the research conducted by various people should be identified. The search is geared towards finding a unifying point or a point of departure (Creswell, 2009). At this point, the researcher focuses on different gaps that the past research has failed to address. At a certain point, the researcher takes time to compare and contrast the nature of research conducted in the past. The greatest caution is not to copy the past research because 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 because it forms a major step in eliminating the societal discrimination, whereby many curriculums have been dominated by Eurocentric tendencies (Creswell, 2009). The role of social sciences in curriculum reforms cannot be underestimated, 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 investigating curriculum reforms done earlier, whereby the social state can be understood from a lower level (Ettinger, 2011).
The social impediments should be understood from a social economic level. The best way to achieve this is through using the educators. The educators can remedy this injustice by having an education system that places all students from different backgrounds at the same footing (Hoag, 2010). This eventually improves the multicultural education system, 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. The gap between the performance of the white and black students has gradually increased. Therefore, questions have been asked on the validity of the social sciences curriculum. The available data indicate that, in the past, schools have failed to address the issue of discriminating students from distinct cultural backgrounds (Brush & Haynes, 2010). The diverse educational and psychological needs of students have not been adequately addressed. These needs are pressing, and students, especially from the minority groups, should be given priority in addressing the needs. The impediments in the cultural curriculum in the past years form the basis of the 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 focuses on the impacts of the curriculum being implemented at the 9th -12th grade. The correlation between the curriculum and the students’ performance has also been considered (Yossi, 2005).
The focus on the different curriculums working in public schools shows their working process and how effective they have been. Cultural diversity is the main subject of the research. This is evident when the curriculum in the 9th -12th grade has been incorporated. The major shift is based on the fact that students have been seen to interpret knowledge according to different cultural backgrounds. A new curriculum should at all times provide mutual benefits 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 new curriculum has been said to be incorporated without the need to restructure the existing curriculum (Yossi, 2005).
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