Multicultural Education Approach Criteria

Number Question
1
Do materials portray the contributions and
perspectives of a variety of U.S. cultural
groups?
Gays?
Lesbians?
Transgender?
Bisexuals?
People with disabilities?
Females?
Males?
Is this done in a manner that does not
reinforce and promote stereotypes of
cultural groups?
2
Does the material include discussions
about who has power and privilege?
3
Are groups presented equally?
(no domination)
4
Is the language gender inclusive?
(Look over materials to be sure
they are balanced and not biased).
5
Does the curriculum content reflect
multiple and diverse perspectives?
6
Does the curriculum content engage all
students in learning the different subject
areas?
7
Does the curriculum content consider all
gender issues?
8
Does the curriculum content connect with
the students interests and backgrounds?
9
Does the lesson help students appreciate
multiple perspectives or interpretations?
more than one side to a story,
more than one way to view an
issue,
more than one right cultural
practice
10
Does the lesson teach an appreciation of
the similarities and differences among
people?
11
Are the lessons and teachers adapting to
students learning styles and skill levels?
12
Is the teacher bilingual, mastering English
and at least one other language?

Yes

No N/A

Comments

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16

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18

19

20

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22

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Does the teacher use her bilingual abilities

in the lessons?
Are the teachers teaching the students
instead of teaching to the test?
Do teachers use evaluation as a means of
helping both teachers and students instead
of determining reward or punishment?
Are multiple forms of assessment that are
respectful of diversity being used?
Observation
Journals
Portfolios
Are there small group activities that allow
students to get to know each other and
express their individuality and abilities?
Are interest groups (students interested in
the same topic, temporary skill level
groups for working on building specific
skills, or groups of students who speak the
same language) being used occasionally in
the classroom?
Are grouping practices flexible so that
children can work with different
classmates each time, not the same
consistent group?
Do posters in the halls and classrooms
depict people of
Different races?
Both sexes?
Disabilities?
Gay and lesbian families?
Are visuals written in the language of the
students?
Is student work displayed?
art
writing
projects
Is the school and classroom environment
warm and welcoming?
Are quotations and writing on posters
encouraging critical thinking about
problems and issues students are facing?
Are their diverse role models filling both
traditional and nontraditional roles
including

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28

29

30
31
32

33

34

35

Men?
Women?
Gay/lesbian?
Bisexual?
People with disabilities?
Guest speakers?
Are the role models involved throughout
the whole school year?
Are the role models encouraging students
to set and reach goals?
Is there a partnership between the
Home?
School?
Community?
Does the partnership seek to include
parents and child care providers in
School activities?
Decision making and policy
formation committees?
Is there communication between the
parents or child care providers in their
home language?
If meetings are necessary, are they
scheduled and held at convenient times in
nonthreatening locations for parents?
Is the teacher familiar with the community
her students come from (the communitys
history, housing patterns, introduce
themselves to community leaders, visit
organizations, and religious institutions,
read the community newspapers)?
Do schools work closely with institutions
in the community to provide students with
services to help them receive the best care
possible before and after school (social
service agencies, youth groups, after
school programs)?
Are extra-curricular activities being
encouraged to stimulate greater interest in
school?
Do they appeal to students special and
unique talents?
Are students encouraged to join activities
of their choice, but also to cross
boundaries if wanted and participate in

Multicultural Education Approach Criteria

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activities that challenge stereotypes (girls

joining the mechanics club or football,
boys joining the cooking club or
cheerleading)?
Are the names and logos of extracurricular
activities not offensive to particular groups
of people?