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Meg Strauss
May 5th, 2016
Inquiry Project
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Introduction

In order to compare different views in regards to school and education, I interviewed two

vastly dissimilar people. I first observed and interviewed Nicole Orswell, a 50-year-old

Caucasian woman who teaches as Wellington Middle School. Orswell is a United States-born

college graduate who has essentially spent her entire life within the schooling system. Right after

high school graduation, Orswell went to college to pursue her education degree. As soon as she

finished college, she went straight into teaching. Carlos Martinez Sr., the second person in which

I interviewed, spent only a fraction of his life within the United States educational system.

Martinez is a bilingual 46-year-old manager at Seaboard Farms, a pig farm located in rural

Holyoke, Colorado. When Martinez was six-years-old, he and his family immigrated from

Juarez, Mexico to Holyoke. Martinez started first grade at Holyoke Elementary School and

dropped out of Holyoke High School the middle of his tenth grade year. Martinez has stayed in

Holyoke ever since and has worked his way up into a management position at Seaboard Farms,

an aspect of his life that clearly makes him very proud.

Over the course of my interviews, I came to the quick conclusion that ones opinion on

the success and purpose of the United States schooling system is completely dependent on a

persons personal experience within schools, their ethnic diversity, and the amount of time they

have spent in educational institutions. For instance, Orswell has a much more optimistic outlook

on schooling than Martinez; for Orswell has always felt that through proper schooling, the world

can be changed one student at a time. Martinez, on the other hand, feels as though the schooling

system is a positive institution for only those who are white, English-speaking individuals. For

the students that do not fit this image, Martinez feels these students are somewhat better off not

attending school in the first place.

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The Purpose of Schooling

When I asked both of my interviewees what they feel is the purpose of schooling, they

both first gave me the answer as to what they think society feels the purpose of school should be.

Orswell thinks that society feels as though the main purpose of schooling is to give knowledge to

students in order to create contributing members of society. Martinez seems to agree with

Orswell, stating, Society wants schools to basically raise their kids. To me, schools seem more

focused on the social part of it and are less focused on what or how the kids are learning.

However, when both interviewees answered what they feel the purpose of schooling should be,

their answers differed immensely.

Orswell, clearly illustrating her self-proclaimed optimistic character, stated, I think the

purpose of schools should be to just make good people, to help them be the best that they could

be. I dont think it really matters if they end up contributing to society in some big way, just as

long as they are taught the importance of making the world a better place. Orswell, being a

middle school teacher, feels it is her role as an educator to create a safe space in her classroom in

which students feel loved and respected. She feels it is her own purpose as a teacher to make her

students know that she views them as real human beings who are capable of providing an

extreme amount of goodness to the world.

Martinez, who often mentions how he feels he did not learn a lot in school, feels that the

purpose of schooling and the role of the teacher is to teach students all about the world.

Martinez is fully supportive of mandating students to take a wide variety of classes. Martinez

states, If students go to college, I think it is really important that they really know what they

want to do with their entire life. Like if a kid has only taken history classes his whole life, they

would never get the chance to realize that they really like math. In other words, Martinez feels
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that the purpose of education should be, in fact, to strictly educate students about the world

around them.

As I was referring back to these two answers, I was struck by the correlation of the

answers to the two articles titled Education and the Human Heart by the Dalai Lama and

Education for Wisdom by John Miller. Orswell seems to side with the Dalai Lamas view on

the purpose of education, while Martinez seems to side with Miller. For instance, the Dalai Lama

states that, Western educational system, although it is very impressive to see the high standards

of facilities, the many material resources, and the perfection of so many different aspects of

educational development, the thing that seems to be lacking is the dimension of enhancing and

developing the heart (Lama, 1999). This quote parallels directly with Orswells belief on the

purpose of schooling, as she feels the schooling system should focus less on educating students

in the hopes of creating proper citizens, but should instead focus on bettering the hearts of

children.

On the other hand, both Martinez and Miller feel as though wisdom is the key to a

successful educational system. In his article, Miller states, It is time that schools and

universities focus on the development of wisdom if humanity is to survive (Miller, 2005). Miller

continues to define wisdom as consisting of insight, humility, and love towards all the aspects of

the world (2005). This is similar to Martinezs view that the schooling system should focus on

providing students with the knowledge of the world, as well as their own place within the world,

which in return creates wisdom.

Overall, what I have learned from this question is that there is an extremely large range as

to what one can believe is the purpose of schooling. One, like Orswell and the Dalai Lama, can

have the view that schools should focus on the heart of the student. Others, like Martinez and
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Miller, can have the view that schools should focus on the brain of the student. From what I can

understand thus far, this belief comes directly from ones own experience within education.

Experience in Schooling

Orswell, although she did not go into great detail on her experience in schooling, seems

to have had a positive experience in regards to education. She often mentions the importance of a

student knowing that at least one teacher whole-heartedly cares about them. Orswell claims that

that one teacher for her truly paved the way to a great educational experience, and ultimately,

that one teacher inspired her to become a teacher herself. Humans tend to remember either the

really good or the really bad, Orswell said. I have seen so many of my students come into my

classroom being told by another teacher that they are stupid, or that they will never amount to

anything. And it takes a lot to change that view of themselves, but I try. I was lucky in the sense

that I when I was in school, I was never told anything like that. That one teacher can really make

or break a students attitude towards school.

It seems as though Orswells insight on the good or bad is made evident in Martinezs

view on schooling. Martinez went into first grade knowing little English. He feels that because of

this, teachers automatically labeled him as being stupid. Martinez was eventually held back one

year in first grade. Martinez states, I get that my English wasnt good back then. But my

problem with that whole situation is that there were like six or seven other Mexicans who got

held back with me, and these kids were all born in America. These kids spoke just like all of the

white kids, and there were no white kids that got held back. That was the first instance of racism

that I can remember seeing in school. Its always stuck with me.
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Martinez states that he remembers a countless number of times of which a teacher made

him feel stupid. When I couldnt really speak the language, I could see how it would be hard for

a teacher to recognize intelligence. But I picked up the language pretty well in that first year, and

teachers still thought I was dumb. They would put me in all the lowest level classes, and I

remember thinking the work was so easy, but I never got moved up. So I got bored, and then I

started misbehaving. I think if I was white I would have been moved up to harder classes, and

maybe I would have actually graduated. But I always felt like the teachers didnt believe in me,

so I never really believed in myself.

Martinezs experience parallels directly Sonia Nieto and Parry Bodes observations in

their textbook Affirming Diversity. The text reads, It is clear that racism and other forms of

institutional discrimination play a part in students educational success or failure. In general,

African American, Latino, American Indian, and poor children continue to achieve below grade

level, drop out in much greater numbers, and go to college in much lower proportions than their

middle-class and European American peers (Nieto and Bode, 2012). The text also goes on to

describe certain cases in which ethnically diverse students said that teachers called them

stupid, slow, ignorant, fat, dumb, and punk (Nieto and Bode, 2012).

From my two interviews and the Nieto and Bode text, I have come to the conclusion that

Orswell and Martinezs schooling experiences differentiates immensely to each other. For

Orswell, she never felt as though her teachers did not believe in her. She never felt that her

teachers thought she was stupid. Due to this, Orswell graduated high school, went to college, and

continued her life within the educational system. For Martinez, on the other hand, he feels as

though his teachers undermined his intelligence strictly because of his ethnicity. I am curious as

to how much Orswell and Martinezs experience in school would differ if they were both of
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difference races. Through my learning, I have unfortunately learned that ones ethnicity plays a

vital role in ones experience in school. It seems as though that if one is Caucasian, they are

automatically deemed as being smart and are more likely to have that one teacher that truly

cares, just like Orswell did. However, I have noticed that if one is of color, they are more likely

to be labeled as stupid, which affects their entire perception of the educational system, as well as

of themselves in general.

Are Schools Meeting the Needs of All Diverse Learners?

Before taking this class, I would have naively assumed that schools, for the most part,

were meeting the needs of diverse learners, especially racially diverse students. I remembered

how in my high school, many of the English-learning students were in special classes devoted to

help them improve their language. However, through this class, the readings, and my interviews,

I have quickly come to understand that schools are not meeting the needs of all diverse learning,

my high school included. Both of my interviewees, unfortunately, agree with this statement.

When I asked Orswell if she feels that schools are meeting the needs of diverse learners,

she simply replied, We do what we can. She then described how teachers are always in

training, and that most of their training now is devoted to teaching diverse learners. She went on

to state, Its really hard trying to accommodate to all learners. I want desperately for each of my

students to walk out of my classroom with a great deal of knowledge. But I know that some kids

wont fully get that opportunity, and that is just because they arent proficient in English. It

breaks my heart, but there is only so much one teacher can do. When asked if she feels there is

any cure to provide equal knowledge to English Language Learners, she quickly answered, Co-

teachers. When I have a class of about 25, it is nearly impossible for me to spend a lot of time

with just one student who is struggling with English. I think having multiple teachers in a
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classroom would greatly help in teaching. While Orswell, being very dedicated to her school

district, did not flat out say we are not fulfilling the needs of diverse learners, I got a sense that

she was a little ashamed in that lack of equal education opportunities provided to ELL learners.

Orswell is the quintessential example of a teacher that cares. By having class sizes that are too

big for all students to be properly educated, teachers, as well as diverse learners, seem to be

suffering.

Martinez, unlike Orswell, blatantly states that racism is present in schools. He describes

how he often felt as though he was overlooked by teachers in school due to his race. Martinez

states, I had some really nice teachers in school, but even those teachers really only focused on

the white kids. I remember so many times just sitting in class with my hand up waiting for a

teacher to help me, and it was rare when they actually came to help me. I dont really know what

schools are like now. I dont have kids or anything. But from what I can tell you from when I

was in school, schools did not meet the needs of their diverse students. I went on to ask

Martinez if he felt that his Latino culture was embraced in his school. He laughed and stated,

No. I felt like I couldnt be Mexican at school. For a while, I honestly just thought that all

Mexicans were stupid. Like it was a gene or something. We never learned about successful

Mexicans or anything. We just learned a lot about white guys.

In my personal opinion, these two interviews highlight the idea that institutional racism is

very evident within schools. Institutional racism, as stated in the article Coloring

Epistemologies: Are Our Research Epistemologies Racially Based? by James Joseph Scheurich

and Michelle D. Young, can be seen when an institutions procedures or cultures favor Whites

promotionover persons of color and when a schools standard pedagogical method is

culturally congruent with the culture of White students but not with the culture of students of
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color (Scheurich and Young, 1997). From Orswells perspective of a teacher, she admits that she

is not capable of spending a proper amount of time with diverse learners, especially learners that

do not speak English. This alone illustrates a promotion of the White population considering that

the Caucasian English-speaking students in her class are able to receive knowledge while ESL

learners, specifically those who are of color, are not able to gain an equal education. Martinezs

opinion on the lack of diversity in teaching depicts the idea that most schools, including

Martinezs school, favors the culture of White students but disregards colored students culture. I

have learned through this class that most schools are not outwardly racist, for most schools claim

to be completely equal. However, by analyzing smaller, more personal aspects of education, such

as the treatment of ESS learners in the classroom and the lack of diversity in lesson plans, it

becomes clear that racism still exists within schools and that schools still deeply struggle with

providing the necessary needs to diverse learners.

Observations

As previously stated, Orswell is the definition of a loving, caring teacher who purely

wants the best for her students. Professor Grace Huerta defines a caring teacher as one that

possesses enthusiasm about their content area. Huerta states, When teachers model high levels

of energy and passion for what they are teaching, this zeal demonstrates to students that the

instructor is excited about the subject and finds it meaningful (Huerta, 2009). As I first walked

into Orswells classroom, the atmosphere in the room was full of energy and excitement. Kids

were laughing, talking, and engaged in the activities. Overall, I feel Orswell did a fantastic job of

balancing instruction, management, and relationship building activities.

For instance, in regards to relationship building, various students would come into

Orswells classroom just to talk to her and give her a hug between class periods. She asked every
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student who talked to her how their day was going. By doing this, relationships were made

stronger. Orswell treated her students as though they were real peoplea quality I feel is rare in

middle school teaching. For instance, the day before my observation, Orswell had just received

Wellingtons Middle Schools Best Teacher Award. Orswell displayed this award at the front of

her classroom and in the first two classes, students asked her what the award was for. Orswell

took the time out of her lesson plan to explain to her students what the award was, and that she

does not teach for the awards; instead, she teaches directly for them. The kids seemed to be

extremely touched by this statement, which furthered the student and teacher relationship.

In my personal opinion, one of the most touching relationship building moments I

observed was through Orswell and a student who was being distracting. After giving him two

warnings to do his work, Orswell finally had him move his desk away from his classmates.

Orswell then went up to the student, looked directly in his eyes, and stated, I know you are

smart. I know you can do this. The student then expressed to Orswell what he was not

understanding on the assignment, and Orswell explained the sheet thoroughly to him. The

student was actually the first one in the class to get the assignment done. By talking to this

student individually, she let him know he was important, and this ultimately enabled him to get

his work done.

While Orswells class was extremely lively, she still displayed excellent class

management skills. For instance, if the class was being too noisy, she would clap a rhythm and

the class would then clap that exact same rhythm. This told the class they were being too loud

and that they needed to be quieter, which proved to me to be a successful way of calming down

the class. Orswell would also often talk to students individually and see how far they were
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coming on their assignments. By the end of each class, Orswell knew exactly who was done with

an assignment and who needed to work on the assignment as homework.

For instruction, Orswell did a fantastic job of incorporating student involvement into her

teaching. There were various instances where Orswell would call on students randomly and have

them answer questions. The only downside of Orswells teaching was that I noticed she called on

boys noticeably more than she called on girls. In the graphs below, one can see the amount of

time girls were called on in comparison to boys:

Male vs. Female Acknowledgement

12

10
Times Acknowledged

0
Fi rst Cl as s Second Cl as s Thi rd Cl a ss
Mal e Acknowl edgement Femal e Acknowl edgment

Overall Male vs. Female Acknowledgement

Mal e Acknowledgement Fema l e Acknowl edgement

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Despite this, Orswell seemed to make learning truly fun for all, regardless of gender. For

instance, Orswells sixth grade classes were learning about poetry, and she wanted to make her

students realize that the music they listen to is an example of poetry. In order to portray this,

Orswell grabbed a poetry book and started singing poems in different genres: rap, country, opera,

and heavy metal. Students were laughing hysterically and became excited to learn about poetry.

In all of the activities I observed, Orswell never strictly lectured. Rather, she would lecture,

explain the assignment, have the students start the assignment, and would walk around the

classroom and help when needed. The assignments Orswell had to students complete were also

engaging. For instance, in the seventh grade English class I observed, Orswell had students get

into groups and take turns reading. The students not reading drew pictures of the scenes

happening within the chapters, listed the settings and characters involved, and made inferences

as to how the characters were feeling in the scenes drawn. By incorporating activities like these,

Orswell made teaching fun yet still effective.

In the graph below, one can see the time spent on management, instruction, and

relationship building activities:

Time Spent During Three Class Periods

80
70
60
Minutes Spent

50
40
30
20
10
0
Fi rst Cl as s Second Cl as s Thi rd Cla s s
Rel ations hi p Bui l di ng Mana gement Instruction
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Even though the graph illustrates a majority of class time spent on instruction, I still feel

that Orswell did a great job in balancing out the three categories. Through all the instruction,

Orswell still managed her classroom effectively while simultaneously strengthening

student/teacher and student/student relationships.

Conclusion
Overall, Orswell and Martinezs hope for the future of the education system was

essentially the same. Both interviewees want the schooling to be more student focused. Orswell

wants to see this change happen on a more macro level. Orswell stated, With all the testing,

students become products. It would be nice if the government acknowledged that these kids are

people too. Martinez, on the other hand, feel that student-focused teaching should start with the

teacher. He stated, Teachers come into teaching with their own political agendas, like racism. I

think that all students should matter to teachers. Not just the favorites.

However, while Orswell and Martinezs hope for the future of schools is essentially the

same, their views on the purpose and success of the United States schooling system varies

largely. What I have ultimately come to realize through this class, assignment, and readings is

that ones view on the schooling system is dependent on ones personal experience within

schools, their ethnic diversity, and the amount of time they have spent in educational institutions.

This is seen directly through Orswells positive view on the schooling system, and Martinezs

more negative view on the schooling system.

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Figure 1: Observation Log Class 1

Day 1: Class 1- Six Grade English Class

Time Number Description of Activity Cod
of e
Minutes
9:20 5 Students from her incoming class would walk up to Mrs. R
Orswell and hug her. She would ask each student that came up
to her how their day was going.
9:25 3 The bell rang. Mrs. Orswell took attendance and passed out M
poetry books. Mrs. Orswell asked if there was any students
that did not finish the essay that was due, and no student
raised their hand.
9:28 5 Mrs. Orswell had just received an award acknowledging her R
role as a teacher. After being asked what the award was, she
explained to the students what the award was and how she
does not teach for the awards, but rather to help her students
grow in their knowledge.
9:33 13 Mrs. Orswell had students do an activity revolving around I
poetry. She asked students if any of them listen to music. She
provided spots in the room, one spot meaning yes, the other
spot meaning no, and another spot meaning
maybe/sometimes. The students would then go to the spot
that illustrates their answer. Mrs. Orswell asked two more
questions: Can music be poetry? and Do you listen to the
lyrics? The students would go to their coordinating answer
spots. After the exercise was over, Mrs. Orswell explained to
her students how poetry can be found in music through lyrics.
At the end of the activity, Mrs. Orswell told the students to
share their favorite song/lyrics with a partner on the way back
to their seats.
9:46 6 Mrs Orswell called on random students to share their favorite I
song. Mrs. Orswell used the next few minutes to describe how
poetry is found in her students lives through music. She then
pulled out a poetry book and started putting certain poems to
certain genres of music. For instance, she put poems to a
country tune, a rap tune, a heavy metal tune, and an opera
tune. The students laughed uncontrollably.
9:52 23 Mrs. Orswell then started explaining key terms found in I
poetry, such as hyperbole, metaphor, simile, repetition,
symbols, and onomatopoeia. She provided a slide show with
the terms on the smart board. She gave definitions of each
word and provided examples of each word. Students often had
questions about the terms, and she would answer them in front
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of the class.
10:15 4 Mrs. Orswell explained an activity the class was going to do I
individually. The activity consisted of students using poetry
books to find examples of the poetry terms they recently
learned. Mrs. Orswell explained that the students will have to
write the example they found on a worksheet that she will
provide. Mrs. Orswell then passed out the worksheet to the
students.
10:19 2 Mrs. Orswell passed out the worksheet to the students. M
10:21 12 As students did the worksheet, Mrs. Orswell went around and I
helped each student. At one point in the time, a number of
students were simply not understanding some of the poetry
terms. Mrs. Orswell took this group of around five to the back
of the room and explained thoroughly what each term meant
and helped them find examples within their books.
10:33 7 A kid was being very distracting towards his classmates, and R
Mrs. Orswell pulled him aside and told him that she knew he
was smart and that she knew he could do this activity. Upon
talking to him, the student started telling her what he was not
understanding. Mrs. Orswell explained each term to him
thoroughly and told him to come see her after school if he was
still not understanding the assignment.
10:40 2 Mrs. Orswell told the students they must place all of the M
poetry books they got out back on the shelf. She told them
they will not be excused until they do so.
10:42 The bell rang and Mrs. Orswell dismissed the students.

Figure 2: Observation Log Class 2

Day 1: Class 2- Sixth Grade English Class

Time Number Description of Activity Cod
of e
Minutes
10:42 5 Just like in the previous class, students would come up to Mrs. R
Orswell and give her a hug. Mrs. Orswell again would ask
each student how their day was going. It is my assumption that
this interaction happens every day during passing periods.
10:47 4 The bell rang and Mrs. Orswell took attendance. She then M
asked who was not done with an essay they were supposed to
have finished by that period. Six students raised their hands.
Mrs. Orswell explained that these six students will learn the
poetry lesson with the rest of the class, but that these students
will finish their essay instead of doing the poetry activity. The
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poetry activity, she explained, will be done as homework.

10:51 4 A few students started asking Mrs. Orswell about the award R
that was displayed on her desk. Mrs. Orswell gave essentially
the same speech she gave her first sixth grade class. She spoke
about her love for her job and her love for them.
10:55 9 Mrs. Orswell explained that she will have the students line up I
in accordance to their answer for the questions she will ask.
She explained that one end of the room meant I completely
agree with that statement, and the other end of the room
meant I completely disagree with that statement. The spaces
in the middle of those two ends represents where a student
leans in their answer. Mrs. Orswell asked three questions: I
listen to music all the time, There is poetry in the music that
I listen to, and I listen to the lyrics in my favorite songs.
Mrs. Orswell explained to me later that she switched up this
activity from the last class because she felt last class activity
was too chaotic. Once again, she told her students to share
their favorite song to a partner as they walked back to their
seats.
11:04 7 Mrs. Orswell asked random students to share their favorite I
song. Mrs. Orswell explained how poetry was displayed in the
students favorite songs. She again pulled out a poetry book
and sang poems in the tune of different genres. This activity
highlighted the idea that her students are capable of liking
poetry. Once again, her students loved this activity and
thought it was very funny.
11:11 19 Just as in the last class, Mrs. Orswell started explaining key I
terms found in poetry, such as hyperbole, metaphor, simile,
repetition, symbols, and onomatopoeia. She provided a slide
show with the terms on the smart board. She gave definitions
of each word and provided examples of each word. Students
often had questions about the terms, and she would answer
them in front of the class.
11:30 5 Also just like in the last class, Mrs. Orswell then explained an I
activity the class was going to do individually. The activity
consisted of students using poetry books to find examples of
the poetry terms they recently learned. Mrs. Orswell explained
that the students will have to write the example they found on
a worksheet that she will provide. Mrs. Orswell then passed
out the worksheet as well as the poetry books to the students.
Mrs. Orswell reminded the students whose essays were not
finished that they will be working on their essays now and
completing the poetry assignment as homework.
11:35 16 Mrs. Orswell walked around the classroom and answered any I
questions that the students had on the worksheet. The students
in this class seemed to be understanding the material better
 Strauss 17

than in the previous class, so Mrs. Orswell did not have to do

any individual or small group teaching.
11:51 11 Mrs. Orswell called to her desk each student who did not have M
their essay finished at the start of class. She asked each student
how far they have gotten on their essay, what they are
struggling with, and the steps they will take to ensure their
essay is done by tomorrow.
12:02 2 Mrs. Orswell told the students they must place all of the M
poetry books they got out back on the shelf. She told them
they will not be excused until they do so.
12:04 The bell rang and Mrs. Orswell dismissed the students.

Figure 3: Observation Log Class 3

Day 2: Class 3- 7th Grade English

Time Number Description of Activity Cod
of e
Minutes
12:35 4 Once again, as Mrs. Orswells students were coming into R
class, a majority of her students came up to her and gave her a
hug. One girl starting talking to Mrs. Orswell about a book she
was reading at home.
12:39 3 The bell rang and Mrs. Orswell took attendance. She asked the M
students to take out the novel they were reading as a class
titled Al Capone Does My Shirts by Gennifer Choldenko.
12:42 12 The students were assigned to read three chapters of the book I
for homework. Mrs. Orswell initiated a group discussion about
the book. She would ask students questions about the chapters.
Mrs. Orswell would randomly call on students to make sure
that every student was properly engaged in the discussion.
12:54 13 Mrs. Orswell read three more chapters out loud to the class. I
Each student followed along in their book. Mrs. Orswell later
told me that she normally does not read to her students, but
that they were falling behind schedule as a class and she hoped
reading to them would get them back on schedule.
1:07 2 Mrs. Orswell split her students into groups of five and six. M
1:09 9 Mrs. Orswell explained the activity to her class. She told her I
class that each student in the group will take turns reading a
chapter. While that student is reading, the other students will
draw a picture of a scene that occurred in the chapter. The
students will then list the setting of that scene, the characters
present, and how they assume the characters in the scene are
feeling. Mrs. Orswell drew an example on the chalk board and
 Strauss 18

answered four questions four different students had.

1:18 32 The students worked on the activity. Mrs. Orswell walked I
around to each group, listened to the out loud reading, and
commented positively on the pictures being drawn. No
students had questions during this time.
1:50 5 Mrs. Orswell clapped a rhythm and the students seemingly I
automatically clapped it back. Mrs. Orswell explained that she
did this clapping exercise as a fun way to get her students
attention. She then called on random students to stand up and
present one of their drawings to the class. Seven students
presented their drawings.
1:56 2 Mrs. Orswell told her students to put their desks back into M
rows, which the student proceeded to do. They packed up their
belongings.
1:58 The bell rang and the students were dismissed.

Figure 4: Class Time Spent on Various Roles Explained in Percentages

Time Spent on Various Roles (Percentages)

Relationship Management Instruction
Building
Class 1 20.73% 8.53% 70.74%
Class 2 10.98% 20.73% 68.29%
Class 3 4.88% 8.54% 86.58%
Combined Class 12.19% 12.60% 75.21%
Average

References
 Strauss 19

Huerta, G. (2009). Educational Foundations: Diverse Histories, Diverse Perspectives. Boston:

Houghton Mifflin.

Lama, D. (1999). The Heart of Learning: Spirituality in Education. New York: J.P.

Tarcher/Putnam.

Miller, J. P. (2005). Educating For Wisdom. Toronto, ON: The Ontario Institute for Studies in

Education at the U of Toronto.

Nieto, S., & Bode, P. (2012). Affirming Diversity: The Sociopolitical Context of Multicultural

Education (6th ed.). Boston, MA: Pearson Education.

Scheurich, J. J., & Young, M. D. (1997). Coloring Epistemologies: Are Our Research

Epistemologies Racially Biased? (Vol. 26). JSTOR.