When Good Intentions Are Not Enough: A Response To Increasing Diversity In An Early Childhood Setting

Document Type

Article

Publication Date

1-1-2003

School

Education

Abstract

The purpose of this qualitative case study was to explore and describe the process of adaptation to a recent increase in cultural and linguistic diversity in a school for grades K-2. Data were collected for eight weeks through interviews, observations, and documents. The informants were the principal, 18 classroom teachers, five specialist teachers, and one paraprofessional. All participants were Euro-American with the exception of the one paraprofessional. Eisner’s five dimensions of educational settings were used as a framework for exploring and discussing the findings. The school has made some efforts to address cultural diversity; despite the good intentions of the teachers, however, the findings indicate that stated school goals and practices do not match. Implications for educational settings serving culturally and linguistically students are shared. © 2003 by the Association for Childhood Education International.

Publication Title

Journal of Research in Childhood Education

Volume

17

Issue

2

First Page

188

Last Page

200

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