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Example research essay topic: Multicultural Education Means Mediocre - 1,227 words

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... ot a right. After eighth grade the academic students should attend Academic High Schools and the remaining thirty-percent (in the inner cities, this percentage would probably be higher) should attend Vocational High Schools. 3) From grades 9 - 11 those students in the Vocational High Schools should have the opportunity to earn admission (or re-admission) into the Academic High School on the basis of standardized test performance, subject matter test performance, individual initiative and teacher recommendations. But those students should be aware that they could lose their privilege of an academic education and be transferred permanently to the Vocational High School should they return to their old bad habits of being disruptive or of not doing work. In other words the transferred students would surrender their privilege of an academic education and return to their right to a Vocational Education. 4) Traditional values and academic thinking and writing skills should be emphasized in the Academic High Schools.

As of now teachers are held responsible for non-academically oriented childrens student academic performance when the instructional staff should solely be answerable for designing lessons, teaching lessons and evaluating student progress. Teachers should not be responsible for student learning. Teachers should just be responsible for teaching. Each student should be held accountable for his or her learning and his or her behavior.

Remember, true democracy is based on the individual. 5) Multicultural education forces teachers to limit the subject content of their literature and history courses while ignoring general literature and history, it waters down the curriculum in the areas of vocabulary, content, sophistication and difficulty, it lowers the bar to allow minority children to perform better, and it compels many minority and non-minority talented children to read and study easy course stories, easy essays and easy text selections that are below their achievement levels. In effect, Multicultural education plays both ends of the student-performance spectrum against the middle, thus generally dumbing down student academic achievement while thwarting the genuinely superior students and exposing them to perpetual mediocrity. Critics might maintain that such a much-needed division of Academic High Schools and Vocational High Schools discriminates against minority students. They might be right in thinking so. But it would not be the teachers doing the discriminating. It would be the curriculum requirements of the Academic middle and high schools.

As it presently stands, mediocre Multicultural education is being packaged to the American public as Academic Education, but any eighth grade teacher is fully aware that at least twenty-thirty percent of the students he or she must teach daily have sixth grade (or lower) reading and writing skills while the states are pushing for higher Academic Test Scores from non-motivated and often disruptive students that really dont care too much about academic skills, theories, abstractions and / or school attendance. This is why Academic Education must become a privilege and not a right in American public middle and high schools. A parent of a disruptive non-motivated minority student once accused me of discrimination against her son during a parent / teacher conference. I shocked the hostile mother when I told her, I do indeed discriminate. I discriminate between lazy sassy students and respectful ambitious academic students. I am prejudiced against insolent students that answer back with disrespectful remarks, Im prejudiced against lazy students that dont do homework and class work and I do discriminate against insubordinate students that prevent me from teaching a class because of their incessant belligerence!

I answered. If good didnt discriminate against evil, I continued, then there would be no distinction between good and evil. Both extremes would always appear to be the same thing. Sometimes discrimination is both necessary and good.

In the final analysis, teachers should only be required to teach academics to academically oriented students in academic middle and high schools. Students that exhibit disruptive deportment, students that dont do homework and / or class work and students that prefer working with their hands rather than dealing with academic abstractions should attend Middle General Schools and Vocational High Schools where they could rightfully enjoy their unalienable right to an education. If they want to transfer to an academic middle or high school then those individuals must demonstrate the initiative to earn the privilege of an academic education. But as I have explained Multicultural Education is often the antithesis to a bona fide academic education.

When I had attended Catholic schools back in the fifties, the nuns taught me how to read, write, how to memorize and how to do basic arithmetic. I had only learned how to write personal and formal letters in elementary school and I didnt actually write a formal essay or fictional story in an English class until my junior year in high school. I was not falsely praised by my teachers for doing mediocre work as is the case in American public schools that are teeming with Multicultural education and with bored non-academic students expected by the State to do academic work. But the nuns did teach me the value of self-discipline and of perseverance, which ultimately proved to be invaluable in my future life. Educational Psychology demands that each student today must be praised and commended for doing even the most mediocre and lackluster work, and when a composition or story is done in fifth grade, the teacher must flatter each student as if he or she is a budding Shakespeare, Cervantes or the next T. S.

Eliot. Despite the fact that I had only been exposed to grammar, punctuation and spelling skills in elementary school and had never written a creative story until the eleventh grade, I am happy to report that I have over two million words in print represented in twenty-four published books. And I have achieved all of that production despite lacking a Multicultural Education. And so today the academically oriented students being held hostage across the USA to Multicultural Education in American History and Literature classrooms will eventually ascend above their present unfavorable captivity and then realize their true potentials when they manage to evolve out of high school and filter into the real competitive economic world.

Until then those academically oriented students (minority children included) are doomed being exposed to and suffering through educational and multicultural mediocrity. And finally, Multicultural education should not be eliminated from the curriculum but it should be diminished in influence to allow for a more accurate perspective of Literature and History to be presented to American school children. Crispus Attucks and Harriet Tubman should not supplant George Washington and Abraham Lincoln in February as equals sharing common historical prominence. And theres no way that Sam Adoquei is in the same league as Picasso or that Gloria Gonzalez and Yoshiko Uchida are the literary equivalents of Mark Twain and O. Henry. Our great American culture is being distorted and perverted enough by MTV, VH-I and by the Comedy Channel without ineffective social engineering and Multicultural Education polluting our American public school students and also our public schools already ambivalent academic standards.

And it was principally because of that politically correct and multicultural new literature textbook series that had been administratively imposed on my middle schools English Department that convinced me it would be expedient for John Wiessner to retire from the teaching profession after thirty-four years of dedicated classroom instruction. Jay Dubya (authors initials J. W. ) John Wiessner


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