materials for their students compared to the working class areas.

Within the classroom, I have witnessed the effects of the critical race theory. It is very unfortunate that the schools in wealthier neighborhoods are predominately populated by Caucasian students, with smaller classes and well-established teachers. Whereas, the working class neighborhoods are predominately populated by minorities, along with larger class sizes and young teachers. These schools are typically older and their supplies and technologies are out of date.

During my upbringing, I was fortunate enough to attend a school with plenty of resources and opportunities. I have also witnessed the effects of attending a less resourceful school and how the lack of resources has made their graduation rate decline greatly. I have a lot of family members who have dropped out of school due to them feeling like school was not teaching them the information they needed as well as the lack of help they have received from teachers.

Cultural Difference Theory

Based on the concept that students who are raised in various cultural settings might approach schooling and learn in different ways, the cultural difference concept stresses that it is essential for teachers to be aware of the gap between the school setting and the home atmosphere (Hemmings, C., 2006). People from different cultural traditions may get an approach to education that differs in the mainstream approach employed in American schools. For instance, in the Polynesian notion of learning, younger children are usually taught by older kids rather than by an adult. This is a really different approach to learning and one which teachers might need to think about in an American school that’s attended by Polynesian students (Hemmings, C., 2006).

A good reason for looking for and recognizing cultural differences among students is related to Piaget’s thoughts that learning entails the transfer of data from prior knowledge and experiences. To facilitate this move procedure, it’s very important to acknowledge the students’ background and to validate and integrate their prior knowledge to the process of obtaining new information (Hemmings, C., 2006). All students start school with knowledge and skills based on their home cultures.