Sample Scenario for Our Town High School

The following scenario is given to preservice education students as part of the Multicultural Reconstruction Project:

"CASE: OUR TOWN HIGH SCHOOL

Prior to 1990, your high school was a fairly typical suburban school. The student body was approximately 95 percent white, as was the faculty. The vast majority of students were from middle-class and upper-middle-class families.

Since the 1990-91 school year, however, the school has experienced dramatic demographic shifts. People of color have moved here from Chicago. Some of these people were economically able to do so; others came from inner-city housing projects, are on public aid, and now live in somewhat segregated apartment complexes. There has been a large influx of Asian and East European immigrants from Poland and Russia. The current demographic makeup is as follows:

Ethnicity and Socioeconomic Status:

• 65% White

50% Native born - middle, upper middle, upper classes
10% Polish - lower middle class
5% Russian - lower middle class

• 13% African American - lower, lower middle, middle, upper middle, upper classes

• 11% Asian American - lower middle, middle, upper middle classes

• 10% Latino (predominantly Mexican American) - lower, lower middle, middle classes

• 1% Middle Eastern - upper middle class

(Italics indicate the class of which a majority are members.)

The structure of the school, its policies, and its curriculum are essentially the same as they were before 1990. Most classes are college prep with four tracks per academic subject, including advanced placement. The composition of the upper tracks is predominantly native-born white and Asian American, while the lower tracks consist primarily of Latino, African American, and Polish students. There are twice as many males as females enrolled in upper-level math and science classes. The curriculum is fairly traditional and Eurocentric in its orientation, although one week is set aside for black history and one day is devoted to women's history. English classes are: Introduction to Literature, American Literature, British Literature, and World Literature. History classes are: World History, Illinois History, American History, and European History. Currently there is an English as a Second Language (ESL) program, which services students whose first languages are Spanish, Polish, and Russian.

The school has numerous extracurricular activities, including cheerleading, sports, academic clubs, a debate team, Junior Achievement, band, foreign language clubs, National Honor Society, foreign language honor societies, yearbook, and school newspaper. In addition, the Future Homemakers of America puts on an Ethnic Cuisine Feast each year as one of its activities; this event is wildly successful and makes a great deal of money for the club.

Fifty percent of the teachers have been teaching for more than 20 years and will soon retire. There are pockets of instructional innovation and creativity among the faculty, but for the most part, instruction seems routine. Lecture, the Effective Teaching format, and traditional labs in the sciences seem to predominate. In a recent survey, 64.3 percent of students cited school as being 'somewhat boring' or 'extremely boring.' Many teachers are committed to working with all students, but quite a few seem to express an attitude: 'What can you expect from students whose families don't value education?' These teachers appear to be demoralized and burned out.

During the 1994-95 school year, a number of conditions and events have caused concern among some faculty, parents, and administrators. Among these conditions and events are the following:

• Although many African American girls tried out for cheerleading, only one was elected. Within the squad, arguments between white and black cheerleaders rage as to style of cheers.

• White, Latino, and black students are in conflict as to which band to hire for the prom. White students prefer rock, Latino students prefer salsa, and black students prefer rap and rock-jazz fusion.

• In addition to academic segregation, there appears to be a high degree of social segregation by cultural group.

• Asian American students have begun demanding classes in Asian history and culture.

• African American students and parents have begun demanding classes in black history and culture.

• Spanish and Polish-speaking parents have expressed a desire for bilingual (as opposed to ESL) programs for their children.

• Attendance by any parents other than those of the highest achievers is very low at open houses.

• Academic achievement by African American, Latino, and Polish students remains far below that of white, native-born students."