An analysis of this problem is due to such issues as age, gender and power. In working with adult students and multicultural groups as a teachers assistant (which consist of related factors such as teaching along with instructor and applying knowledge and promoting learning skills in away to help older students learn and help to apply a technique of understanding (which motivate students in a way to learn. It been claimed that adult aged students accounts for problems in the classroom, especially ethnic groups as Hispanic and African Americans.
As an observer, I have encountered such an environment of students, returning to school after being away for many years. These students are back again willing to take on classes which will further Their education and prepare them for better jobs. In an environment of culture differences, these students are not only focusing on learning but engaged in grouping whether with their own culture or others. Much of the problems as I had observed, stems from the categories as was mentioned.
The semester working with this group was challenging and yet what took place was a learning experience with a diverse group. These people will eventually express a form of a new beginning of affliction in the classroom. We as educators have struggled throughout the times. Our cohorts, and this adult community manner of relating within the classroom shows that there lies a division of differences that needed to be mended. This class was held at a high school for evening students. The students were African Americans and Asian Americans and Hispanics.
I observed the relationship between African-Americans and Hispanics. Communication was dealt with uncertainty. Many students grouped with people of their own culture , although the class was constructed to teach these students skills that would help both into the work place, no concern for communicating was seen between this group. It was observed as cultural conflict in the classroom among adults. There were no confrontations but nonverbal oppositions were there. The Asian American s did not respond yet, kept their distant- another form of not accepting change in a diverse community.
Multi-cultural citizens soon learn to recognizing limitations and the meaning of what white norms and practices of dominancy. Ruth Frankenburg (1993) speaks of three meanings of such. She names them as; race cognizance Vcultural practices seen as different but the same in value ; (2) essential racism, races are seen as different and unequal within the systems of White superiority; (3) this is called a discourse of power evasiveness which is called color blindness, or essential sameness.
Hispanics being the minority among African-Americans students stood out as the most dominant culture, and proved because of their values and norms as universal. Jack Mezirow (1991-2000) called these positions a habit of mind. The African American students resorted to some stability by conforming to the norm they seemingly began to know their role. Hispanics spoke their language maybe to avoid any kind of coping that may have taken place. Inside the classroom I was told to observe a classroom situation with adult students. The intention of this group was to learn English through reading and writing.