The United States began as a place of bondage, a European‐privileged, segregated state where profit and exploitation ruled the day. American schools developed within this racially discriminate society. Euro‐American officials excluded African descendants and other people of color from political, economic, and educational opportunities. One theory to emerge for including non‐European descendants into America's segregated schools was multicultural education, which theorists established to provide African Americans and others with equal access to mainstream educational services. The popular terms to arise from multicultural education are diversity and inclusion although educators often use the condescending term “minorities” to describe communities of color. Critics of multicultural education believe it is unnecessary because it would create disunity and negate America's core values. Critics also believe multicultural educators do not address the impact of racism on educational development. Unlike multicultural educators, critical race theorists analyze the impact of racism as multicultural theorists tend to view racism as a social anomaly motivated by individual choice. This paper is an exploration of the sociological complexities of multicultural education and its effectiveness as a response to America's unjust society, the possibility of non‐white ethnic groups working together to create an atmosphere of educational equality under the theoretical guidance of multicultural education, and the extent of how students of color may include themselves in standard American school curriculums.

中文翻译：

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多元文化教育的社会学维度

美国最初是一个受奴役的地方，是一个享有欧洲特权的种族隔离国家，利润和剥削统治着一切。美国学校是在这个种族歧视的社会中发展起来的。欧美官员将非洲人后裔和其他有色人种排除在政治、经济和教育机会之外。将非欧洲后裔纳入美国种族隔离学校的一种理论是多元文化教育，理论家们建立这一理论的目的是为非裔美国人和其他人提供平等获得主流教育服务的机会。多元文化教育中出现的流行术语是多样性和包容性尽管教育工作者经常使用居高临下的术语“少数族裔”来描述有色人种社区。多元文化教育的批评者认为这是不必要的，因为它会造成不团结并否定美国的核心价值观。批评者还认为，多元文化教育者没有解决种族主义对教育发展的影响。与多元文化教育家不同，批判种族理论家分析种族主义的影响，因为多元文化理论家倾向于将种族主义视为由个人选择驱动的社会异常。本文探讨了多元文化教育的社会学复杂性及其回应美国不公正社会的有效性、在多元文化教育的理论指导下非白人族群共同努力营造教育平等氛围的可能性以及有色人种学生如何将自己融入美国标准学校课程的程度。