Multicultural
education grew out of the civil rights movement of the 1960s. During
this time period activists worked feverishly to eliminate racial discrimination
in housing, employment, and education. Therefore it is not surprising
that multicultural education, which focuses on integrating educational
programs, procedures, and practices to reflect the ethnic, cultural,
and social diversity that characterizes U.S. society, was born (Gay,
2004a). Initial responses to demands for multicultural education - to
integrate education - were hurried and focused almost solely on one
ethnic group. Perhaps this is best demonstrated by the ethnic celebrations
and holidays that became part of school reforms in the 1960s and 70s
(Banks, 2005).
The momentum gained during the civil rights movement along with new demands for women's rights led to growth in multicultural education and advancement of this field of study. Feminists of the 70s, like civil rights activists in the 60s, insisted that educational institutions provide equal representation in the curriculum as well as more equitable treatment of all students. Since this time, various other marginalized groups (e.g., people with disabilities, gay, lesbian, bisexual and transgender individuals) have also come forward to demand equal treatment in all aspects of American life, including education.
As a result, multicultural education as we know it today "emerged from the diverse courses, programs, and practices that educational institutions devised to respond to the demands, needs, and aspirations of the various groups" (Banks, 2005, p. 7).