Running head: [CASE STUDY OF WEST SALEM]

FIELD OBSERVATION REPORT

SCHOOL DISTRICT OF WEST SALEM

Julie A. Quackenbush
Viterbo University

Jquack62438@viterbo.edu
[CASE STUDY OF WEST SALEM] 2

Abstract

Learning is something that humans do throughout their lives. We learn about ourselves, our

strengths, and weaknesses on a daily basis. While we are in school we have the opportunity to

not only learn about ourselves, but to also learn about those around us. While we are students, it

is the perfect opportunity to learn about the culture not only of our peers but also of others in the

world in which we are a part of. Efforts by teachers to be more sensitive and consciously aware

of the different backgrounds of their students and community members are needed in order to

help breed students whom grow to be culturally responsive, motivated learners. (Mims, 1999).

Knowledge is the catalyst that accelerates change; the changes in life experiences, our life styles,

subcultures, and the quality of our lives. Children need honest, straightforward, age appropriate

discussions about the world around them, where they can ask questions and engage in respectful

dialogue. (Michael, n.d.) This field experience report has been prepared basing on the

experiences I have gained while at West Salem Elementary School.

[CASE STUDY OF WEST SALEM] 3

When I asked some of the teachers of West Salem Elementary what issues the district

has faced concerning various aspects of multiculturalism and diversity I was quite surprised by

the various answers I received to the question. It appears that what is regarded as being

diverse depends upon the interpretation of the word by the individual. Multicultural education

is learning about the respect and inclusiveness for the national heritage of all cultural groups.

(Fowers, 2006)

Part I, Section A: Interview Report

According to the teachers at West Salem Elementary School the biggest issue the district

is facing concerning various aspects of multiculturalism and diversity, is the lack of diversity

among the districts population of students and staff members. (Appendix B). It is my

experience that there is no diversity at West Salem. The only issues that we face is a lack of

diversity. There isnt much of a diverse crowd, we dont do anything about it and it has always

been that way. (Crow, 2016)

While there may not be much adversity among the faces in the crowd in attendance at the

school district of West Salem, that hasnt stopped the staff from trying to educate their students

regarding various ethnicities and backgrounds. When opportunities arise they have not backed

down from the challenge and use the opportunities to educate the students and staff. They also

feel as though they use the idea of a subtle integration and try to make diversity education a daily

occurrence.

When I asked a fifth grade teacher about what issues of diversity she thought the school

faces, she looked scared of the question and cringed. Her answer appeared to be that of

avoidance. We shouldnt try to isolate or discriminate any of our students based on their

ethnicity or race. (Long, 2016). This teacher has a new student to the district within her class this
[CASE STUDY OF WEST SALEM] 4

year. Her new student recently moved to the district from Uganda, Africa. The student was

Caucasian and had a hearing impairment. This student sat right in front of the room and didn't

really need much assistance from me for the exercise they were doing, therefore I did not have

much interaction with her. This young girl was dressed in a head scarf and a long dress that

appeared to be from her time in Africa. Other students were staring at her and appeared to be

talking about her. She went out to recess and seemed to be alone. At no point on that first day

did this teacher introduce this young girl or explain about her manner of dress.

I later went back and discussed my observances from that first day of school with this

teacher. She said, I did not want to point out controversy or make a display of difference in any

of my students. It is my goal to have everyone see each other as a friend and not pass judgement.

I felt (this girl) was very shy and already isolated. I didnt want to make her standout as being

unique or feel out of place among her peers. (Long, 2016).

I was able to briefly speak with the Guidance Counselor at the elementary school. She

told me that West Salem Elementary School has many opportunities throughout the year to

teach about culture and diversity. Teachers do take the opportunity to discuss cultural

acceptance throughout the year in their own classrooms. (Lassen, 2016).

While in a 4th grade classroom first year Teacher C, taught a daily reading lesson. On the

particular day I observed her class, she was having her students read a story about Jackie

Robinson and the role of African Americans in the1940s. While the story she read centered

mainly on Jackies contributions to baseball, it discussed what it was like for African Americans

during this time in America. It was a very natural discussion. The students were asked thought

provoking questions, What was it like for Black Americans in the 1940s and how would you

handle your feelings if you were in Jackies place? The textbook she was using for her ELA
[CASE STUDY OF WEST SALEM] 5

lessons had several stories about historical figures from diverse backgrounds. With a brief skim

of the text, I saw there were stories about Gandhi, Anne Frank, Rosa Parks, etc After the

students read the story Teacher C discussed how ideas throughout the story related to a theme the

fourth grade is using, Stephen Coveys The 7 Habits of Highly Effective People. Teacher C said

regarding diversity and multiculturalism, I dont make a point of saying we are learning

diversity today. I like to naturally integrate discussions on multiple topics and cultures to go

along with lessons. I feel it is something that should be incorporated naturally every day, not just

brought up as a difference. (Buisman, 2016)

In another fourth grade classroom, Teacher D, said that in her class there are many

opportunities to learn about diversity. Students are given the opportunity to pick a famous

person from Wisconsin and report about them to the class in the form of both a paper and a

presentation. They can choose any person (from Wisconsin) they want. One year a student

chose to speak about the first African American police sergeant from Milwaukee. The class also

does lessons on Martin Luther King junior, Rosa Parks, and other famous African Americans

during February for Black History Month. Half way through the year we do a heritage

research project. (Flottmeier, 2016). Teacher Ds class does a lot of studying about Native

Americans and their culture. Following the lesson on Native Americans the students will go on a

field trip to Madison where they will visit the Wisconsin Historical Museum and see first-hand

an exhibit about Woodlands Native Americans. (Flottmeier, 2016)

Next, I spoke with a Special Education Teacher, whom has been practicing in the district

for 9 years. He said while there are not many students of different demographics in the

elementary school, he does have the opportunity to work with several of the students of multiple

backgrounds whom are here in the Elementary School. Many of the minority students whom
[CASE STUDY OF WEST SALEM] 6

are in our district are here because we have a Special Education Program that is more extensive

than those of other schools in our area. We also have a few families in the district whom have

adopted minority children. Many of these students have special needs of some type and they are

here for the help we can provide them. (Aleckson, 2016). Teacher E said that he doesnt feel

that there are any real issues regarding clashes between diverse backgrounds of students. No

one is fighting because they have a problem with another students race. (Aleckson, 2016).

Teacher E said, he sees struggles of the student body to be more in regards to financial

background and general misunderstands. We do have struggles among students. But what I see

has more to do with misunderstanding. Someone has a disagreement when another student

brings in a toy that they want, but that isnt necessarily to do with a difference in financial

background. That is more of just jealousy or a lack of understanding. (Aleckson, 2016)

Teacher E stated that these days diversity issues arent just about ethnic backgrounds but

are also in regards to sexual orientation. He said, while he doesnt know of any issues that the

elementary school or middle school have faced regarding this issue, there have been some at the

high school. At least one of his children still attends the high school and there have been issues

in the recent past regarding bullying due to sexual orientation that have come about, but not

much in regards to ones culture, he said. (Aleckson, 2016).

Next, I polled a few community members on their opinions of what issues regarding

ethnicity or diversity the school district or area has faced. One family, who no longer had

students in the district, but whom have been lifelong members of the community said, said that

they couldnt recall any specific teaching or lessons their children had while in school regarding

multicultural education. They could remember one interracial family who had talent with

basketball but problems with drugs. (McKinney, 2016)

[CASE STUDY OF WEST SALEM] 7

I asked another family about their opinion of the diversity in both the area and school

district. We are a very Norwegian community. If you dont like Lutefisk, then you probably

arent from around here. (Wallace, 2016).

A third family, I asked in the area brought up an issue not related specifically to the

school district, but to the community in general. They recalled that a while back there had been

some prejudices in relation to persons of Hmong heritage. The Hmong culture has a very

extensive ceremony when it comes to funerals. During the time of passing all family members

are expected to celebrate in a lengthy remembrance of an individual. One Hmong family had put

decorations and strong smelling food at the gravesite of some deceased family members.

Community members, not of Hmong heritage, protested this. (Quamme, 2016). I tried to find

any record of this event, but failed to locate any in papers. The community member I polled

couldnt recall if the negative reaction towards the event had more to do with situations occurring

at the gravesite or in relation to the students of the deceased family member having missed a

lengthy time away from school. (Quamme, 2016).

Upon further investigation regarding issues of multiculturalism and diversity I looked in

to newspapers about the West Salem School District in general. In recent news, there was a

dispute at the high school regarding freedom of speech. In total five students displayed

confederate flags on their cars. They were requested to remove the flags, but chose to still fly

them. One student stated that flying the flags was a gesture of individualism and rebellion,

(Mann, 2016). The school eventually had to consult with an attorney to have the boys take down

the flags. Instruction on the true nature, significance, and meaning of the flag was provided to

the students. Eventually the students began parking off campus until the flags were stolen.

Some chose to remove the flags on their own.

[CASE STUDY OF WEST SALEM] 8

I had the opportunity to help out in the elementary school library. On this particular day a

group of third grade teachers asked for a series of texts that would discuss folktales, fables, and

tall tales. As I worked with the library paraprofessional to find these texts she said folktale

exploration is a unit that is studied every year among third graders. They look at several texts

from around the globe and study their similarities and differences. (Schneider, 2016) She

showed me a copy of a Cinderella story book. Then she showed me how they have copies of the

Cinderella story from many different cultural perspectives. These are from different cultures

around the globe. (Schneider, 2016). There were versions of the Cinderella story from: a

Scottish perspective, a Chinese perspective, a Native American perspective, Korean, Egyptian,

Italian, etc There was even a book called Cinderella Stories Around the World: 4 Beloved

Tales. There were several texts like this, not just all regarding Cinderella. (The Tortoise with a

Pretty Daughter, The Magic Cask, etc...) Annually the fourth grade classrooms study these texts

and discuss their similarities and differences. The books are placed throughout their classrooms

and the students are encouraged to read and discuss several of them, looking for certain

elements.

A middle school student told me about a lesson she discussed in her English Language

Arts class. Her class studied what racism means. They watched a video on a program called

Channel One regarding racism and were instructed to take notes on the program. Their task was

to find the main idea of the program and to determine what the show provided as supporting

details to prove the main idea. They were simply to discuss their findings with their peers

without passing judgement. (Quackenbush, 2016)

West Salem is a school district that values education. They pride themselves on

educating their students about the history, culture and the world around them. They do not draw
[CASE STUDY OF WEST SALEM] 9

attention to issues of difference. They try to integrate matters of multiculturalism in a very subtle

manner. When issues arise regarding a disagreement, staff members take the time to discuss

concerns with the student population. Students at the high school are expected to participate in

the Senior Exit project initiative, where students are required to present, plan and execute a

project that will be a representation of the culmination of meaningful experiences of each

graduating seniors intellectual, academic, and community experiences. Students are encouraged

to research and expand upon a hobby, interest or talent. They research and showcase it. The

plan is to bring it into the community for a shared learning experience that anyone can be a part

of. Examples in the past have been: dance instruction, sports instruction, public speaking,

blanket making instruction, first aid training, health care expos, drunk driving simulations, etc

On occasion there have been public speakers brought in to the district to discuss financial

situations and parenting issues. The Heider Center of Performing Arts is a bridge between the

community and the student population. At various times numerous acts of music, performance

and speakers have been brought in to the community to promote a diverse learning experience to

be had by members of any age. Some of these acts have been: Mexican Brass band, a Dixieland

Jazz Band, musical parodies, childrens theatre, American Folklore Theatre, Street corner

Symphony, etc The location has also hosted political debates, positive parenting solutions and

art shows.

Part I, Section B: Field Experience Report

Based on the information that I have gathered through interviews and observations, the following

list describes issues regarding diversity and multiculturalism from view point of various staff and

community members. (See Appendix B). There seems to be a connection indicating education

and culture are related. It seems as though a societys culture, their thoughts and ideas, play a
[CASE STUDY OF WEST SALEM] 10

role in telling how lessons are given and how students are taught. Because culture is an

important part of the education system, the education should reflect it. The lesson has to be an

appropriate for students and their cultures. When a teachers directions, in the classroom, are in

aligned with the thoughts of students cultures, the instructions may enhance the students

achievement and confidence because the students are comfort working in an environment they

can relate to. Teachers are people with thoughts, opinions and personalities. Like it or not, these

tend to come out during instruction. (Alsubaie, 2015).

There have been very minimal changes in demographics within the area of West Salem

over the years. The main race within the area, is, and has been that of white individuals. That

remains to this day to be true that more than 90 percent of the population remains Caucasian

(white). There has not been much fluctuation in the change in demographics within the area.

This is also true of the schools populations. West Salem is predominantly a small rural farming

community and have continued to remain this way since its inception. Over the last few years,

as farmers pass on and less of the families choose to remain in farming, much of the farm lands

has been sold off for housing development. This trend has led to a growth in housing

development in the area. While population numbers have increased, they still remain

predominantly Caucasian.

How student demographics have changed a demographics breakdown

Over the years the student population at the school district of West Salem has

been predominantly Caucasian or white American. In its beginnings, the Village of West Salem

has consisted mainly of a population of Norwegian Farmers. Although it is still a predominantly

Caucasian demographic, there are a few minority families beginning to make the Village of West

Salem home. The population has remained relatively unchanged. Because of a lack of diversity
[CASE STUDY OF WEST SALEM] 11

in the demographics, there have not been many real issues to face regarding a clash among

ethnicities. The district is still making sure that there is some education of various ethnicities and

cultures. Students study their heritages throughout their career.

List of Interview Questions

See Appendix A

Part II: Analysis.

The School District of West Salem is not a multiethnic representation of Wisconsin schools. It is

a slowly growing area, but the diversity among its population has remained relatively unchanged

throughout the years. (See Graph 1). West Salem is a village located within La Crosse County,

Wisconsin. It has a population of roughly 4,895 people, 90% of which is Caucasian. (GraphIQ

(formerly FindTheBest), 2009) There is a large number of children and teenagers (under 20

years of age) whom make up the population. Families generally speak English in their homes.

Approximately 96.5% of the workforce is employed. Families generally have two cars. The cost

of living is 8% higher than the National Average. (GraphIQ (formerly FindTheBest), 2009). The

school districts population of students reflects that of the community and has remained

relatively unchanged for a number of years. The West Salem School District is considered to be a

large public school for the state of Wisconsin. There are approximately 1,812 students enrolled

in the district. (GraphIQ (formerly FindTheBest), 2009). The major factors concerning diversity

are more in regards to a lack of it community wide, according to interviews. There are not any

large companies or jobs present in the community outside of farming and the school district. La

Crosse is the closest bigger city.

Administration, school and community members agree that the biggest issue concerning

diversity and ethnicity is the lack of it in the area. There are not many big businesses or
[CASE STUDY OF WEST SALEM] 12

attractions to the area. The biggest businesses in the area are: the Farming Co-Op, a bakery, two

Subways and two auto dealerships. The auto dealerships service multiple locations around the

area and keep generally busy.

In Comparison to other districts with in the area they are relatively similar in terms of

numbers. The median household income in West Salem village is $51,987 per year. This city's

median income is above the eligibility threshold for reduced price lunch, which may have an

impact on the proportion of students eligible under the National School Lunch Program.

(GraphIQ (formerly FindTheBest), 2009) In 2013 the state average spending per student was

approximately $11,900. (Anderson, 2013). West Salem spent approximately $10,969 per

student, just slightly below the average. West Salem also has some of the lowest paid teachers in

the region. They pay about $4,103 less than LaCrosse and about $3,000 less than the state

average. Their max salary for teachers was about $50,000, nearly $17,000 less than LaCrosse

and about $11,000 less than the state average. (Anderson, 2013). A comparison of the local

school in the area can be seen. (See Graph 5)

West Salem Elementary School. Compared to the other 2,319 schools in Wisconsin, West Salem

School District spent the third lowest amount of money per student during the 2012-2013 school

year. (Anderson, 2013). See Table 1. West Salem Elementary was assessed compared to the

other 2,319 schools in Wisconsin on different areas from state testing scores to size, etc The

average rating for elementary schools in Wisconsin was a 5 and West Salem Elementary received

a 4 in those areas. (GraphIQ (formerly FindTheBest), 2009)

West Salem Elementary is a relatively large school serving Pre-K through 5th grade, with

789 students in attendance. The average number of students in an elementary school in

Wisconsin is 355. (GraphIQ (formerly FindTheBest), 2009). The teacher to student ratio is

1:15. In the 4th grade, standardized test scores were at 45% accuracy compared to a national
[CASE STUDY OF WEST SALEM] 13

average score of 40%. Reading scores were at 37% accuracy, when compared to the national

average of 36%. (GraphIQ (formerly FindTheBest), 2009)

West Salem Middle School. The average number of students in attendance at middle schools

(grades 6-8) in Wisconsin is 364 and West Salem Middle School has 357; 93% of which is

Caucasian. A typical school in Wisconsin is made up of 72.4% Caucasian students. (GraphIQ

(formerly FindTheBest), 2009). The student to teacher ratio is 13:1, which is significantly lower

than the average for all US middle schools (15.6) and significantly lower than the average for

middle schools in Wisconsin (14.5). (GraphIQ (formerly FindTheBest), 2009).

On standardized tests West Salem Middle School 8th graders scored higher on both reading and

math scores, where compared to scores of the nation. Math scores were 41% (compared to 33%)

and Reading scores were 39% (compared to 35%). (GraphIQ (formerly FindTheBest), 2009).

West Salem High School. The average number of high school students in Wisconsin is 301, but

West Salem High School (grades 9-12) has 572. 92% of those students are Caucasian and the

national average for Caucasian students is 72%. There are approximately 15 students for every

one teacher at the high school and that is right with the national average. (GraphIQ (formerly

FindTheBest), 2009).

On standardized tests West Salem high school students fare well. 14% of the students at the high

school take the SAT or ACT exams. See Graph 2. This 14% tends to only be Caucasian

students. The national average combined score for the SAT is 1552. (GraphIQ (formerly

FindTheBest), 2009). West Salem High School students average score is 1771. On the ACT the

national average composite score is 21.1 and West Salem students average 22.2. (GraphIQ
[CASE STUDY OF WEST SALEM] 14

(formerly FindTheBest), 2009). West Salem High School averages a 53% male population and a

47% female population. Most schools in Wisconsin are split closer to 50%/50%. Three percent

of students at West Salem High are enrolled in Advanced Practice, or AP courses. Of those 3%,

all tend to be Caucasian students. (GraphIQ (formerly FindTheBest), 2009). See Graph 3.

West Salem High School has a significantly lower rate of students who play on interscholastic

sports teams. On average 21% of West Salem High School students participate athletics at the

high school. The average for all Wisconsin high schools is a 64% participation rating. (GraphIQ

(formerly FindTheBest), 2009). The average across the United States is 43% for participation in

interscholastic sports teams. What this study may not have taken into consideration is that the

Park and Recreation Department has a strong support in this area. They have many sports teams

and leagues from throughout the year. There are also year round softball, baseball and soccer

clubs, nit associated with the local school districts. These clubs have participation from students

as well. Hockey is also a sport that sees high participation number sin the area. However, West

Salem usually combines with the neighboring town of Sparta to form a hockey team. These

teams are not considered to be interscholastic sports teams.

There are 38% of students at West Salem High whom are chronically absent from school.

Students are considered to be chronically absent if they are missing 15 or more days from school.

Of the 38% of the chronically absent students at West Salem High School, 100% of those

students are white / Caucasian students. See Graph 4 for further details.

Suggestions. While I feel that West Salem is dealing with their lack of diversity the best they

can, I would say that there is always room for improvement. Unless a large company moves into
[CASE STUDY OF WEST SALEM] 15

the area or farming becomes a big trend, I do not see much change occurring in the school

districts (or communities) future as far as a change in demographics of ethnicities is concerned.

If they sought out more diversity to the area (invited a Native American tribe to dance at the

school, invited speakers in to the area from diverse backgrounds African Americans or Chinese

Americans), maybe more people would see the area as welcoming and want to make West

Salem their home. The district has been renovating and I think that makes them a more

welcoming location. People tend to be attracted to new and thriving locations. That is a step in

the right direction to attracting more of a population to the area. I think West Salem is doing the

best with what they have. They are teaching some diversity, but more as a reaction. I feel that

more school wide initiates would be beneficial (perhaps a foreign language taught or a

community wide reading event where different texts area read by community members). I think

if the District perhaps, raised their teachers salaries than they may attract more employees from

outside the area to apply. This might attract more minorities to the area as well. I can see how

the few minorities currently here may feel uneasy in the area and not make West Salem their

home for very long. I think a big emphasis, regardless of ethnicity is to begin implementing

more subject based language per class; an emphasis on content literacy. This could lead to

adding a foreign language and opening up perhaps more exchange programs to the area in hopes

of creating an interest in West Salem. One way the Community is currently trying to attract an

interest to the area in by remodeling the pool. They have been raising funds to expand the pool

and build an aquatic center. A fun pool with slides is exciting during the summer months and

could create some excitement.

Conclusion. Learning is something that anyone can do. Everyone is capable of learning

something. Although West Salem is not a very diversely populated area, it is devoted to the
[CASE STUDY OF WEST SALEM] 16

education of its inhabitants. The community and the district could do a little more to encourage

more of a diverse demographic and education. Academic language and texts that include other

ethnicities is a start. Attracting new businesses to the area could be another suggestion, along

with increased salaries. Offering more language classes and ethnic studies, is another

opportunity. This could lead to more foreign exchange programs. If teachers demonstrated

behaviors of how to be more sensitive, accepting, and aware of the different cultures and

backgrounds of their students and community members maybe the area would in turn become

more diversified. West Salem is very young demographically speaking. There is always room to

grow.
[CASE STUDY OF WEST SALEM] 17

References

Aleckson, K. (2016, September 19). CDS Teacher at West Salem Elementary School (J.
Quackenbush, Interviewer)

Alsubaie, M. A. (2015). Examples of current issues in multicultural classroom. In Journal of

Education and Practice. Volume 6, no. 10. Accessed October 10, 2016 at
http://files.eric.ed.gov/fulltext/EJ1081654.pdf

Anderson, P. (2013, December 23). Per-student spending numbers highlight differences between
Coulee Region school districts. La Crosse Tribune

Buisman, B. (2016, September 9). Fourth Grade Teacher at West Salem Elementary School. (J.
Quackenbush, Interviewer)

Crow, D. (2016, September 21). Second Grade Teacher at West Salem Elementary School. (J.
Quackenbush, Interviewer)

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New
York: Free Press.

Flottmeier, A. (2016, September 9). Fourth Grade Teacher at West Salem Elementary School. (J.
Quackenbush, Interviewer)

Fowers, B. J. and B. J. Davidov. (2006, September). The Virtue of Multiculturalism in American

Psychologist accessed September 2016 at
https://moodle.viterbo.edu/pluginfile.php/662427/mod_resource/content/1/Fowers
%20%20Davidov%20article.pdf

GraphIQ (formerly FindTheBest). (2009, May unknown). West Salem. (B. Taylor, Editor, K.
O'Connor, Producer, & Kleiner Perkins Caufield Byers and the Pritzker Group) Retrieved
October 12, 2016, from Start Class: http://school-districts.startclass.com/l/16324/West-
Salem-School-District

Hickey, J. (2016, October 6). Kindergarten Teacher at West Salem Elementary School. (J.
Quackenbush, Interviewer)

Lassen, G. (2016, September 19). Guidance Counselor at West Salem Elementary School. (J.
Quackenbush, Interviewer)

Long, K. (2016, September 1 & 19). Fifth Grade Teacher at West Salem Elementary School. (J.
Quackenbush, Interviewer)

Mann, Tobias (March 3rd, 2016). West Salem students force freedom-of-speech showdown with
display of Confederate Flags. La Crosse Tribune accessed September 19, 2016 from
[CASE STUDY OF WEST SALEM] 18

http://lacrossetribune.com/news/local/west-salem-students-force-freedom-of-speech-
showdown-with-display/article_5591ccfa-6520-5a09-89ea-e947c115c06d.html

McKinney, J. (2016, September 20). Community Member in the Village of West Salem. (J.
Quackenbush, interviewer)

Meister, C. (2015). Cinderella stories around the world: 4 beloved tales. United States: Picture
Window Books.

Michael, N., Thomas, M., Starch, R., Loeb, L., & Hendrickx, M. (n.d.) accessed 2016, October 6.
Retrieved from Our History. Retrieved from Amaze:
http://www.amazeworks.org/about/history.html

Mims, Nancy & Robert C. Morris. (1999). Making Classrooms Culturally Sensitive. Education
and Culture. Accessed September, 2016 from
https://moodle.viterbo.edu/pluginfile.php/662466/mod_resource/content/1/Making
%20Classrooms%20Culturally%20Sensitive.pdf

Quackenbush, M. (2016, September 14). Sixth grade student at West Salem Middle School. (J.
Quackenbush, interviewer).

Quamme, B. (2016, September 10). Community Member in the Village of West Salem. (J.
Quackenbush, interviewer).

Schneider, K. (2016, September 30). LMC Paraprofessional/Paraprofessional at West Salem

Elementary School. (J. Quackenbush, Interviewer)

Unknown. (n.d.). West Salem Wisconsin Demographics. Area Vibes. West Salem , Wisconsin,
USA. Retrieved September 28, 2016, from http://www.areavibes.com/west+salem-
wi/demographics/

Unknown. (n.d.) Amaze. Retrieved October 7, 2016 from http://www.amazeworks.org/

about/history/.html

Wallace, C. (2016, September 11). Community Member in the Village of West Salem. (J.
Quackenbush, interviewer).

Graph 1
[CASE STUDY OF WEST SALEM] 19

Ethnic Distribution of West Salem

Ethnic Distribution - West Salem

100%
90%
80%
70%
60%
50% 92.4 93.5 92 94.6
40% 72.4
30%
20%
10%
0%

White Hispanic Asian Black

Two Races American Indian Pacific Islander

(GraphIQ (formerly FindTheBest), 2009)

Graph 2
SAT/ACT Exam scores by Ethnicity
[CASE STUDY OF WEST SALEM] 20

(GraphIQ (formerly FindTheBest), 2009)

[CASE STUDY OF WEST SALEM] 21

Graph 3

(GraphIQ (formerly FindTheBest), 2009)

[CASE STUDY OF WEST SALEM] 22

Graph 4

(GraphIQ (formerly FindTheBest), 2009)

[CASE STUDY OF WEST SALEM] 23

Table 1

2012-2013 District Budgets

State of Wisconsin Average
La Crosse School District $13,887 per student
Onalaska School District $10, 897 per student
Holmen School District $11,957 per student
West Salem School District $10, 969 per student
Bangor School District $12,949 per student
Cashton School District $13,263 per student
Gale-Ettrick-Trempealeau $11,538 per student
Sparta School District $13,263 per student
Tomah School District $10,653 per student
Viroqua School District $12,226 per student
Melrose-Mindoro School $11,744 per student
District

(Anderson, 2013)
[CASE STUDY OF WEST SALEM] 24

Appendix A

List of Interview Questions Asked Regarding Multicultural and Diversity Issues

What types of issues is West Salem facing as a district (or have they faced) regarding

aspects of multiculturalism and diversity (currently or in the past)?

What issues is West Salem Elementary facing specifically?

What issues regarding diversity, ethnicity, or multiculturalism has your classroom faced

(this year or in previous years)?

What opportunities (experience) have you had working in a diverse, multicultural settings

and inclusive classroom settings?

In what ways have you integrated multicultural issues as a part of your classroom

instruction?

How are you teaching your students to be more knowledgeable of other

ethnicities/cultures within the world? How are you preparing them to function in a multicultural

society? Has there ever been an influx to the demographic distribution?

How do you respond to issues/conflicts regarding race or ethnicity as they arise?

What are some examples of multicultural education initiatives taking place at West

Salem? Specifically at the elementary school?

Can you explain or elaborate on the specific ways in which you teach about

multiculturalism (culture, diversity, etc) within your classroom?

Are there issues/conflicts that arise because of difference?

How does the district respond when conflicts arise?

How does the staff respond to issues regarding diversity? What do they do to step in?

How has the community responded to this?

[CASE STUDY OF WEST SALEM] 25

Appendix B

List of Issues West Salem is Facing Regarding Multicultural and Diversity

Lack of minorities/ lack of diversity in population (in school and community)

Low academic achievements among minority students, underachieving
Minority students feeling isolated, different or left out
Lack of education on minority cultures
Emotional relationship issues (not understanding cultural norms and differences

among/regarding other students)

Avoidance of difference

Challenging Freedom of Speech

Issues with accepting the teacher as a respectful individual whom students can

feel confident to confide in (when problems arise)

No uniform instruction regarding diversity / multiculturalism across the grades,

school, or district

Lack of Awareness of the Significance / Importance of Diversity Education

(regardless of number of minorities in the district)