Psychology

The ability to secure a countrys future is based on its holistic emphasis on empowering the children through models that incorporate high competence, efficacy and purposeful social cultural orientation that factors diversity while foreseeing their moral character development.  As a result, children become an asset well propagated to guarantee the needed long term sustainability.  It is form this consideration that this paper partially supports Dr. Gays assertion in that teachers are indeed directly involved in the education process and have direct relation with students, but on the other hand disagrees with it in that they are only one stakeholder and the whole process is dependent on an array of parties.  Finally, the paper outlines the lessons to be learnt from DR. Gays assertion in teaching the adults as well.

The need to hold teachers accountable for cultural responsiveness in schools
Teachers possess better understanding of students and positive results
As Gay points out, school teachers are always presented with a better chance of understanding their students much better compared to other education stakeholders.  As a result, they comprehend the shenanigan of discrimination and its negative implications to the affected children as well as the country.  As a result, it would be unjust failing to agree with Kevin and James (2008) on the claim that teachers should indeed create the necessary force towards full implementation of a culturally responsive education.  It is particularly important to note that though some teachers appear to be resistant towards culturally responsive education most students of color are diverse by the very nature of their existence (Gay, 2000).  As a result, they should be equally subjected to similar systems that factors equal opportunities for all students.

Culturally responsive education presents a route path for positive improvement
As Gay (2000) points out, not a single person can be exempted for failing to act on issues pointing to positive changes.  Pro-cultural responsive teaching analysts indicate that indeed, teachers who have employed this method have achieved great positive results.  Though the US education system has remained traditionally very rigid and justified with the notion of consistency, the demand to assume a new outset cannot be stopped.  Unlike other entities and stakeholders, teachers are credited for their special considerations to see their students excel and therefore gain personal and community recognition.  Therefore, their failure to assimilate instructions that are culturally competent suggests suggest lack of this commitment a consideration that Carolyn and Carol (2006) view to reflect possible need for improvement.   Under this consideration, it is critical that change is assimilated to facilitate the need for continuous improvement in the country.

Hypocrisy and intent in failure to address the problem
While the United States as Julie and Donald (2008) indicate has remained a key global icon in generating the needed outline for the global communities towards improvement, the intensified calls for reforms in the education sector is perhaps too loud to go unheard.  The notion of ethnic diversity as exemplified by teachers is handled as a matter of choice and therefore providing a holistic platform for intensification of its positive implications.  As Gay (2000) explains, teachers must rise above the consideration of providing the basics in education and factor future orientation that can shape the holistic long term orientation for the student and indeed the nation.  At this point most scholars read possible mischief in the mode of teachers operations with great conservatism orientation and lack of the necessary goodwill for the new system.  It is perhaps from this point of view that Carolyn and Carol (2006) appear furious on teachers by indicating that indeed their claims are unfounded taking into consideration that a proportion of them employ the method with great success.

Other entities to be held responsible for poor cultural responsiveness in teaching
 While laying the larger blame on the teachers for failure to assimilate cultural responsiveness despite its prescribed benefits, there is need to look at the input from other stakeholders.  As indicated earlier, the United States education system is highly unresponsive to core changes demand a consideration that has been hooked on the notion that the present system is highly consistent (Gay, 2000). As a result, teachers find themselves as loners in trial to implement the new system and therefore lack the needed morale especially from the education department. As Gay points out, the United States appears to be less responsive towards assimilating and effecting cultural responsiveness in the education sector.  Professional regulations indeed do not allow those teachers who have been prepared externally to directly teach in its schools.  As a result, the education administration appears to be fixated or incapable to effect a culturally responsive system in its education sector (Julie, 2004).

Lessons learnt for teaching adults
As it came out in the discussion, cultural responsiveness is critical in facilitating easier attainment of the different objectives in education.  However, use of culturally responsive methods came out to be more effective and therefore could be equally essential to the adult education.  Unlike the younger students who are able or are forced to grasp core concepts taught in the traditional way, the adults are more rigid and a culturally responsive model would be more effective (Robert,  2008).  Teachers as presented in the paper, form a critical factor towards creating the needed improvement for the students mainly delved from their close relationship.  As a result, they should act as the necessary catalysts towards the needed changes for adults education improvement.  Finally, there is needed interlink and cooperation between the teachers and the respective government department if use of culturally responsive model is to be effective for the adults.

Conclusion
It is from the above discussion that this paper supports the thesis statement, the ability to secure a countrys future is based on its holistic emphasis on empowering the children through models that incorporate high competence, efficacy and purposeful social cultural orientation that factors diversity while foreseeing their moral character development. It came out from the discussion that indeed teachers have a larger blame to share for the failure to effectively assimilate a culturally responsive education system.  However, other entities equally played key roles in the whole education outset.   It is therefore critical that the all the crucial entities operate in unison to facilitate better and faster application of a culturally responsive education system both for children and adults.