EDUC 205- Diversity in
Education: Teaching for Diverse
Populations
Professor Marini Smith
Spring 2016
Week of February 9, 2016
Name Tent
Please take a
moment to write
your name on the
piece of
construction paper
and fold it to
create a name
tent.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Agenda
Introduction/Syllabus
M & M’s Self-Share
Classmate Scavenger Hunt
How Culturally Connected Are You?
Mindset Philosophy
Diversity Exercise: My Groups
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Introductions- Who Am I?
A little about me:
•
Have been in education for the past 18 years as a teacher’s
assistant, elementary teacher and high school English teacher,
literacy coach, EL Specialist, AVID/AP Specialist, assistant principal
•
BA in Child Development from CSULA, MA in Education w/emphasis
in Psychology from Pepperdine, and doctorate from USC, where my
research focused on motivation and attribution retraining
•
Joined LASC faculty as a full time Education Instructor Fall 2012
•
Other details:
– Born and raised in LA
– LOVE to travel- been to over a dozen countries
– Love photography, films, party planning, eating good food, and I
watch way too much reality TV
– Have a 4 year old son named Noah, two-year-old son named
Colson, and two stepdaughters. I love being a mom!
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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M & M’s Self- Share
Please
take your desired amount of M & M’s
For each color represented, share the following with the
group:
•
Blue- What I did over the summer…
•
Yellow- My favorite teacher and why…
•
Red- Someone who inspires me…
•
Orange- Something I am proud of…
•
Brown- My favorite ________ is….
•
Green- The world would be a better place if it had more
__________ and less ____________.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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How Culturally Connected Are You?
Give One--Get One
1.
Name the last movie you saw that dealt with the student’s
culture.
2.
Name the last book you read cover to cover that dealt with
the student’s culture.
3.
Name the last time you ate authentic food (in a restaurant
or home cooked) that dealt with the student’s culture.
4.
What artifact, apparel, or jewelry do you have that deals
with that student’s culture?
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Student Scavenger Hunt
You have ten minutes to meet your classmates
Determine which classmates have characteristics that appear
on your scavenger hunt hand-out
Obtain your classmates’ contact info!
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Chapter 1
Foundations of Multicultural
Education
Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
•
•
•
any public performance or display, including transmission of any
image over a network;
preparation of any derivative work, including the extraction, in
whole or in part, of any images;
any rental, lease, or lending of the program.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Chapter 1 Learning Outcomes
Prepare your classroom to accommodate a diverse population
that will treat all students equitably.
Examine the role that culture plays in the lives of students and
their families.
Consider whether cultural pluralism is a reasonable and
achievable goal in the classroom.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Chapter 1 Learning Outcomes
Recognize why the question, “Who are my students?” is so
important to effective instruction.
Prepare yourself to tackle the obstacles to social justice in
order to create a just and equal classroom.
Implement characteristics of multicultural education in the
classroom.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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13
Diversity in the Classroom
Racial diversity: Students of color now comprise approximately
40% of all students in PreK-12th grade public schools in the
United States.
Religious diversity: Not only are schools ethnically and racially
diverse, but they are increasingly religiously diverse.
Cultural diversity: Cultural factors impact student learning and
behavior.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Multicultural Education
Multicultural supports:
Diversity
Culture
Social justice
Equality
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
Democracy
1-14
Allows us to
predict how
others will
behave in
certain
situations.
Provides
acceptable
patterns of
behavior
Culture
Imposes order
and meaning on
our experiences.
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Determines how
we think, feel,
and behave in
society.
Characteristics of Culture
It is
learned
It is
shared
It is an
adaptatio
n
It is
dynamic
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Manifestations of Culture
Culture is manifested through
• Values
• Nonverbal
communication
• Language
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Ethnocentrism
Overcoming ethnocentrism means respecting other cultures
and functioning in multiple cultural groups.
Overcoming ethnocentrism means viewing other cultures as
equally viable alternatives.
Ethnocentric individuals see their own traits as superior to
others.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Cultural Relativism
“Never judge another man until you
have walked a mile in his moccasins.”
–Native American proverb
Cultural relativism is an attempt to understand other cultural
systems in their own terms in the context of their own cultural
beliefs.
Understanding another culture first begins by clearly
understanding one’s own culture.
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Dominant Culture
WASP influence: White, Anglo-Saxon, and Protestant
Individualism: the belief that every individual is his or her own
master, with a goal of self-actualization.
Freedom: not having others determine our values, ideas, or
behaviors because we are free to choose these as we please.
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Pluralism in Society
Otherness: cultural groups that are different from our own
Assimilation: process by which groups adopt or change the
dominant culture
• Structural
• Involuntary
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Cultural Pluralism
Cultural pluralism: Allows multiple distinctive groups to
function separately and equally without requiring any
assimilation into the dominant society
Many immigrant groups have maintained their own unique
ethnic groups or enclaves
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Multiculturalism
Allows different cultural groups to maintain their unique
cultural identities while participating equally in the dominant
culture
Understanding multiculturalism can help teachers select
appropriate instructional strategies and provide authentic
learning activities
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Cultural Identity
Our identities in any single group are influenced by our
historical and lived experiences and membership in other
groups.
The interaction of these various group memberships within
society begins to determine an individual’s cultural identity.
Identity is fluid and shifts across time.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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Cultural Borders
Cultural borders are boundaries based on cultural differences
that may limit an individual’s understanding of persons from a
different cultural background.
As we learn to function comfortably in different cultures, we
may be able to cross cultural borders, bringing the students’
cultures into the classroom.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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26
Biculturalism
Individuals who have
competencies in two or
more different cultures and
can function proficiently in
them are considered
bicultural or multicultural.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Equality and Social Justice in a Democracy
The concepts of equality and individualism are fundamental and
core values in this country.
They sometimes oppose each other; we speak for equality for all
and yet demand the right for individualism and the ability to
achieve one’s own happiness and pursue personal resources.
Egalitarianism is the belief in social, political, and economic rights
and privileges for all people
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Meritocracy
Inequalities are the natural outcome of individual
differences
Everyone has the opportunity to be successful if they
just work hard enough
Equal educational opportunity applies meritocracy to
education
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Equality
Patterns of inequality are a reflection of how resources and
political power, and cultural and social dominance are built
into the entire political-economic system.
Equality suggests fairness in the distribution of the conditions
and goods that affect the well-being of all children and
families.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Social Justice
Students are
educated on a
level playing
field.
Every citizen is
treated justly
and fairly and
with dignity.
Schools in poor
areas have the
same resources
as schools in
affluent areas.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Obstacles to Social Justice
Prejudice is the aversion to members of certain cultural
groups. It manifests itself in fear, anger, hatred, and distrust.
Stereotype occurs when generalizations are applied to a group
without consideration of individual differences within the
group.
Developing activities that reduce prejudice would be an
appropriate education strategy for teachers.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
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More Obstacles to Social Justice
Discrimination focuses on behaviors and occurs on both the
individual and institutional levels.
The privileged curriculum can result in teachers being unable to
see the inequities that many students outside the dominant
group face.
Classroom resources and practices must be evaluated to ensure
that discrimination does not occur.
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Fundamentals of Multicultural Education
Cultural differences have strength and value.
Schools should be models for the expression of human
rights and respect for differences.
Social justice and equality for all people should be of
paramount importance.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Fundamentals of Multicultural Education
Attitudes and values necessary for participation in a
democratic society should be promoted in schools.
Educators working with families and communities can
create an environment that is supportive of
multiculturalism, equality, and social justice.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Evolution of Multicultural Education
Multicultural education has its roots in the early work of African
American scholars, intercultural education, and ethnic studies.
The civil rights movement brought a renewed interest in ethnic
studies, discrimination, and intergroup relations.
Schools are now held accountable for providing equitable learning
environments for students.
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Multicultural Education Today
Multicultural education encompasses critical pedagogy, antiracist
education, and critical race theory.
Multicultural education promotes critical thinking to ensure that
education serves the needs of all groups equitably.
No Child Left Behind requires standardized testing of students to
determine how effective a school is in helping students learn.
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Multicultural Education in a Pluralistic Society, 9e © 2013, by
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Multicultural Proficiencies for Teachers
Multiple InTASC standards address multicultural proficiencies
state that teachers should demonstrate.
It is important for teachers to develop dispositions that
support diversity and differences.
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Reflecting on Multicultural Teaching
Teachers who reflect on and analyze their own practice report
improvement in teaching.
Effective teachers are able to change their teaching strategies
when students are not learning.
Self-reflection is a critical skill for improving your teaching.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
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