Theories of Social Inequality
Summary of Theories in Chapter 13
Does social inequality necessarily determine
educational outcomes?
What theories have been used to explain group differences in achievement?
Genetic Inferiority Theory (1920s-1960s, now discredited) —individuals are
the problem—groups were bound by inheritance (we now know that
individuals vary, and there are multiple intelligences)
Cultural Deficit Theory (1960s-still operates today, but discredited) --individuals are the problem—the poor and minority groups are limited
by their culture, blames student and family or neighborhood for a
deficient culture (total lack of usable skills, language patterns,
behaviors).
Critical Theory (1980s-today)—examines the uneven power relationships
between different groups in society, examines structures that privilege
some students over others. Includes Cultural Difference Theory
(1990s)--cultures are different, one is not better than another, all
cultures contain skills and behaviors that are assets, recognizes the
multicultural aspect of American culture.
Teaching Approaches--culturally relevant or
culturally responsive teaching, multicultural
approaches
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http://www.youtube.com/watch?v=nGTVjJuRaZ8&feature=related
Professor Gloria Ladson-Billings
4:40
What do we mean by the word culture?
Individuals vary within all cultural groups.
There is a dominant culture and many subcultures.
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Culture is an integrated set of norms by which human
behaviors, beliefs, and thinking are organized.
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Culture is a set of standards and control mechanisms with
which members assign meanings, values and significance
to things, events and behaviors.
TEACHER’S CULTURAL LENS How do you interpret the
world based on your cultural experiences? What cultural
skills, beliefs, values, and behaviors do you bring to your
interactions with the world? How will you view difference?
As a researcher interested in teacher
education, Ladson-Billings asked:
Are schools really attending to the education of minority
students?
Do cultural differences matter in the learning process?
Are teachers being prepared to work with students from different
cultural backgrounds?
She hopes that culturally relevant teaching approaches help all
teachers work more effectively with students from different
cultural backgrounds.
Why is Ladson-Billings concerned about the education of
minority students? African Americans still dream of
quality education for their children.
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Achievement gap of minority students
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Poor outcomes for many minority students--higher dropout rates
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Resegregation of schools since 1980s (de facto separate schools)
means greater isolation for all students
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Low funding in many schools serving minority
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Few teachers of color (less than 10%)
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Lingering effects of cultural deficit theory on teachers (no
attention to structural inequalities, teaching approaches, school
practices and policies)
Ladson-Billings rejects Cultural Deficit Theory, uses
Critical Theory to Explain Inequality Among Groups,
Views Schools as Critical Institutions for Equality,
and Develops a Theory of Culturally Relevant Teaching
Cultural Deficit Theory (1960s-still operates today, but discredited) --individuals are the problem —the poor and minority groups are
limited by their culture, blames student and family or neighborhood
for a deficient culture (total lack of usable skills, language patterns,
behaviors).
Critical Theory (1980s-today)—examines the uneven power relationships
between different groups in society, examines structures that privilege
some students over others.
Critical Theory includes a theory of Cultural Difference (1990s)-cultures are different, one is not better than another, all cultures
contain skills and behaviors that are assets, recognizes the
multicultural aspect of American culture.
Critical theory focuses on the relationships between the
child’s cultural group and the dominant society; the
power relations between different social groups.
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Critical theory supports a move from a cultural deficit
model to a cultural difference model in schools.
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Cultural Difference Theory—
 Cultures are different
 ASSET THEORY OF DIFFERENCE
 One is not better than another
 All cultures contain skills and behaviors
 Recognizes the multicultural aspect of American culture
 Seeking success in mainstream culture, while retaining
other cultural connections.
Ladson-Billings believes that teachers should not
treat EQUALITY as SAMENESS.
From the EPS 201/202 Class Surveys
What is the meaning of being
a colorblind teacher?
Define Colorblind: Can be thought of several ways.
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As a positive, Human Relations Approach: Not to be prejudiced.
Not to see color as a negative status. Not to see white as superior.
Not to treat students any differently because of their color (like
Jane Elliot, see Tozer, 431)
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As an absolute: Everyone is just the same, no differences.
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From a Cultural Difference perspective: Trying to be colorblind
ignores facts of life, not recognizing the significance of race in
society and that people are treated differently because of skin
color.
See Tuesday’s Handout (extras are upfront or on homepage)
McIntosh believes that her African American coworkers, friends, and
acquaintances with whom she comes into daily or frequent contact
cannot count on most of these conditions related to their children--
14. I can arrange to protect my children most of the time from
people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children's teachers and
employers will tolerate them if they fit school and workplace
norms; my chief worries about them do not concern others'
attitudes toward their race.
McIntosh believes that her African American coworkers,
friends, and acquaintances with whom she comes into
daily or frequent contact cannot count on most of these
conditions.
7. I can be sure that my children will be given curricular materials that
testify to the existence of their race.
9. I can do well in a challenging situation without being called a credit
to my race.
10. I am never asked to speak for all the people of my racial group.
11. I can choose public accommodation without fearing that people of
my race cannot get in or will be mistreated in the place I have
chosen
Can cultural background and race/ethnicity
be ignored in the classroom?
Ladson-Billings maintains that:
Cultural background and race/ethnicity are part of a
student’s identity.
Given the significance of race and color in American
society it is impossible to believe that a classroom
teacher does not notice the race and ethnicity of the
students (Ladson-Billings, 33).
Ladson-Billings advocates an awareness of cultural
differences in planning and instruction.
RECOGNIZING CULTURE AS PART OF THE PROCESS OF LEARNING
Ladson-Billings suggests that all of us learn and
understand through cultural filters.
Recognize the role that culture plays in how we see
the world.
“The way we read the world is culturally mediated.”
Know thyself, and understand others.
Enid Lee suggests that Anti-Racist, Multicultural
Education means to examine the biases of our own
education, examine what is considered “normal”
(Is normal excluding some people?). Ask: Who
benefits from the status quo? How can more
people benefit from social institutions?
Cultural Mismatch- (Tozer, 421)
can occur in schools for Native American students
(generalizations about a culture):
In general, the larger Native American culture is:
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Not a competitive people, but cooperative.
Values tribal life over acquisition of material goods.
Native American Learning styles:
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They learn at home by observation, not trial and error.
 Interpreted by teachers as lack of initiative
They learn respect for elders, limit direct eye contact.
 Eye contact expected.
If students can’t read, teachers can conclude that
they have limited abilities. But generalizations
about cultural difference in learning styles give
teachers a different explanation for failure.
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Native Hawaiian children have a “talk story”
style of expressing themselves at home.
Traditional reading approaches are not as
effective when teaching young Native Hawaiian
students to read.
Teachers who incorporate the “talk story” in
reading lessons are more successful.
Professor Kathy Au (UIUC graduate in Curriculum
and Instruction) and now teaches at the
University of Hawaii
CULTURAL DIFFERENCE THEORY
Cultural difference theory respects and values differences.
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Cultural Mismatch- (Tozer, 421) can occur in:
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Subject matter
Learning styles
Ways of knowing and demonstrating knowledge
Attitudes toward authority
Modes of behavior
Socializing patterns--Speech Patterns, Manners, Values
When there is a mismatch, then some accommodation is
needed for learning to occur.
According to Ladson-Billings what main views do
culturally relevant teachers hold about learning?
(Tozer, 430 and Ladson-Billings, 33):
http://www.youtube.com/watch?v=ccEu7r2IwM0 3:40
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Conceptions of themselves and others.
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Conceptions of social relations.
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Recognize that culture impacts everyone’s learning.
Social relations impact motivation, why we learn, interpretations,
how the community views the school.
Conceptions of knowledge.
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Knowledge is constructed, useful, changing, linked to experiences.
What does this statement mean to you?
Ladson-Billings believes that culturally relevant
teaching does not represent a kind of separatism,
reverse racism, or special privileges to the African
American community, but rather compares
culturally relevant teaching to middle-class
demands on schools to serve their communities.
Compare Approaches to Discrimination
1. Human Relations (Tozer, 431) Jane Elliot
2. Critical Theory (Tozer, 419-424, Ladson-Billings, Enid
Lee (Tenorio article), and Kohl
What are the main goals of Jane Elliot’s approach to discrimination?
Students learn about discrimination, become tolerant.
The experience changes some individuals.
What are the main goals of critical educators like Lee or Ladson-Billings?
Show how cultural differences matter in teaching and learning.
Create a more inclusive, multicultural curriculum.
Examine and change discriminatory school structures.
Equip students to combat discrimination.
Provide a high level of education and social awareness.
Change school structures.
Change institutions and power relations.
What does Ladson Billings mean by
“dysconsciousness”?
Dysconsciousness means, as teachers, we recognize the privilege
of some children and the disadvantage for other children, but
we fail to challenge the status quo, or accept the given as
inevitable (Ladson-Billings, 32).
Enid Lee suggests challenging the status quo in schools:
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Curriculum changes that study the sources of discrimination
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Involving students in social change in their neighborhoods
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Giving minority parents more voice in school decisions
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Examining who is hired at a school
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Equipping students and parents to combat racism and ethnic
discrimination.
Resistance Theory (Tozer, 424 and Kohl)
Students reject negative environments and reject
opportunities in schools in order to preserve their
identity and cultural connections.
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When students experience discriminatory practices,
some students retreat into a posture of resistance, a
conscious refusal to learn.
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Cooperation in schools means capitulating to an alien
culture.
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Resistance in school is “self-destructive” at one level--a
foregoing an education; but it preserves the integrity of
subordinate cultural identity.
Resistance by many students is a response
to subordinate status in society and school.
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Deciding to actively not-learn something involves closing off
part of oneself and limiting one’s experiences (Kohl, 106).
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As a teacher, Kohl assumes that there are complex factors
behind apparent failure to learn, which could be used to
transform the situation into positive learning (Kohl, 107).
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Kohl concludes that –teachers need to understand why “notlearning” occurs, should address discrimination as it connects
to the students’ lives, as it functions in schools and operates
throughout the curriculum.