Donnia Turner
EDUF 7235
June 28, 2015
Module One Assignment
Module One: Affirming Diversity Chapter One-Understanding the Sociopolitical
Context of Schooling.
1).Reflect on the following quotes about the myths of immigration and answer the
questions below:
In his research, Richard Rothstein found that during the immigration period from 1880
to 1915, few Americans succeeded in school, least of all immigrants; immigrants of all
backgrounds did poorly. Instead, it was the children and grandchildren of European
immigrants who fared well in school, but the myth that first-generation immigrants
“made it,” at least in terms of academics, is firmly established in the public psyche.
Based on the information in the text and on U.S. history, why do you think that this
myth persists? If you are a descendant from a U.S. immigrant, did this myth apply to
your family’s experience? Why or why not? If you are a descendant of Indigenous
people of North America, how did this myth impact your family’s experience in the
U.S.? I think that this myth exists because of the our nation’s desire to remain 1) in a good
light, that this nation was so great, the school system was so great that even first-generation
immigrants and 2) to remain blameless, accepting not fault or responsibility, for how these
individuals were treated upon their arrival. Although I am a descendant of an immigrant, I am
not certain if their experiences where similar. I do know that many of my ancestors did not
complete school, although it is not clear whether they were performing well academically or
not.
2). Why is the “achievement gap” important to understand within a multicultural
framework? What are some of the problems with the term “achievement gap”. The term
came about as a result of circumstances wherein some students, primarily those from racially,
culturally, linguistically marginalized and low-income backgrounds, achieved less than other
students. Due to this, it is important to view the “achievement gap” through a multicultural
lense. Some of the problems that result is it is viewed as a “minority” problem rather than as
a problem of unequal schooling. It also places undue responsibility on students alone.
3). In 2050, it is estimated that Whites will comprise only 50.1 percent of the population
compared to 69.4 percent in 2000. How is the growing population of culturally, racially
and linguistically diverse students visible in U.S. public schools? Why is this
information important for students and teachers invested in multicultural education?
The growing population of diverse student population is visible by 1) the increased number of
students attending public schools, 2) the nature of the student population, and 3) the number
of students who are foreign born or have foreign born parents. Increasing numbers of school
aged children who speak a language other than English in their homes. This is important to
know because teachers need to be prepared to teach students who come from different
backgrounds, which requires them to have an awareness of the social, cultural, and political
circumstances of the students in their classrooms.
4).How is the term “people of color” used? What are the benefits and challenges of
using this term? The term is used to refer to those who have been labeled as minority and
implies that there are connections and common experiences between the groups. There is a
benefit of using people of color versus minority since minority may suggest an inferior status.
However, some of the challenges are that 1) it implies a common historical experience, which
is inaccurate, and 2) it implies that there is no conflict among the groups, which is also
inaccurate.
5).How have you used terms describing the diversity of peoples within the United
States? What terminology best reflects your racial or ethnic self, and discuss your
feelings about the terms used to describe you. What do you want to be called? Why? I
have used terms such as White, Caucasian when I thought that I was using the appropriate
term. After reading in the text, I have learned that this is no longer used as it is offensive and
previously referred to people from a specific place. I have also used Black, African
American, Hispanic, Muslim, or when I didn’t know what someone’s ethnic background, I
would use visible characteristics to inform my terminology. I have realized that this is also
incorrect. I would describe myself as African American. I am completely comfortable with
the term and would like for others to refer to me as an African American as well. I believe
that this term is most reflective of me because there are certain parts of African culture that
are woven into my culture.
6).Why use capitals and quotation marks when using terminology to write about groups
of people? Capitals are use when referring to groups of people. Quotation marks are used to
underscore the social construction of certain terminology.
7).What are the problems with lumping groups together? It can imply that there is a
common historical experience among all of the groups. It can also imply that there is no
conflict among the groups.
8).What are the key factors that support the notion that language is always changing?
Key factors that support the notion of language as ever changing can be social, economic, and
political in nature. Also, language changes due to linguistic changes and also in attempt to be
more of an accurate representation for the individual/group being referenced.
Module One: Affirming Diversity: Chapter Two-Defining Multicultural Education for
School Reform
These questions are more accurately called short response questions but will still be graded
the same as Chapter One.
1. Provide examples of how multicultural curriculum is antiracist and antidiscriminatory. Teaching students antiracism includes teaching: confronting racism,
respecting students for naming racism
2. Reflecting on multicultural education as basic education, what are the problems with
implementing a monocultural education rather than a multicultural education? A
monocultural education only reflects one reality, which is only a small fraction of
available knowledge, and it is also biased toward the dominant group. It excludes many
people and many perspectives from the curriculum and it deprives students from the
diversity of the world.
3. Multicultural education is important for all students. Why is it important for White
students? All students are miseducated to the extent that they receive only a partial and
biased education. Although it is true that the primary victims of biased education are those
who are invisible in the curriculum and whose schooling experiences are inequitable,
everyone loses when education is biased. Also, dominant group children may develop
feelings of superiority
4. Provide examples of how a multicultural approach is pervasive in a school climate,
physical environment, curriculum, and relationships among teachers and students
and community. Examples of a multicultural approach being pervasive might be more
culturally inclusive instructional strategies, lesson plans and curriculum, textbooks,
culturally diverse foods served, artwork, as well as sports and game. Allowing students to
speak in their native language can also be an example of a multicultural approach.
5. Provide three reasons why multicultural education is a process. Multicultural
education is a process because 1) no one ever stops becoming a multicultural individual
and knowledge is never complete, 2) it primarily involves relationship among people, and
3) it concerns intangibles such as expectations of student achievement, learning
environments, students’ learning preferences, and other cultural variables that are essential
for schools to understand if they are to become successful with all students.
6. Define critical pedagogy in action. Provide examples. Critical pedagogy in action is
creating a learning environment that encourages students to reflect and use their critical
thinking skills in order to be active learners. Critical pedagogy in action requires moving
beyond academic discourse in order to reflect and take action. One of the examples in the
text describe students who, after learning about how to confront social injustice, took the
initiative to ensure a vegetarian option way available after recognizing a classmate did not
eat at meat at one of the school functions. Another example is of students, although not of
age to vote, found a way to be involved in the voter registration process.
ABOUT LANGUAGE: THE CONUNDRUM OF RACE
1. What is meant by race is a social construct? As humans, we do not differ biologically or
genetically. We are one race, the human race. However, the term race in a social context is
not something that exists factually but it something that was constructed by humans based
upon their own thoughts, ideas, and experiences with individuals different from
themselves.
2. Does race exist? From a biological standpoint, race does not exist. However, it does exist
from a social context.
3. How is the construction of race different from racism? Not based on biological factors,
race is a social construct which is debated as to its existence. It is used as one way society
distinguishes groups of individuals. However, racism is real and does have negative
consequences. Racism believes in a superior race and is carried through when people have
the power to act on their prejudices.
a. Why do some scholars put quotations around the word race? This is done
because race is a social construct used as a way to define people
b. What is the difference between using the terms African American and Black?
The term African American does imply an identity that includes culture, it does not
capture the complexity of the group. However, the term Black encompasses a
multitude of different groups of people of African descent from across the world that
may share some basic cultural values and may have also been subjected to racist
attitude and behaviors.
c. What does the term European American imply that White does not? European
American implies that this group has culture whereas the term White does not.
d. Why is the term Anglo American different from European American? Anglo
American is different from European American because of the
e. Reflect on the concept that race is a social construct and not biologically
determined. When I think about us as people, underneath our skin, we are the same.
We are a human race. So the term race used as a social construct is just another way
to divide or distinguish us from one another.
f. What are the challenges of using terms such as White and Black? Words or
expressions can carry negative connotations. They can become code words for
stereotyping or belittling the experience of an entire group of people. These words
may also focus on color and not necessarily the culture of the group.
Chapter Three-Racism, Discrimination and Expectations of Students’ Achievement
Short Answer Questions
What are the differences between prejudice, racism and discrimination? How are they
interconnected? Prejudice is an irrational feeling of dislike for a person or group of persons,
usually based on stereotype. Discrimination occurs when a person acts on their prejudice.
However, racism occurs when there is a belief that one race is superior than all others. All of
them are hurtful and result, in my opinion, from a lack of cultural understanding and
appreciation.
1. Discuss the difference between individual and institutional discrimination. Use
examples from the text or your own experiences in your discussion. Individual
discrimination may have negative views or perceptions about a certain group. On the other
hand, institutional discrimination generally refers to how people are excluded or deprived of
rights or opportunities as a result of the normal operations of the institution (e.g. school). In
terms of individual discrimination, I may not like a certain group of people and may not
choose to associate with them because of my views. However, with institutional
discrimination, I have the power to act on my prejudices.
2. Provide some examples of how racism is manifested in schools. Rigid ability tracking
and high stakes testing, low expectations of students based on their identity, inequitably
funded schools, and other policies & practices
3. Name the three major ways that students were affected by racism in Karen McLean
Donaldson’s research in an urban Northeast high school. The three major ways were 1)
White students experienced guild and embarrassment when they became aware of racism
to which their peers were subjected; 2) students of color sometimes felt that the needed to
compensate and overachieve to prove they were equal to their White classmates; and 3)
Self-esteem of students of color was badly damaged.
4. Define and describe the effects of color blindness and color muteness. Color blindness
refers to the fairness and impartiality when judging others on the basis of race. Color
muteness is supressing words associated with race. It facilitates the denial of racism
because people who are color blind have an optical defect that limits their ability to see.
The effect of color muteness is people become uneasy about talking about differences that
they choose to say anything at all. Both of these can result in overlooking or denying the
issues of power that are embedded in race.
5. According to Kenneth Zeichner, what are the two most common characteristics of
effective teachers in urban schools? These characteristics are 1) a belief that their
students are capable learners and 2) their ability to communicate this belief to their
students.
6. “Economic inequality is now greater in the United States that in many other wealthy
nations in the world”. What are the correlations between socioeconomic levels and
school performance? Socioeconomic status does play a significant part in school
performance and completion. Research has shown that students who are from a lower
socioeconomic background complete school at much lower rates that students from higher
socioeconomic levels. Also, students that come from a lower socioeconomic status may
not have access to academic resources outside of school compared to their peers, which
inhibit their ability to develop academic skills and their ability to perform well in school.
ABOUT TERMINOLOGY: Whites (European Americans)
1. What is the appropriate term to use for White people? European Americans
2. Why do Whites seldom think of themselves as ethnic? Whites seldom think of
themselves as ethnic because they are the norm group, or dominant group. They may view
themselves as without color, and therefore would not be considered people of color.
3. What is the difference between using White and European America? European
American implies that there is culture linked to this particular group. On the other hand,
White does not imply culture, but draws more attention to race or color as the identifier.
4. Why is Anglo or Anglo-American not synonymous with White or European
American? Anglo or Anglo-American refers to someone with an English background,
which is not th case for many Whites or European Americans. A person can be European
American which encompasses multiples societies within Europe. However, Anglo refers to
a specific area/society.
Essay Question- 2-3 paragraphs.
1. How has the complex interplay of student differences, institutional racism and
discrimination, teacher and societal biases led to low expectations, and unfair school
policies and practices that affect our nation’s students and schools? Use examples from the
chapter in your response.
There is no question that our students have been affected by both the low expectations and
unfair school policies and practices. Our nation and more specifically our schools have
become more diverse as the years have passed. Today, more than ever before, we have a
larger number of students who represent all parts of the world in our classrooms. However,
despite the increased diversity, there is still quite a few challenges that these “people of
color” face. Institutional racism and discrimination are systems operating to oppress certain
groups of people. Although they can be changed, it will require much effort. Students are
affected because they often times do not receive the resources they need to succeed
academically (e.g. zoning, school funding, academic resources, multicultural curriculum and
instructional strategies). As a result, they may tend to struggle more than their peers. Also, it
can have an effect on their self-esteem as well.
Low expectations mirror the expectations of society. There are particular groups that have
been discriminated against and based upon the experiences of some, negative perception of
an entire race of people. For example, Latinos have had some of the highest dropout rates in
school. Based on this, some teachers or others have lower expectations of this group as they
may feel that they are likely to drop out anyway. It is quite sad when the actions who are
supposed to be in favor of equitable education are not in line. It is not right when you have
court rulings that deem students that drop out at the eight grade level have received “a sound
basic education”. This is unacceptable and what it translates to me is that they expect those
students to drop out anyway, so at least with this basic education, they are able to obtain the
lower paying jobs.