© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
CHAPTER
5
Sociocultural Diversity
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Learning Goals
1. Discuss how variations in cultural,
socioeconomic, and ethnic background might
raise special classroom needs.
2. Describe some ways to promote multicultural
education.
3. Explain the various facets of gender,
including similarities and differences in boys
and girls; discuss gender issues in teaching.
5.2
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Diversity
Culture and
Ethnicity
Culture
Socioeconomic
Status
Language
Issues
Ethnicity
5.3
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Culture
Culture refers to the behavior patterns, beliefs, and
all other products of a particular people that are
passed on from generation to generation.
Cross-Cultural Studies
– Provide information about the degree
to which people are similar.
– Elucidate behaviors specific to certain
cultures.
5.4
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Individualism vs. Collectivism
Individualism
Collectivism
• Gives priority to
personal goals
• Values include
feeling good
• Personal distinction
• Fosters
independence
• Gives priority to
support group
• Personal goals are
subordinated
• Encourages
interdependence of
group members
• Supports
harmonious
relationships
5.5
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Socioeconomic Status
Socioeconomic Status (SES): The categorization of
people according to their economic, educational, and
occupational characteristics
Educating students from low-SES backgrounds
requires strategies that address issues such as
discipline, motivation, parent involvement,
mentoring, and the untapped knowledge these
students can access.
5.6
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Children in Poverty
Of the 16% of U.S. children
who live in poverty:
50% live in female-headed households
40% live in African-American households
40% live in Latino households
5.7
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Negative Impact of Poverty on
Children and Schools
Poor Schools
Poor Students
• Have fewer resources
• Old, poorly maintained
buildings
• Less-experienced
teachers
• Encourage more rote
learning
• Provide environments not
conducive to learning
• Poor language
development
• Less cognitively
stimulating home
environments
• Lower achievement
scores
• Lower graduation rates
• Lower % college bound
5.8
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Ethnicity
Ethnicity refers to a shared pattern
of characteristics such as cultural
heritage, nationality, race, religion,
and background.
For children of color, educational
segregation is still a reality that
affects the school experience.
5.9
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Prejudice
An unjustified negative attitude
toward an individual because of
his/her membership in a group.
5.10
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Bilingual Education
Offers academic subjects in a student’s
native language.
Gradually introduces English instruction.
Bilingual children have heightened
cognitive development.
5.11
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Diversity
Multicultural
Education
The Issue of
Whether a Core
of “White” Values
Should Be Taught
Empowering
Students
Culturally
Relevant
Teaching
IssuesCentered
Education
Improving
Relationships
Among Children
From Different
Ethnic Groups
5.12
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
The Multicultural Classroom
• Is sensitive to racist material/interactions
• Includes historical descriptions of diverse
cultures in course content
• Is sensitive to students’ cultural views
• Views all students positively, regardless
of ethnic background
5.13
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Multicultural Education
• Values diversity and provides equal opportunity
• Empowers students by providing intellectual and
coping skills to succeed
• Promotes prejudice reduction to eliminate
negative stereotypical views
• Includes equity pedagogy to incorporate diverse
materials and strategies such as:
– What is multicultural education?
– Empowering students to succeed
– Addressing the necessity of teaching
a core of White Anglo-Protestant values
5.14
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Reflection & Observation
Reflection:
•
What experiences have you had
with students different from
yourself?
Observation:
• How does this teacher help
students understand diverse
perspectives?
• How might you adjust this lesson
for younger students? Or, What
are some other strategies that
you might use?
5.15
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Diversity
Gender
Views of
Gender
Development
Gender Stereotyping
Similarities and
Differences
Eliminating
Gender Bias
Gender in
Context
Gender-Role
Classification
5.16
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Gender
Gender refers to the sociocultural dimensions
of being female or male.
Gender roles are the social expectations
that prescribe how males and
females should think, act,
and feel.
5.17
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Biological Views on Gender
Development
• Genetic, biochemical, and anatomical
differences are present.
• The direct/indirect influences suggest that
biology is not destiny.
• The brain’s plasticity allows
experiences to modify its growth.
5.18
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociological Views on Gender Development
Psychoanalytic Theory—By denying attraction to the
opposite-sex parent, the child identifies with the
same-sex parent and adopts his/her characteristics.
Social Cognitive Theory—A child’s gender occurs
through observation and imitation
of gender behavior as well as reinforcement
of the behavior.
5.19
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Cognitive Views on Gender Development
Cognitive Development Theory—Once a child
develops a consistent concept of gender, the child
organizes his/her world on the basis of gender.
Gender Schema Theory—A child’s attention and
behavior are guided by a motivation to conform to
gender-based standards and stereotypes.
5.20
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Gender Differences
Research has identified some substantial
gender differences in physical abilities,
reading and writing skills, aggression, and
self-regulation.
caution
Caution should be exercised because
gender stereotyping can have
significant consequences when it
diminishes social status and
acceptance in groups.
5.21
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Visuospatial Ability of Males and Females
5.22
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sexual Harassment
Sexual harassment is a form of power
and dominance of one person over another,
which can result in harmful consequences
for the victim.
Quid Pro Quo
Hostile Environment
School employee
threatens to base an
education decision
(grades) on a student’s
submission to
unwelcome sexual
conduct.
A student is subjected
to unwelcome sexual
conduct that is so severe
and pervasive that it limits
the student’s ability
to benefit from his or her
education.
5.23
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Enter the Debate
Should teachers treat boys and girls differently?
YES
NO
5.24
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Crack the Case
These Boys
1. What are the issues in this case?
2. Based on the ideas and information presented in
your text to this point, discuss what you believe
to be happening in this classroom and the
possible influences on Mrs. Jones’ ideas of
gender. Cite research and theories of gender
development.
3. What influences do you believe Mrs. Jones’
behavior will have on her students? Why?
5.25
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Crack the Case
These Boys
4. What should Mrs. Jones do at this point? Why?
What sort of outside assistance might help her?
5. If you were a student teacher in this classroom,
what, if anything, would you do? Why?
6. What will you do in your own classroom to
minimize gender bias?
5.26