CHAPTERCHAPTER Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHERS, SCHOOLS, AND SOCIETY NINTH EDITION DAVID MILLER SADKER KAREN R. ZITTLEMAN Teaching Your Diverse Students 3

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. STUDENT DEMOGRAPHICS Figure Source: U.S. Department of Education, National Center for Educational Statistics, The Condition of Education Table 5.1

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Student Diversity: Terms to Know p.60 Race Ethnicity Culture Multiracial

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Failing at Fairness Not meeting needs of diverse students Gay, Lesbian, Bisexual, and Transgender Students (GLBT) Racism

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Theories of Success: Why some groups succeed and others don’t p. 64 Deficit Theory Expectation Theory Cultural Difference Theory

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. APPROACHES TO TEACHING BILINGUAL STUDENTS ApproachAdvantagesDisadvantages Language submersion Language immersion Transitional Maintenance/ developmental Student Generated Responses 3.2

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. STATES WITH OFFICIAL ENGLISH LAWS Figure * Hawaii recognizes English and Hawaiian languages. Source: U.S. English, Inc. 2009, Washington, DC.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. THE GROWING NUMBER OF ELL STUDENTS Figure 3.2 Source: U.S. Department of Education, Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA),

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. THE BANKS APPROACH TO MULTICULTURAL EDUCATION Figure

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Assimilating the Alien Video Segment 7: a look at America’s treatment of immigrant students from the beginning of the 20 th C to current issues.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. CULTURALLY RESPONSIVE TEACHING Student academic success builds self-esteem Student home culture is honored at school Students actively challenge social injustices 3.7

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. DISTINCTIONS: STEREOTYPES AND GENERALIZATIONS StereotypesGeneralizations Absolute statementsInforming statements “They don’t look you “Some students, in this in the eye.” group, may avoid direct eye contact.” Student Generated Responses 3.8

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Meet Your Seventh Grade Class Activity pp StereotypesGeneralizations 3.9 Student Generated Responses

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. CLASSROOM TIPS FOR NONSEXIST, NONRACIST TEACHING Classroom Organization Segregation Mobility Cooperative education Displays Others? Cultural Cues Eye contact Touching and personal space Teacher-family relationships Others? Interaction Strategies Calling on and questioning students Wait time 1 Wait time 2 Assigning tasks Discipline Others? 3.17

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. IMPORTANT TERMS assimilation (enculturation) The process of acquiring a culture; a child's acquisition of the cultural heritage through both formal and informal educational means. bilingual education Educational programs in which students of limited or no English-speaking ability attend classes taught in English, as well as in their native language. There is great variability in these programs in goals, instructional opportunity, and balance between English and a student's native language. cultural difference theory A theory that asserts that academic problems can be overcome if educators study and mediate the cultural gap separating school and home. cultural pluralism Acceptance and encouragement of cultural diversity. culturally responsive teaching An approach to multicultural education that recognizes that students learn in different ways, and that effective teachers recognize and respond to those differences. This approach also mediates the frequent mismatch between home and school cultures and honors cultural heritages.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. IMPORTANT TERMS culture A set of learned beliefs, values, and behaviors; a way of life shared by members of a society. deficit theory A theory that asserts that the values, language patterns, and behaviors that children from certain racial and ethnic groups bring to school put them at an educational disadvantage. demographic forecasting The study and predictions of people and their vital statistics. English as a Second Language (ESL) An immersion approach to bilingual education that removes students from the regular classroom to provide instruction in English. English language learners (ELL) Students whose native language is not English and are learning to speak and write English. Also referred to as limited English proficiency or LEP.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. IMPORTANT TERMS ethnicity A term that refers to shared common cultural traits such as language, religion, and dress. A Latino or Hispanic, for example, belongs to an ethnic group, but might belong to the Black, Caucasian, or Asian race. expectation theory First made popular by Rosenthal and Jacobson, a theory that holds that a student's academic performance can be improved if a teacher's attitudes and beliefs about that student's academic potential are modified. generalizations Broad statements about a group that offer information, clues, and insights that can help a teacher plan more effectively. Generalizations are a good starting point, but as the teacher learns more about the students, individual differences become more educationally significant. immersion A bilingual education model that teaches students with limited English by using a "sheltered" or simplified English vocabulary, but teaching in English and not in the other language. language submersion A bilingual education model that teaches students in classes where only English is spoken, the teacher does not know the language of the student, and the student either learns English as the academic work progresses or pays the consequences. This has been called a "sink or swim" approach. maintenance (developmental) approach A bilingual model that emphasizes the importance of acquiring English while maintaining competence in the native language.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. FOCUS QUESTIONS 1. In what ways are American schools failing culturally diverse students? 2.How do deficit, expectation, and cultural difference theories explain different academic performance among various racial, ethnic, and cultural groups? 3.How do phrases such as "melting pot" and "cultural pluralism" both capture and mask American identity? 4.What are the political and instructional issues surrounding bilingual education? 5.What are the purposes and approaches of multicultural education? 6.Why is culturally responsive teaching important? 7. How can teachers use culturally responsive teaching strategies?