Chapter 2 Ethnic and Racial Diversity Multicultural Education in a Pluralistic Society 8th Edition Chapter 2 Ethnic and Racial Diversity Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: 0136154743 Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Ethnic and Racial Diversity The United States is comprised of almost 300 ethnic groups. The indigenous population (170 American Indian tribes) plus Native Hawaiians account for less than 1.5% of total population. Immigrants comprise 12% of the population. Descendants of immigrants are 86.5% of the population. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Some Reasons for Immigration Involuntarily brought over as slaves Voluntary migration to escape religious, economic, and/or political conditions Recruitment to build the transcontinental railroad (Chinese), to work on Hawaiian plantations (Chinese, Japanese, Koreans, Filipinos, Portuguese from the Azores), or to mine for gold in the West Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

African Americans African slaves developed a new culture out of African, European, and American Indian influences and experiences. Initially, Africans were confined primarily to the South. By the middle of the nineteenth century, industrial jobs in other parts of the country spurred migration. By the twenty-first century, reverse migration took place as some blacks moved back to the South. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Mexican Americans In 1848, the United States annexed sections of Mexican territories, including what is now Arizona, New Mexico, Texas, and southern California. Mexicans and Native Americans became oppressed minorities in these regions where they had been the dominant population. Mexican labor was sought by farmers and industries. Then and now, these laborers face hostility, low pay, and subordinate status. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

European Immigrants Immigrants from impoverished areas of Eastern and Southern Europe were brought in to fill industrial needs in the nineteenth century. Immigrants from Poland, Hungary, Italy, Russia, and Greece arrived through the early twentieth century. Leaving to escape poverty or for political reasons, many faced worse living conditions in the United States. Racist policies used against blacks and Mexicans were also used against these new immigrants. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Efforts to Decrease Immigration Nativism A nineteenth century movement by native-born Americans to protect their interests and curb immigration 1882: Chinese Exclusion Act 1924: Johnson-Reed Act Established annual immigration quotas Used to discriminate against Southern and Eastern Europeans and to prohibit immigration from Japan Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Repeal of Johnson-Reed Repealed in 1965 New quota system Increased immigration from the Eastern Hemisphere Decreased immigration from the Western Hemisphere 1986 Immigration Reform and Control Act: expanded immigration by allowing European immigration Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Legal Immigration Four current routes for legal immigration: Family sponsorship (65%) Employer Request (22%) Refugee and asylee status Participation in a lottery for 50,000 available slots Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Undocumented Immigrants May become legal immigrants and often reclassified due to Employment-based needs Family sponsorship Refugee status Plyler v. Doe (1982) Supreme Court ruled undocumented children have a right to seek a public education. Educators cannot inquire about, or require students or parents to declare, their immigration status. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

California Proposition 187 California voter initiative, Proposition 187 prohibited undocumented aliens from receiving: Social services Health care Education The measure was declared unconstitutional because only the U.S. government, not state governments, can regulate immigration. The overwhelming support for this initiative was indicative of strong anti-immigrant sentiments. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Changing Immigration Patterns 1960 leading immigrant countries: Mexico, Germany, Canada, United Kingdom, and Italy 2001 leading immigrant countries: Mexico, India, China, Philippines, and Vietnam 2001 leading European immigrant countries: Bosnia and Herzegovina, Russia, and Ukraine Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

60% of Immigrants live in: New York California Florida Texas Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Civil Rights Oppressed groups have a long history of struggle to gain their basic rights in the United States. “Jim Crow” laws forced whites and blacks to use separate public facilities, including restaurants, restrooms, drinking fountains, and public schools. The Civil Rights Act of 1964 banned discrimination in schools, employment, and public accommodations, and gave voting rights to millions. Changes did not necessarily follow. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Brown v. Board of Education In 1954, the U.S. Supreme Court decision in Brown was the result of several class action suits. The Court determined that if a state provides free education for its citizenry, a property right of an education is established. The U.S. Constitution prohibits deprivation of life, liberty, or property without due process. Although effects were not immediate, the Brown decision began desegregation of schools. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Segregation Persists While Brown officially ended segregation of schools, much segregation persists today in the form of private schools avoiding integration of students of color through high cost that is often prohibitive to poor children of color. Black students today are the most likely group to attend “apartheid schools”—virtually all non-white schools, where poverty, limited resources, and other problems are widespread. Only 14% of white students attend multiracial schools (in which three or more racial groups are present). Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Educational Equity 1972, Title IX: Educational equity for girls and women 1973, Rehabilitation Act: Educational equity for individuals with disabilities 1974, Lau v. Nichols: The right of English language learners to have instruction that meets their specialized language needs Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnicity Most basic definition focuses on an individual’s national origins Character of ethnic groups changes over time In 2006, 22% of the U.S. population identified with two or more national origins Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnic Identity One does not have to live in the same community with others of same ethnic group to continue ethnic identity. Ethnicity is often ascribed to individuals because they have black, Asian, or Latino physical features. An adopted child from Korea with a white family and last name will still have Korean ethnicity ascribed even though no Korean cultural identity exists. Degree of ethnic identity is determined by recognition and promotion of ethnicity in the family. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Racial Groups Racial groups are comprised of many ethnic groups: conversely, ethnic groups may include members of more than one racial group. Race is a social-historical concept used to classify individuals based on difference. Pan-ethnic classifications impose artificial and limiting boundaries for individuals from specific or multiple racial and ethnic backgrounds. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Radical Diversity and Identity By 2020, 40% of the U.S. population will be African American, Latino, Asian American, and American Indian. These same groups will comprise 50% of the U.S. population by 2050. Racial identity formation takes place over time, and through a series of stages. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Racism To understand racism, one must understand and acknowledge that there are differential levels of access to prestige, power, and privilege based on culture, ethnicity, and race. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Intergroup Relations Intergroup conflict results from Discriminatory practices by those having institutional advantages. Competition for economic resources. To reduce and overcome intergroup conflicts, training and work on intergroup/human relations skills is necessary. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Hate Groups There now are over 844 organized hate groups in the United States, most located east of the Mississippi River. They often target areas of the country that have experienced economic and racial change. Most have sophisticated websites and some reach out to school-age children in spreading their message of hate. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Targets of Hate Every hour, a hate crime is committed. Hate crimes are committed against all groups, including whites. However, African Americans, gays, and Jews are primary targets. Attacks are increasing against Muslims since the Gulf War and events of 9/11. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Education and Race The vast majority of U.S. teachers are white (90-92%). The majority of teachers are female (70%). In several states (Texas, California, and Hawaii, for example) the majority of students are of color. There is often incongruence between teachers and students in terms of race, gender, and social class. High school graduation rates are considerably lower for non-White populations than for Whites and Asian Americans. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Color Blindness Many educators claim color blindness. Color blindness perpetuates white privilege because it fails to recognize racial identity and racial inequalities in schools. Teachers often do not address issues of race because of their own discomfort. Race does matter to students and families and should be appropriately addressed. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Confronting Racism in Classrooms Educators must confront these issues on a personal level prior to entering a classroom. Educators should not fail to confront racism when it develops in the classroom. White students may deny problems in society or own prejudices. Educators should teach about the harm and dangers of racist behaviors. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Race and Ethnicity in the Curriculum Schools should help students to learn about participation in the dominant society while maintaining their own ethnicity if they choose. Students need to know that educators respect their ethnicity. Students should be able to function biculturally. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnic Studies Introduces all students to history, conditions, and contributions of ethnic groups Allows exposure to the economic and political history of groups Are designed to correct distortions and misconceptions Dispel myths and omissions in textbooks Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnocentric Curriculum Ethnic groups established private schools to reinforce culture, traditions, and native languages. These schools place the ethnic culture of the enrolled students at the center of the curriculum. Native American tribes established tribal-controlled public schools with traditional culture as the starting point. Communities may offer Afrocentric curriculum, with an African perspective of the world and historical events. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Multiethnic Curriculum The curriculum should promote awareness/recognition of the multiethnic population in all classroom experiences. It is the responsibility of teachers to expose students to the ethnic diversity of the country. Books, films, and bulletin boards reinforce rich cultural diversity infusing the entire curriculum. Study of cultural diversity should not be limited to special observances. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Closing the Gap There is a considerable disparity between achievement by students of color (particularly poor students) and majority-group achievement. Low-income students are likely to have a low-level curriculum and low performance standards. Students of color in poor communities have less-experienced, less-qualified teachers. The scarcity of advanced placement classes in poor communities penalizes good students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Equity in Achievement Some schools are ensuring that students of color achieve at high levels. Those schools: have clear standards, benchmarks, and focus on academics. provide all students a challenging curriculum aligned with standards. provide extra instruction to students when they need it. know that good teaching matters more than anything else. Offer engaging instruction. Have consistently high expectations. Source: The Education Trust (2004). Education watch state and national data, 2004. Washington, D.C. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition