Diversity in Society and Schools Chapter 7 Diversity in Society and Schools

Socioeconomic status Primary indicator of family standard of living Impacts chances of attending college, obtaining job SES measured by occupation, income, education Possible indicators: Neighborhood where one lives Type of job or car one drives Schools children attend Types of vacations family takes Foundations of American Education, 15e Johnson, et al

Social Stratification Ranking of individuals and groups along social structure Wealth, income, occupation, education key variables Race, age, gender, religion, disability also contribute Northern, Western European backgrounds at highest levels Social mobility, highly valued, difficult for poor Individuals from wealthy families positioned for success Foundations of American Education, 15e Johnson, et al

Working class Students and families divided by class Manual work, working class or blue collar workers Usually have little control over their work Often routine, mechanical, unchallenging Work is often sporadic, limited benefits Often require little education Foundations of American Education, 15e Johnson, et al

Middle Class Income ranges from $45,000 to $88, 000 Includes blue collar, professional, managerial workers Wide range in lifestyles along income continuum Often have better benefits than working class Some earn six-figure incomes, perceive universal condition Usually attained professional or advanced degrees Foundations of American Education, 15e Johnson, et al

Upper Class Wealthy and socially prominent families 1980 CEO’s earned 40 times as much as their employees By 1990, earned 85 times, by 2007, 344 times as much Limited interactions with other classes Children rarely attend public schools Foundations of American Education, 15e Johnson, et al

Poverty Federal poverty guidelines, $22, 050, family of four Approximately, half income needed for basic needs In 2006, nearly 37 million people, 10% families in poverty 67 % of poverty population whites, only 10.3% total whites Foundations of American Education, 15e Johnson, et al

U.S income distribution Average Median income, 2006 Asians Americans $74, 612 Whites $61, 280 African Americans $38, 269 Hispanic Americans $40, 000 Women earn 72% income of male counterparts Foundations of American Education, 15e Johnson, et al

Poverty in the U.S Children, elderly, persons of color most likely to be poor 39% children live in low-income families, double percentage of other industrialized nations Hispanic, African American children more likely to be poor High quality educational services make a difference Parenting skills development programs helpful Foundations of American Education, 15e Johnson, et al

Poverty and Schooling Environmental hazards affect learning Hunger and poor nutrition more common among poor Less access to certified and experienced teachers Greater access to substitute teachers Teacher turnover usually higher Often less access to technology Often limited participation in summer enrichment programs Foundations of American Education, 15e Johnson, et al

Race and ethnicity More than 99% of U.S. population result of migration Race is a political reality in the U.S. Whites have higher advantages Race and ethnicity are different Both influence one’s identity and status in society. Foundations of American Education, 15e Johnson, et al

Race Social construction for identifying differences Racial ideas created from experiences within, outside group We assign negative attributes to others, positive our group Skin color signifies race, but may be misleading Persons of color identify themselves by race, ethnic group Whites less likely to identify themselves by race Teachers who fail to recognize, confront racism, lose trust Foundations of American Education, 15e Johnson, et al

Ethnicity Based on the national origin of our family. Identity strongest when we maintain connections Cohesiveness, solidarity strengthened when organized Civil rights era brought about changes in schools European groups joined, ethnic studies burgeoned, 1970s Foundations of American Education, 15e Johnson, et al

European Ethnic Groups U.S INDIVIDUALS WHO ENTIFY ANCESTRY PERCENTAGES German 17% Irish 12% English 9% Italian 6% Polish 3% Foundations of American Education, 15e Johnson, et al

Discrimination Native and involuntary groups immigrants suffer most Native Americans evicted, population annihilated African American ancestors enslaved, de-humanized Mexican Americans, land annexed after war Illegal immigrants face deportation, separation Children fearing parents deportation, may experience stress, unable to concentrate, impacts performance. Foundations of American Education, 15e Johnson, et al

Immigration and Education Nearly 1 in 4 students have at least one immigrant parent Migration patterns expanding beyond urban areas School diversity population rate outpacing nation Teacher knowledge of diverse groups invaluable Foundations of American Education, 15e Johnson, et al

Disparities in Education Many changes since 1970s, disparities still exists Except Asians, students of color under-represented in higher level courses, programs Underperformance on achievement test. Hispanics likely taught by unqualified math teachers Class sizes serving students of color, generally larger Mobility, fear of safety may impact academic performance Foundations of American Education, 15e Johnson, et al

Teaching from Cultural Context Learning style, prior knowledge, experiences, complex Teachers must observe, listen, and assess students Validating cultures of students may build trust Teaching honest history of group helpful Help students make connections to broader world Students’ experiences should be represented in curriculum Foundations of American Education, 15e Johnson, et al

Language and culture Language socializes us into cultural communities. Cultural similarities, differences impact interpretation Miscommunication may be due to decoding Students may have limited English, school experience Replace native language, predominant approach Standard English privileged mode of communication Biculturalism, useful strategy students, teachers Foundations of American Education, 15e Johnson, et al

Teaching ELLs Home-school linguistic differences may cause dissonance Bilingual Education uses both English and native language Full immersion in English-only classes, another strategy NCLB requires English proficiency Multiple factors influence proficiency development Foundations of American Education, 15e Johnson, et al

Teaching ELLs: Six Common Approaches Sheltered instruction, academics, English, simultaneously Newcomer programs, new immigrants, ESL skills helpful Transitional bilingual education, content in native language Developmental bilingual education, content English, native language simultaneously World language immersion, English speakers Two-way immersion, bilingualism for all students Foundations of American Education, 15e Johnson, et al

Gender Gender influences our experiences of the world Boys and girls are socialized differently Many girls and boys perform differently in schools Gender differences brain function, socially constructed Gender disparities still exist in schools, society Teachers should be gender-sensitive, adapt approaches Schools must support GLBT students Foundations of American Education, 15e Johnson, et al

Exceptionalities Often low expectations for students with disabilities People with disabilities face discrimination, society Inclusion fully integrates all students requires collaboration Teachers must Individualize lessons for students with IEPs Students can learn, may require accommodations African Americans, ELLs, low-income students, disproportionately placed Response to Intervention (RTI), one approach Foundations of American Education, 15e Johnson, et al

Religion & Multicultural Educ. Religion can influence values, schooling experiences Alignment with religious values promotes harmony Multicultural education, helping ALL students learn Involves integrating diversity, social justice, equality Classrooms and schools become models for democracy Foundations of American Education, 15e Johnson, et al