Culture and Stereotypes II EDU 224 | Newberry College 18 November 1993; Computer morphing by Kim Wah Lam; Available at http://www.time.com/time/covers/0,16641,19931118,00.html; Racial make-up – 15% Anglo-Saxon, 17.5% Middle Eastern, 17.5% African, 7.5% Asian, 35% Southern European, and 7.5% Hispanic

Culture and Stereotypes II What does it mean to be “color blind”? Is color blindness a good thing in schools? What stereotypes might affect you as a future teacher? What is stereotype threat and how does it affect student achievement? By the end of class you should be able to answer these questions.

Think about Little Rock Central: 50 Years Later. What are the issues? Is Little Rock High still segregated? How did history affect what’s currently happening? How do culture and stereotypes affect what’s happening? What should the faculty do? Give each student an index card. Have students to do a 3-minute focused freewrite in response to the questions. The goal should be to “fill up” the card. Have students share pertinent thoughts with a partner, then debrief whole class. In whole class discussion, address the difference between de jure (by law) and de facto (unofficial) segregation.

color blind People these days – especially in education – talk about being color blind, meaning that they disregard or do not see race or ethnicity when making decisions or judgments about people. Ask students, “In regard to Little Rock Central: 50 Years Later, who is color blind? Who is not?” Discuss the notion of color blindness. How is it positive? How is it detrimental?

We cannot deny that race plays an important role in the history of American education, as well as in what’s happening in schools today. We need to address culture and stereotypes as they relate to race and ethnicity, but we need to be careful and recognize that we all come to this discussion with our own stereotypes, varying levels of cultural competence, and our own baggage.

Our goal needs to be honest discussion of the issues while maintaining an environment of trust and respect. Let students know you are open for private communication if anything that gets said by anyone makes them uncomfortable. As future teachers they need to figure out how to create safe environments for their students. As future teachers they also need to figure out how to talk about and address sensitive issues without alienating students, their families, and colleagues.

Your textbook discusses several commonly stereotyped groups Your textbook discusses several commonly stereotyped groups. Which one do you tend to stereotype? Hispanics Asian Americans Arab Americans Remind students that we tend to stereotype groups of people we don’t know much about. Part of being culturally competent is recognizing that we all make assumptions and need to work past them. Remind them also that they will be teaching students of these ethnic groups. Teachers must be aware of their own biases and prejudices.

What did you notice? What are the big ideas? Aronson, J. (2004, November). The threat of stereotype. Educational Leadership, 62(3). 14-19. Reading 3.1 on textbook CD-ROM. Have students complete reading and answer questions using a simple jigsaw. Break students into groups of 3 by numbering off. Each member of the group should have a number (1, 2, or 3). Give each student a copy of the text. Have students mark the 3 pre-determined sections. Give each student a copy of the guiding questions. Tell students that everyone is responsible for all the information/answers, but groups will break up the reading. Ask group member 1 to read section 1 and answer the relevant questions individually, 2 to read section 2, etc. When all group members are ready, they should discuss the article and make sure everyone has answers to all the questions. After all groups have completed the work, debrief whole class by discussing the article’s big ideas. What did you notice? What are the big ideas?

What stereotypes will people have about you as a teacher? Name some other groups that are commonly stereotyped by students and teachers. What can we do as teachers to limit the harmful effects of stereotypes? Use a mix and mingle strategy to have students discuss these questions. Have all students stand. While you play music, have students walk (dance) around the room and mingle. Stop the music, show the first question and ask students to think about it silently. On your signal, ask students to find a partner and discuss their answers. On your signal, quiet the room and share any important observations of your own. Repeat for each question, but have students move around room finding a new partner each time. Question #1 – The textbook has an excellent section about the gender/orientation stereotypes of teachers (pp. 147-148). Question #2 – One of the most threatened groups in schools are gay, lesbian, and bisexual students. Effects of social isolation and threat are depression, suicide, low self-esteem, higher risk of pregnancy and STDs, alcohol and drug abuse, and homelessness. Question #3 – Share things you have done to lessen stereotype threat in your classroom.

Are you biased? Are white people privileged in today’s culture? Direct students to read the McIntosh and Olson articles for discussion next class.

What’s Due? Assign/discuss homework. Discuss next steps.