© 2009 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 5 Sociocultural Diversity

© 2009 McGraw-Hill Higher Education. All rights reserved. Learning Goals 1. Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children. 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.

© 2009 McGraw-Hill Higher Education. All rights reserved. Sociocultural Diversity Culture and Ethnicity Socioeconomic Status Bilingualism Culture

© 2009 McGraw-Hill Higher Education. All rights reserved. Culture Cross-Cultural Studies  Provide information about the degree to which people are similar  Elucidate behaviors specific to certain cultures Culture refers to the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation.

© 2009 McGraw-Hill Higher Education. All rights reserved. Individualism vs. Collectivism Individualism Gives priority to personal goals Values feeling good and personal distinction Fosters independence Collectivism Values group; personal goals are subordinated Encourages interdependence of group members Supports harmonious relationships

© 2009 McGraw-Hill Higher Education. All rights reserved. Socioeconomic Status Socioeconomic status (SES): The grouping 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.

© 2009 McGraw-Hill Higher Education. All rights reserved. Children in Poverty Of the 17.4% of U.S. children who live in poverty: 50% live in African American households 40% live in Latino households

© 2009 McGraw-Hill Higher Education. All rights reserved. Negative Impact of Poverty on Children and Schools Poor Schools Have fewer resources Old, poorly maintained buildings Less experienced teachers Encourage more rote learning Provide environments not conducive to learning Poor Students Greater adversity at home & school Less cognitively stimulating home environments Lower achievement scores Lower graduation rates Lower % college bound

© 2009 McGraw-Hill Higher Education. All rights reserved. Ethnicity Ethnicity refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language. For children of color, educational segregation is still a reality that affects the school experience.

© 2009 McGraw-Hill Higher Education. All rights reserved. Prejudice An unjustified negative attitude toward an individual because of his/her membership in a group.

© 2009 McGraw-Hill Higher Education. All rights reserved. English as a Second Language English immersion Transitional bilingual Two-way or dual bilingual education

© 2009 McGraw-Hill Higher Education. All rights reserved. Sociocultural Diversity Multicultural Education Issues- Centered Education Culturally Relevant Teaching Empowering Students Improving Relationships Among Children from Different Ethnic Groups

© 2009 McGraw-Hill Higher Education. All rights reserved. The Multicultural Classroom High expectations for ALL students Curriculum presents diverse cultural perspectives Instructional materials represent diverse backgrounds and experiences Hidden curriculum reflects positive aspects of diversity Counseling program challenges students to dream and reach those dreams

© 2009 McGraw-Hill Higher Education. All rights reserved. Empowering Students Curriculum should be antiracist and anti-discriminatory. Multicultural education should be ubiquitous. All students should be culturally conscious.

© 2009 McGraw-Hill Higher Education. All rights reserved. Improving Relations Among Children from Different Ethnic Groups The Jigsaw classroom Positive personal contact with others from different cultural backgrounds Perspective taking Critical thinking and emotional intelligence Reducing bias Increasing tolerance School and community as a team

© 2009 McGraw-Hill Higher Education. All rights reserved. Reflection & Observation Reflection: What experiences have you had with students different from yourself?

© 2009 McGraw-Hill Higher Education. All rights reserved. Sociocultural Diversity Gender Gender Role Classification Gender Stereotyping, Similarities, and Differences Eliminating Gender Bias Exploring Gender Views Gender in Context

© 2009 McGraw-Hill Higher Education. All rights reserved. Gender Gender : Sociocultural dimensions of being female or male. Gender roles: Social expectations that prescribe how males and females should think, act, and feel. Gender typing: Process by which children acquire culturally appropriate thoughts, feelings, and behaviors.

© 2009 McGraw-Hill Higher Education. All rights reserved. Views on Gender Development Biological Social Cognitive

© 2009 McGraw-Hill Higher Education. All rights reserved. Gender Similarities and Differences The brain Physical performance Math and science skills Verbal skills Educational attainment Relationship skills Prosocial behavior Aggression Emotion and its regulation

© 2009 McGraw-Hill Higher Education. All rights reserved. Eliminating Gender Bias Teacher-Student Interaction  Bias against boys  Bias against girls Curriculum and Athletics Content

© 2009 McGraw-Hill Higher Education. All rights reserved. …is a form of power and dominance of one person over another that can result in harmful consequences for the victim. Quid Pro Quo School employee threatens to base an education decision (grades) on a student’s submission to unwelcome sexual conduct. Hostile Environment A student is subjected to unwelcome sexual conduct that is so severe, persistent, and pervasive that it limits the student’s ability to benefit from his or her education. Sexual Harassment

© 2009 McGraw-Hill Higher Education. All rights reserved. Enter the Debate Should teachers treat boys and girls differently? YESNO

© 2009 McGraw-Hill Higher Education. All rights reserved. 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’s ideas of gender. Cite research and theories of gender development. 3. What influences do you believe Mrs. Jones’s behavior will have on her students? Why?

© 2009 McGraw-Hill Higher Education. All rights reserved. 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?