Chapter 8 Affirming the Cultures and Supporting the Achievements of Diverse Students

Chapter 8 Affirming Cultures and Supporting Diverse Students 1972 -- 78% of United States students were European Americans 2004 – 43 % of US students were African, Asian, Latin, or Native American By 2010 the percent of Non European American students is expected to be 50% or more

Cultural Capital Schools tend to reinforce the knowledge and values of the culturally dominant group Sources of Cultural Capital: Customs Values Language Material goods (books, pictures, objects etc.) Educational Experiences

The Mismatch Dilemma Most teachers are middle-class European Americans from suburban or rural backgrounds Most are female Most have little knowledge of other languages or cultures Simply being a teacher from a non-white background does not guarantee effectiveness

Using Cultural Capital Become familiar with your students background: Visit their neighborhoods Become familiar with students living circumstances Talk to their parents

Using Cultural Capital (Cont.) Find out about the occupations of students’ parents and use parents as resource people in your class Use the richness of students’ homes and communities as sources of diverse, and powerful connections to classroom learning (RELEVEANCE)

English Language Learners There is no broad consensus on the best approach. Assimilationists favor English immersion. Cultural Pluralists favor First-Language instruction in all subjects except Literacy. English is taught during literacy instruction. Multiculturalists favor bilingual education in which student receive instruction in both languages.

ELL – What’s Best? Research suggests the best ELL program for a student depends on: Age Previous Exposure to English Language support at home

ELL – What’s Best? (Cont.) Research suggests the goal of an ELL program should be to help students maintain and build their first language and… Add fluency and literacy skills in English but… Not attempt to replace the first language with English

ELL- What can a teacher do? Learn some basic words and phrases and teach these to the class Use the first language in songs, poetry, dances, rhymes, and counting Include first language materials in centers

ELL- What can a teacher do? (Cont.) Modify (simplify) your English when giving instruction and providing directions for assignments Allow students who share the same first language to use that language when working in pairs or small groups Acquire dual language dictionaries and other resource materials that will help you translate between English and other languages.

Teaching in Urban Schools Usually urban schools have more cultural mismatches related to immigrant and minority group status. Usually urban schools have more students who are at-risk academically Usually urban schools have students whose home background equips them with less cultural capital that would predispose them to success in school

Urban Schools tend to have: More students living in poverty Higher percentages of single-parent families Lower percentages of credentialed and highly qualified teachers Aging facilities Limited space and materials

What Students in Urban Schools Need Caring teachers Teachers with cultural sensitivity Good student-teacher relationships Affirmation of home cultures

What Students in Urban Schools Need (Cont.) High expectations and performance demands Intellectual rigor focused on important knowledge and skills Connections between classroom learning and life experiences

What Successful Teachers Do Confront their own prejudices (e.g. low expectations for students of color) Take steps to change prejudiced attitudes or beliefs Avoid being “Color Blind” (this usually results in all students being treated as American European middle-class

What Successful Teachers Do (Cont.) Assume the role of “Warm Demander” Display warmth, caring and empathy Teach students empowering knowledge and skills Include direct instruction in literacy and communication Drive students to succeed Refuse to accept excuses or shoddy work

What Successful Teachers Do (Cont.) Require students to correct mistakes or redo poorly done assignments Enlist the support of parents to make sure students take homework seriously IN GENERAL, THEY FOLLOW THROUGH!

Cultivating Parental Involvement Parental involvement is positively correlated with student achievement and motivation Teachers should cultivate parental involvement early in the school year

How to promote parental involvement Schedule a series of conferences early in the school year Make phone calls and send personal notes Invite parents to special class events

How to promote parental involvement (Cont.) Ask parents to support special class activities Invite parents to events that are more social and entertaining than academic Visit in students’ homes Encourage parents to volunteer in school

Responding to Gender Differences Most studies show these tendencies: Boys value and enjoy mathematics and science more than language arts Girls value and enjoy language arts more than science and mathematics Boys prefer to read non-fiction Girls prefer to read fiction

Responding to Gender Differences (Cont.) Girls are more likely to attribute lack of success to limited ability in specific subject areas Boys tend to attribute lack of success to bad luck, lack of interest, or low effort These differences make girls more vulnerable to learned helplessness or other forms of failure acceptance

Teacher Reactions to Gender Boys receive more interaction with teachers than girls Boys initiate many of the interactions Teacher-initiated interactions also favor boys Teachers ask more thought-provoking questions to boys and give them more feedback

Recommendations Encourage boys to appreciate literature Help girls learn to value mathematics and science Encourage girls to actively participate in lessons Encourage girls to “speak their minds” Assign girls leadership roles Continue to encourage boys’ motivation and achievement

Learning Styles and Multiple Intelligences Research supporting the importance of Learning Styles and Multiple Intelligences is limited Addressing all learning styles and intelligences in a lesson is difficult Students with an affinity for a particular learning style or strength in a type of intelligence may be “reached” if that style is part of the lesson The best approach may be to include a variety of learning styles and intelligences to classroom instruction over extended time periods

Personal Characteristics (Five Types of Students) Successful – task oriented, academically successful and cooperative Social – more person oriented than task oriented but may not be well liked by teachers Dependent – frequently look to teacher for support and encouragement – tend to be socially immature

Personal Characteristics (Five Types of Students) (Cont.) Alienated – reluctant learners – potential drop-outs – some are openly hostile Phantom – fade into the background – may be shy, nervous, quiet, independent workers, do not volunteer, do not create disruptions See p.271 for Good and Power (1976) suggestions for working with each type of student

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Discussion What are some ways to get to know the community in which you teach? Why is this important? What are some strategies you plan to use to promote parental involvement? What are some strategies you will use to minimize gender bias in your classroom?

Discussion (Cont.) Many minority students’ parents do not speak English. How can you get them involved in their child’s educational process? What do you see as the greatest teaching challenge associated with student diversity? How will you begin to address that challenge?