1. Chapter 1 Foundations of Multicultural Education Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Multicultural Education in a Pluralistic Society 8th Edition 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. 1

2. 2 Diversity in the Classroom Students of color now comprise approximately 40% of all students in PreK-12th grade public schools in the United States. 85 percent of teachers are white; 75 percent are female. By 2020, students of color will account for nearly one-half of elementary and secondary school populations. In Arizona, California, the District of Columbia, Hawaii, Mississippi, New Mexico, New York, and Texas, students of color already represent more than 50% of school populations. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

3. 3 Religious Diversity Not only are schools ethnically and racially diverse, but they are increasingly religiously diverse. There are many more types of faiths and adherents to those faiths than ever before in the United States. 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

4. 4 New Challenges for Educators With the arrival of each new group, new challenges await educators who seek to work collaboratively with families to respect holidays, rituals, and customs. A goal is to help students affirm their cultural differences, while realizing that their fellow students have many similarities. Working collaboratively with parents and communities is becoming more critical in providing equitable education to all 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

5. 5 Multicultural Education Fundamental beliefs of multicultural education include the following: Cultural differences have strength and value. Schools should be models for human rights and respect for differences. Social justice and equality for all should be of paramount importance in curricula. Schooling can provide the knowledge, skills, and dispositions to help students from diverse groups learn. Attitudes and values necessary for the continuation of a democratic society can be promoted in 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

6. 6 Multicultural Education: History Multicultural education has its roots in the early work of African American scholars, intercultural education, and ethnic studies. The civil rights movement brought a renewed interest in ethnic studies, discrimination, and intergroup relations. Families were, and are, often erroneously blamed for not providing their children with the cultural capital needed to succeed in schools. Schools are now held accountable for providing equitable learning environments that help all students succeed. 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

7. 7 Multicultural Education: Today Today, multicultural education examines the relationships and interactions of various cultural groups and how the cultural backgrounds of the individual students affect the behavior of each. Multicultural education examines racism, sexism, handicapism, prejudice, discrimination, and oppression. Multicultural education examines and encourages schools that emphasize equality and social justice. Teacher certification standards are increasingly addressing multicultural proficiencies necessary for licensure. 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

8. 8 Culture Culture is a blueprint that determines how we think, feel, and behave in society. Culture provides accepted and patterned ways of behavior necessary for people to live together. Culture imposes order and meaning on our experiences. Culture allows us to predict how others will behave in certain situations. Within each culture are individuals, who are unique expressions of many cultures and subcultures. 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

9. 9 Characteristics of Culture It is learned. It is shared. It is an adaptation. It is dynamic. 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

10. 10 Enculturation and Socialization Both processes work together as the individual learns how to act in a particular society. Enculturation: The process of acquiring the characteristics of a given culture and becoming competent in its language and ways of behaving and knowing. Socialization: The general process of learning the social norms of the culture—e.g., what is expected in social roles, such as mother, husband, student, and child, and in occupational roles. 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

11. 11 Manifestations of Culture Culture is manifested in an infinite number of ways through social institutions, lived experiences, and the individual’s fulfillment of psychological and basic needs. It is primarily manifested through our values, our nonverbal communication, and our language. 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

12. 12 Ethnocentrism Ethnocentrism is the inability to view other cultures as equally viable alternatives for organizing reality. Ethnocentric individuals see their own traits as natural, correct, and superior to others. Ethnocentric individuals view other cultures as strange, inferior, or wrong. By overcoming one’s ethnocentric view of the world, one can begin to respect other cultures and learn to function in multiple cultural groups. 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

13. 13 Cultural Relativism Cultural relativism is an attempt to understand other cultural systems in their own terms in the context of their own cultural beliefs. An old Native American proverb best describes cultural relativism: “Never judge another man until you have walked a mile in his moccasins.” Understanding another culture first begins by clearly understanding one’s own culture. 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

14. 14 Cultural Identity Our identities in any single group are influenced by our historical and lived experiences and membership in other groups. The United States is particularly rich in the many distinct groups that make up the population. Group identity is based on traits and values learned as part of our ethnicity, religion, gender, sexual orientation, age, class, native language, geographic region, place of residence, and abilities or exceptionalities. 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

15. 15 Individual Cultural Identity Individuals sharing membership in one cultural group may not share membership in other groups. Conversely, individuals may share membership in multiple groups, influencing the characteristics and values of membership in other groups. e.g., membership in religious groups influences gender roles (culture of gender) The interaction of these various group memberships within society begins to determine an individual’s cultural identity. Identity is fluid, not fixed, shifting across time through experiences. 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

16. 16 Biculturalism and Multiculturalism Individuals who have competencies in two or more different cultures and can function proficiently in them are considered bicultural or multicultural. Some individuals are forced to become bicultural, living in their own ethnic community and working in another cultural community where they must develop proficiency. 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

17. 17 Dominant Culture The dominant culture in the United States has received most of its influence from Western European traditions. Our language has its origins in England. Our legal system is derived from English common law. Our middle class value system is European influenced. 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

18. 18 WASP Influence Our formal institutions, government, schools, social welfare, banks, and businesses have all had a strong Anglo-Saxon influence. Strong religious influences came from the early Protestant immigrants. We therefore refer to our country’s roots as being white, Anglo-Saxon, and Protestant, or WASP. 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

19. 19 Individualism The overpowering value of the dominant group is “individualism.” It is characterized by the belief that every individual is his or her own master, with a goal of self-actualization. Individualism is grounded in the Western worldview that individuals can control both nature and their destiny. 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

20. 20 Freedom Freedom is another core value of the dominant group. Freedom is viewed as not having others determine our values, ideas, or behaviors because we are free to choose these as we please. 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

21. 21 Privilege Most male members of the dominant group do not view themselves as privileged in our society and do not see themselves as oppressors of others. Most schools and teachers are unable to see the inequities, racism, and powerlessness that many students outside the dominant group face. Most members of the dominant group have not had the opportunity to explore their own European ethnicity and privileged position in society. 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

22. 22 Acculturation Acculturation is, in essence, adopting or taking on the culture of a new group. This usually involves immigrants taking the culture of the dominant group as their own. This may include taking on the new language, the new set of core values, the dress, the customs, the foods, and so forth. The immigrant family or individual usually decides the degree to which acculturation will take place. 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

23. 23 Types of Acculturation Rambaut & Portes (2001) cite three types of acculturation patterns: Consonant acculturation – Parents and children learn the language and culture of the community in which they live at approximately the same time. Dissonant acculturation – Children learn the new language and the new culture, while parents retain the native language and culture, leading to conflict and decreased parental authority. Selective acculturation – Children learn the dominant culture and language but retain significant elements of the native culture. 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

24. 24 Assimilation During assimilation, a group’s distinctive cultural patterns can become a part of the dominant culture or they can disappear as the group adopts the dominant culture. Structural assimilation occurs when the dominant group shares primary group relationships with the second group (for example, membership in same social clubs). Policies to force children to adopt the dominant culture are often reflected in the informal curricula 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

25. 25 Cultural Pluralism Cultural pluralism is the result of groups refusing or not being permitted to assimilate into the dominant American culture. Many immigrant groups have maintained their own unique ethnic groups or enclaves (for example, Chinatown in New York City, Korea Town, Los Angeles, Little Saigon, and Orange County, CA). 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

26. 26 Equality and Social Justice The concepts of equality and individualism are fundamental and core values in this country. They sometimes oppose each other; we speak for equality for all and yet demand the right for individualism and the ability to achieve one’s own happiness and pursue personal resources. The privileged have so much of the resources but are reluctant to share or give any up for the sake of equality. 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

27. 27 Individualism and Meritocracy Those who support the concepts of meritocracy believe that inequalities are the natural outcome of individual differences. Oppressed groups are seen as inferior and their hardships are due to their own characteristics. Meritocracy ensures that the ablest, most meritorious, hardworking, and talented acquire the most, achieve the most, and become the leaders. 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

28. 28 Equality Those who believe in equality care about people who have fewer resources and develop policies that allow more people to share in the nation’s wealth. They believe that patterns of inequality are not the product of corrupt individuals, but rather are a reflection of how resources and political power, and cultural and social dominance are built into the entire political- economic system. Equality suggests fairness in the distribution of the conditions and goods that affect the well-being of all children and families. 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

29. 29 Social Justice Social justice means that every citizen is treated justly and fairly and with dignity. Social justice demands that students be educated on a level playing field. Schools in poor areas must have the same resources and the same quality of teachers as the public schools in the affluent areas. 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

30. 30 Obstacles to Social Justice Prejudice is the aversion to members of certain cultural groups. It manifests itself in fear, anger, hatred, and distrust. Research has shown that many white teachers possess prejudiced attitudes toward students of color, believing them to lack ability and motivation. Many of these students have enough disadvantages working against them without the biased attitudes of their teachers. 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

31. 31 More Obstacles to Social Justice While prejudice focuses on attitudes, discrimination focuses on behaviors. When the schools in which students of color predominate the student population are also where the least experienced teacher is sent, the repairs are neglected, and the resources are less than in the affluent communities where the parents are influential, then discrimination is a major obstacle. Classroom and school interactions, resources, activities, and practices must be evaluated to ensure that discrimination does not occur. 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