3. Dayton, Ohio

4. WHAT IS MULTICULTURAL EDUCATION?

6. Culture/Subculture Multiethnic Education Reform Social Reconstructionism Afrocentrism Social Justice Equity Racism/Sexism Ethnic Studies

7. Global Education Macroculture Microculture Cultural Pluralism Empowerment Citizenship Education Ethnocentrism

8. Colleen Finegan MULTICULTURALRESOURCESBY Ron Helms

9. It has been said that educators must prepare the children of today for a different world that will exist 20 years from now. REALITY -- The world changes significantly in as short a period as 5 years.

10. REALITY -- By the year 2002, one-third of the school population will be composed of students of color. Today, nearly 25% of children in schools are living below the established poverty level.

11. REALITY -- As the nation increases in diversity, and international commerce becomes an everyday occurrence, citizens of the future will need to grow in their appreciation and understanding of others.

12. REALITY -- The U.S. macroculture may be offered to most of the nation’s citizens. However, individual microcultures are also an invaluable part of the society referred to as American.

13. National and state education standards mandate the teaching of multicultural education at the post-secondary level. As a result, many colleges and universities require multicultural or diversity courses for all students.

14. As those who prepare the citizens today for the world of tomorrow, it is of paramount importance that pre-service and in-service teachers receive instruction in multicultural education.

15. This process needs to begin at an early age -- Children begin to notice racial and gender difference between themselves and others at the age of three or four. (Maccoby, 1988; Ramsey and Myers, 1990)

16. Multicultural education is “an educational reform movement that is concerned with increasing educational equity for a range of cultural and ethnic groups". (Banks, 1981)

17. Multicultural education is much more than simply knowing and transmitting facts about the various races, cultures, and belief systems that exist in the United States. It is a process that will produce an affective change in its recipients.

18. Diversity teaching and training require more involvement of self attention to one’s feelings reactions in the present moment the ability to manage deep emotion (Gallos & Ramsey, 1997)

19. a knowledge of one's beliefs and biases; a familiarity with cultural values and behavioral codes of the community; a thorough knowledge of multiple learning and teaching styles; a well developed skills in cross-cultural communication and interactional style. (Gay, G., 1993) Pre-requisite skills needed:

20. DIVERSIFYING THE TEACHING FORCE DIVERSIFYING THE TEACHING FORCE WRIGHT STATE UNIVERSITY College of Education and Human Services Colleen Finegan & Ronald Helms

21. WRIGHT STATE UNIVERSITY University Mission: Provide leadership to improve the quality of life for the people of the Miami Valley.History: Established in 1964 Currently serves 17,000 + students Many first generation college grads

22. WRIGHT STATE UNIVERSITY WSU Celebrates Diversity. “... Wright State University is committed to achieving an intellectual, cultural, and social environment on campus in which all are free to make their contribution...“ WSU Diversity Statement

23. WRIGHT STATE UNIVERSITY WSU Celebrates Diversity “... We will achieve an environment in which every student may think, and learn, and grow without prejudice, without intimidation, and without discrimination... “ WSU Diversity Statement

24. Research Base Under-representation of African American Teachers The need for African American teachers has reached the point of desperation Percentage of Black professionals in the teaching force In 1970 - 12% of the teaching force In 1987 - 08% of the teaching force In 1990 - 05% of the teaching force In 1990, the American school-age population was more than 30% minority. Franklin (1994)

25. Research Base Under-representation of African American Teachers It is predicted that by the year 2002, the percentage of Black professionals will reflect 03% of the teaching force The American school-age population will comprise 50% from those groups designated as minority groups

26. Research Base Under-representation of African American Teachers The lower rate of Black teachers means that Black students will be deprived of role models The students are deprived of a special relationship that is essentially irreplaceable. (Franklin, 1994) The students are deprived of exposure to teaching as a career option, especially for males. (Edmond, 1995)

27. Research Base Under-representation of African American Teachers Mid-Career Recruiting Many prospective teachers are lured into more lucrative fields for their first careers. Therefore, prospective Black teachers should be recruited heavily mid-career, when many may seek a career change. (Hayes, 1995) The retention rate of Black students returning as adults is much higher than for younger Black students. (White, 1994)

28. Research Base Underrepresentation of African American Teachers Retention of Teachers in Urban Schools Many white teachers in multi-cultural classrooms are ill- prepared to handle the challenge and often leave the inner city for the suburbs after about two years. (Hayes, 1995) Black teachers are often unusually determined and deeply committed to the teaching profession (Franklin, 1994 )

29. Research Base Underrepresentation of African American Teachers Why are Blacks acutely under-represented in college? Main reason is lack of financial resources With the presence of many single families among the Black population, young adults often choose to help support younger siblings, rather than go to college. (White, 1994)

30. WRIGHT STATE UNIVERSITY College of Education and Human Services PROJECT FOR A DIVERSIFIED TEACHING FORCE SPECIFICS Recruited among recommended substitute teachers with undergraduate degrees from local urban school districts Designed one year (5 quarters) intensive program toward certification Provided financial support to attend classes full time Provided stipend equivalent to substitute teachers’ salary Mentorship / Full Immersion Model Reduced cost for child care and summer enrichment program

31. WRIGHT STATE UNIVERSITY College of Education and Human Services PROJECT FOR A DIVERSIFIED TEACHING FORCE PROCESS Collaboration with Dayton Public Schools Area of academic needNeeds of teachers Recruitment Process in DPS / Dayton / WSU Decision-making process at WSU Committee decision making process Experience, Future commitment to DPS/ T-M, Financial need, Barriers overcome

32. Research Base Underrepresentation of African American Teachers References Hayes, D. W. (1995). Teaching teachers: Lisa Delpit offers solutions for connecting with a global classroom. Black Issues in Higher Education. Holmes Group, The (1990). A report of the Holmes Group: Tomorrow’s Schools: Principles for the design of professional development schools. East Lansing: The Holmes Group. Franklin, J. H. (1994). The desperate need for black teachers. (First printed in May/June 1987). Change, 26 (2). pp 41-43. White, K. L. (1994). Dissecting a dilemma: The black male crisis in higher education: New direction or status quo? Black Issues in Higher Education.

33. One way to provide current,interactive, current, interactive, interesting,informative interesting, informative resources is to use the Internet. Nationally, the trend is to provide internet access in pre-K - 16 classrooms, therefore teachers must become technologically literate.

34. Websites should be selected to represent various points of view to assist the pre- service and in-service educator in the process of information gathering, introspection, and self-evaluation for real affective change.

35. Diversity Resources http://www.ed.wright.edu/diversity/

38. Disclaimer This diversity resource has been developed by 2 CEHS faculty. This website has been supported by a grant: Application of Multi-Cultural Education Websites. The content of these pages have been developed without censorship by Wright State University or CEHS. Neither the College of Education and Human Services nor Wright State University assume any responsibility for the pages’ content. The Principal Investigators are not promoting or supporting the viewpoints of any of the links that are provided. These pages are intended for student research and not for any other purpose.

39. Age SES / Class Ethnicity Exceptionality Gender Language Religion / Creed Sexual Orientation CATEGORIES: