1. Student Diversity in Education Chapter 3 Every child has at least one redeeming quality; as teachers, it is our job to find it and build on it.” –Nelwyn Mathews, Teacher Culture, Language, Gender, and some Exceptionalities (205)

2. Chapter Objectives Culture Diversity and its influences on Language, Gender, & Exceptionalities How schools and teachers help kids succeed How none English Language Learners (ELL) succeed How gender impacts teacher-student relationships

3. Diversity: The Big Picture Diversity and culture are mostly represented 204; Therefore, we will not test on this chapter but do an activity instead.

4. Percentages of Public School Students by Race/Ethnicity 55% since 2011 3% 5% 15% since 2011 22%

5. Cultural Education Attitudes, Values, “Resistance Cultures, Cultural patterns” Multicultural Education: Cultural responsive teaching: Accepting & valuing cultural differences Accommodating cultural interaction patterns Building on students background

6. Culturally Responsive Teaching Accepting and valuing cultural Differences Accommodating different patters of cultural interactions Building on students’ cultural backgrounds Devote time to students Demonstrate interest Involve all students in learning activities

7. Review page 83 in textbook Pros and Cons: Bilingual Programs Design three talking points to present to the whole group per group. Use chart on next slide.

8. Students may not be ready to benefit from content instruction in English. Pull-out programs segregate students. Easier to administer when dealing with diverse language backgrounds. Pull-out programs where students are provided with supplementary English instruction or modified instruction in content areas (also called Sheltered English programs). English-as-a- Second- Language Programs (ESL) Loss of native language. “Sink or swim” approach hard on students. When effective, quick transition to English. Does not require teachers trained in second language. Students learn English by being “immersed” in classrooms where English is the only language spoken. Immersion Requires teachers trained in first language. Acquisition of English may not be as fast. Maintains first language. Transition to English is eased by gradual approach. Students learn to read in first language and are given supplementary instruction in English as a Second Language. Once English is mastered, students are placed in regular classrooms and first language is discontinued. Transition Requires teachers trained in first language. Acquisition of English may not be as fast. Students become literate in two languages. First language maintained through reading and writing activities in first language while English introduced. Maintenance Bi-lingual DisadvantagesAdvantagesDescriptionType of Program ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen Different Programs for EL Students

9. Bilingual Education Research: native language-literacy is “transferable” to the second language conversational English is learned quickly, While the cognitively demanding language needed for academic success is learned much less rapidly…testing

10. 2-3) Two Minutes Describes girls' careers choices in areas such as engineering or computer science? Where do the stereotypes of “appropriate” careers for boys and girls originate?

11. Two Minute Write Describe typical “Girl” careers Where do stereotypes of “appropriate” careers for boys and girls originate?

12. Bilingual Education Design 3 talking points for each see p. 83 in textbook Be ready to discuss with the whole group Pros Cons

13. Gender and Career Choices Boys choose doctor and engineer Girls mention nurse and secretary Where do the stereotypes of “appropriate” careers for boys and girls originate? Ironically, the most powerful source is parents, especially mothers. Girls are less than half as likely as boys to pursue careers in engineering and physical and computer sciences.

14. SAT and ACT Scores Girls score lower than boys Greatest gender gaps occur in science and math. Boys score lower on both direct and indirect measures of writings skills. Boys are more likely to be involved in serious misbehaviors, especially when this misbehavior involves aggressive acts.

15. Gender-”Role Identity” Differences Expectations and beliefs about appropriate roles and behaviors of the two sexes from different treatment by parents, peers and teachers. Boys are less likely to do their homework, and more likely than girls to: to cheat on tests, wind up in detention, and drop out of school.

16. Single-Gender Class Research Girls are more likely to ask and answer questions…assertive Single-gender schools and classes can increase stereotyped views of the opposite sex and fail to prepare students for the “real world” in which males and females must work together.

17. Implications for Teachers Research indicates that teachers typically call on boys more often than girls. Boys are naturally more assertive girls are more shy Open communication Equal participation Reduce stereotyping Encourage all students towards Math and Science Talk to parents

18. Student Diversity Learning Community Facilitator Teacher finds ways to make the classroom comfortable and stimulating.