Chapter 1 Ethnic and Racial Diversity

Chapter 1 Ethnic and Racial Diversity
Multicultural Education in a Pluralistic Society 8th Edition Chapter 1 Ethnic and Racial Diversity Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Ethnic and Racial Diversity
The United States is comprised of almost 300 ethnic groups. The indigenous population (170 American Indian tribes) plus Native Hawaiians account for less than 1.5% of total population. Immigrants comprise 12% of the population. Descendants of immigrants are 86.5% of the population. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Some Reasons for Immigration
Involuntarily brought over as slaves Voluntary migration to escape religious, economic, and/or political conditions Recruitment to build the transcontinental railroad (Chinese), to work on Hawaiian plantations (Chinese, Japanese, Koreans, Filipinos, Portuguese from the Azores), or to mine for gold in the West Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

African Americans African slaves developed a new culture out of African, European, and American Indian influences and experiences. Initially, Africans were confined primarily to the South. By the middle of the nineteenth century, industrial jobs in other parts of the country spurred migration. By the twenty-first century, reverse migration took place as some blacks moved back to the South. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Mexican Americans In 1848, the United States annexed sections of Mexican territories, including what is now Arizona, New Mexico, Texas, and southern California. Mexicans and Native Americans became oppressed minorities in these regions where they had been the dominant population. Mexican labor was sought by farmers and industries. Then and now, these laborers face hostility, low pay, and subordinate status. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

European Immigrants Immigrants from impoverished areas of Eastern and Southern Europe were brought in to fill industrial needs in the nineteenth century. Immigrants from Poland, Hungary, Italy, Russia, and Greece arrived through the early twentieth century. Leaving to escape poverty or for political reasons, many faced worse living conditions in the United States. Racist policies used against blacks and Mexicans were also used against these new immigrants. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Efforts to Decrease Immigration
Nativism A nineteenth century movement by native-born Americans to protect their interests and curb immigration 1882: Chinese Exclusion Act 1924: Johnson-Reed Act Established annual immigration quotas Used to discriminate against Southern and Eastern Europeans and to prohibit immigration from Japan Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Repeal of Johnson-Reed
Repealed in 1965 New quota system Increased immigration from the Eastern Hemisphere Decreased immigration from the Western Hemisphere 1986 Immigration Reform and Control Act: expanded immigration by allowing European immigration Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Legal Immigration Four current routes for legal immigration:
Family sponsorship (65%) Employer Request (22%) Refugee and asylee status Participation in a lottery for 50,000 available slots Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Undocumented Immigrants
May become legal immigrants and often reclassified due to Employment-based needs Family sponsorship Refugee status Plyler v. Doe (1982) Supreme Court ruled undocumented children have a right to seek a public education. Educators cannot inquire about, or require students or parents to declare, their immigration status. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

California Proposition 187
California voter initiative, Proposition 187 prohibited undocumented aliens from receiving: Social services Health care Education The measure was declared unconstitutional because only the U.S. government, not state governments, can regulate immigration. The overwhelming support for this initiative was indicative of strong anti-immigrant sentiments. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Changing Immigration Patterns
1960 leading immigrant countries: Mexico, Germany, Canada, United Kingdom, and Italy 2001 leading immigrant countries: Mexico, India, China, Philippines, and Vietnam 2001 leading European immigrant countries: Bosnia and Herzegovina, Russia, and Ukraine Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

60% of Immigrants live in:
New York California Florida Texas Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Civil Rights Oppressed groups have a long history of struggle to gain their basic rights in the United States. “Jim Crow” laws forced whites and blacks to use separate public facilities, including restaurants, restrooms, drinking fountains, and public schools. The Civil Rights Act of 1964 banned discrimination in schools, employment, and public accommodations, and gave voting rights to millions. Changes did not necessarily follow. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Brown v. Board of Education
In 1954, the U.S. Supreme Court decision in Brown was the result of several class action suits. The Court determined that if a state provides free education for its citizenry, a property right of an education is established. The U.S. Constitution prohibits deprivation of life, liberty, or property without due process. Although effects were not immediate, the Brown decision began desegregation of schools. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Segregation Persists While Brown officially ended segregation of schools, much segregation persists today in the form of private schools avoiding integration of students of color through high cost that is often prohibitive to poor children of color. Black students today are the most likely group to attend “apartheid schools”—virtually all non-white schools, where poverty, limited resources, and other problems are widespread. Only 14% of white students attend multiracial schools (in which three or more racial groups are present). Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Educational Equity 1972, Title IX: Educational equity for girls and women 1973, Rehabilitation Act: Educational equity for individuals with disabilities 1974, Lau v. Nichols: The right of English language learners to have instruction that meets their specialized language needs Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnicity Most basic definition focuses on an individual’s national origins Character of ethnic groups changes over time In 2006, 22% of the U.S. population identified with two or more national origins Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnic Identity One does not have to live in the same community with others of same ethnic group to continue ethnic identity. Ethnicity is often ascribed to individuals because they have black, Asian, or Latino physical features. An adopted child from Korea with a white family and last name will still have Korean ethnicity ascribed even though no Korean cultural identity exists. Degree of ethnic identity is determined by recognition and promotion of ethnicity in the family. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Racial Groups Racial groups are comprised of many ethnic groups: conversely, ethnic groups may include members of more than one racial group. Race is a social-historical concept used to classify individuals based on difference. Pan-ethnic classifications impose artificial and limiting boundaries for individuals from specific or multiple racial and ethnic backgrounds. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Radical Diversity and Identity
By 2020, 40% of the U.S. population will be African American, Latino, Asian American, and American Indian. These same groups will comprise 50% of the U.S. population by 2050. Racial identity formation takes place over time, and through a series of stages. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Racism To understand racism, one must understand and acknowledge that there are differential levels of access to prestige, power, and privilege based on culture, ethnicity, and race. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Intergroup Relations Intergroup conflict results from
Discriminatory practices by those having institutional advantages. Competition for economic resources. To reduce and overcome intergroup conflicts, training and work on intergroup/human relations skills is necessary. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Hate Groups There now are over 844 organized hate groups in the United States, most located east of the Mississippi River. They often target areas of the country that have experienced economic and racial change. Most have sophisticated websites and some reach out to school-age children in spreading their message of hate. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Targets of Hate Every hour, a hate crime is committed.
Hate crimes are committed against all groups, including whites. However, African Americans, gays, and Jews are primary targets. Attacks are increasing against Muslims since the Gulf War and events of 9/11. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Education and Race The vast majority of U.S. teachers are white (90-92%). The majority of teachers are female (70%). In several states (Texas, California, and Hawaii, for example) the majority of students are of color. There is often incongruence between teachers and students in terms of race, gender, and social class. High school graduation rates are considerably lower for non-White populations than for Whites and Asian Americans. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Color Blindness Many educators claim color blindness.
Color blindness perpetuates white privilege because it fails to recognize racial identity and racial inequalities in schools. Teachers often do not address issues of race because of their own discomfort. Race does matter to students and families and should be appropriately addressed. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Confronting Racism in Classrooms
Educators must confront these issues on a personal level prior to entering a classroom. Educators should not fail to confront racism when it develops in the classroom. White students may deny problems in society or own prejudices. Educators should teach about the harm and dangers of racist behaviors. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Race and Ethnicity in the Curriculum
Schools should help students to learn about participation in the dominant society while maintaining their own ethnicity if they choose. Students need to know that educators respect their ethnicity. Students should be able to function biculturally. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnic Studies Introduces all students to history, conditions, and contributions of ethnic groups Allows exposure to the economic and political history of groups Are designed to correct distortions and misconceptions Dispel myths and omissions in textbooks Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnocentric Curriculum
Ethnic groups established private schools to reinforce culture, traditions, and native languages. These schools place the ethnic culture of the enrolled students at the center of the curriculum. Native American tribes established tribal-controlled public schools with traditional culture as the starting point. Communities may offer Afrocentric curriculum, with an African perspective of the world and historical events. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Multiethnic Curriculum
The curriculum should promote awareness/recognition of the multiethnic population in all classroom experiences. It is the responsibility of teachers to expose students to the ethnic diversity of the country. Books, films, and bulletin boards reinforce rich cultural diversity infusing the entire curriculum. Study of cultural diversity should not be limited to special observances. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Closing the Gap There is a considerable disparity between achievement by students of color (particularly poor students) and majority-group achievement. Low-income students are likely to have a low-level curriculum and low performance standards. Students of color in poor communities have less-experienced, less-qualified teachers. The scarcity of advanced placement classes in poor communities penalizes good students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Equity in Achievement Some schools are ensuring that students of color achieve at high levels. Those schools: have clear standards, benchmarks, and focus on academics. provide all students a challenging curriculum aligned with standards. provide extra instruction to students when they need it. know that good teaching matters more than anything else. Offer engaging instruction. Have consistently high expectations. Source: The Education Trust (2004). Education watch state and national data, Washington, D.C. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Chapter 3: Class & Socioeconomic Status
35 Multicultural Education in a Pluralistic Society 8th Edition Chapter 3: Class & Socioeconomic Status Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Social Class Few variables impact a student’s future more than class.
36 Social Class Few variables impact a student’s future more than class. Children from privileged classes have advantages at home (for example, computers, books, and travel) to enhance school success. Those students from privileged homes have access to the best K-12 schools and the best higher education. Social class often determines the types of employment one can obtain. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Class Structure Views One view…
37 One view… One can be socially mobile and can move to higher class with education and hard work. Those not achieving middle class status are inferior. Hardships of low-income groups are due to their lack of middle class values/behaviors. It’s the individual’s fault for not achieving (blaming the victim). Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Class Structure Views Another view… Distinct class divisions include:
38 Class Structure Views Another view… Distinct class divisions include: A privileged upper class who own and control corporations, banks, and so forth. The professional managerial elite who depend not so much on ownership but on manipulation of information and professional expertise. Middle and working classes who make their living selling their labor. Those unable to work or do so sporadically. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Class Mobility 39 The political-economic system ensures that most persons remain in the class to which they are born. There are few persons who are truly socially and economically mobile (for example, professional athletes and coaches, successful entertainers, and movie stars). A college education is the most reliable means for social mobility from low income to middle class or higher. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Family Background 40 Family background is the major determinant of educational and occupational attainment. Individuals born into wealth are likely to achieve wealth. Those born into poverty have difficulty achieving wealth no matter how hard they work. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Inequities in Class 41 Most people in the United Stated receive high or low ranking in the social stratification system on the basis of characteristics over which they have no control. For example, the following groups typically rank lower in prestige: Women Individuals with disabilities The elderly Children, and Individuals of color Members of those groups may be found at all class levels, but relatively few are at top tiers. White males are not guaranteed access to top tiers but achieve top levels at disproportionate rates. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

42 Socioeconomic Status Socioeconomic status (SES), or economic condition, is usually based on three determinants: occupation, education, and income. Two other factors—wealth and power—in determining SES are closely related, but they often are difficult to determine. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Occupational Prestige
43 Occupational Prestige Occupational prestige is typically determined by the requirements for a job (education and training) and the characteristics of a job. Best predictor of occupational prestige is usually the amount of education acquired. Compensation is usually higher for occupations requiring more education. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

44 Income Income is the total amount of money that one earns or comes to the individual through various sources—one’s job, investments, royalties, rental properties, and so forth. Income and wealth are not synonymous. One can have a high income but little accumulated wealth. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Income Disparities 45 Average total compensation for CEOs of the 365 largest U.S. companies in 2004 was $11.6 million. Among persons earning the minimum wage, average annual income was less than $11,000. Compared to most industrialized countries, the United States has the greatest gap between high and low wages. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

46 Wealth The net worth of a family includes savings accounts, insurance, corporate stock ownership, and property. Twenty percent of all families have zero or negative net worth. The wealthiest 10% of U.S. households have net worth of $1.3 million or more. Wealth provides comfort, security, and often power or access to power. The 255 richest people in the world have a combined wealth equal to the annual income of the poorer half of the world population. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Maintaining Wealth with Education
47 Maintaining Wealth with Education Children of wealthy families typically attend prep schools or better public schools. Wealth provides them with access to better colleges and universities and better preparation for success. Wealth provides access to better graduate or professional schools, ensuring perpetuation of the “better life.” Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Occupation Occupation generally determines income.
48 Occupation generally determines income. White-collar workers are those that do office work and typically supervise others. Blue-collar workers are those that typically do manual labor and work under the supervision of others. One’s occupation is generally an indication of one’s education and degree of authority and responsibility over others. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Education Education is viewed as a way to enhance SES.
49 Education Education is viewed as a way to enhance SES. Higher family SES means a greater likelihood of entering and completing college. In 2001, the median income of those with a ninth-grade education or less was $18,990. For those with 4 years of college or more, median income was $55,751. The school one attends may determine access into a profession (the best law firms, for example) and the highest compensation. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

50 Power Those who head large corporations often set the compensation policies that can further their wealth. Those at the highest SES levels often control the policy of the media, and they can support ballot measures and political candidates who benefit their interests. Ninety percent of individuals in families with incomes over $75,000 vote as compared to fifty percent of individuals in families earning less than $15,000. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Unemployed and Homeless
51 Unemployed and Homeless Includes the long-term poor as well as those who are temporarily in poverty due to illness or job loss. The hard core unemployed lack skills to secure and/or maintain a job. That group includes those who have given up and are no longer listed on the government’s unemployed lists. They are the last to be hired and the first to be laid off in bad economic times. Families in poverty are disproportionately headed by single mothers, and are also often socially isolated. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

52 The Homeless In the past 20 years the number of people experiencing homelessness has increased dramatically due to poverty a lack of affordable housing domestic violence and/or mental illness, addiction, or estrangement from their families Children from homeless families are those at greatest risk for school failure, and they often face limited educational opportunities. If members of this class can find jobs, they are usually the lowest paying, dirty, and dangerous, and typically lack benefits. Eight million members of this class were unemployed in 2002. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

The Homeless and Schooling
53 The Homeless and Schooling Between 500,00 and 1.3 million children and youth are homeless during any year. The Mckinney-Vento Homeless Assistance Act requires public schools to provide educational rights and protections to homeless children and youth. Schools cannot deny enrollment to homeless students because they lack traditional enrollment paper work. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

The Working Class 54 The working class includes those involved in manual labor—service workers, crafts and precision workers, farm workers, operators, and others who work under supervision. Income varies widely. Depending on skill requirements, some jobs may pay more than the lower paying professions. The working class often has less job security. The working class makes up 40% of employed population. Those at low end of pay scale are considered the “working poor.” Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

55 The Middle Class Occupations and incomes vary greatly (between $40,000 and $85,000 in 2004). Some middle-class members have comfortable incomes but little or no wealth, little savings, and no protection against catastrophic occurrences. The middle class includes white-collar workers as well as professionals, managers, and administrators, who have more prestige than white-collar workers. About 37% of all families are considered to be members of the middle class. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

56 The Upper Middle Class This group includes the elite of middle class: judges, lawyers, professionals, managers, and administrators, and perhaps physicians, educators, and scientists. Their professions usually require advanced degrees and credentials. The income of some allows a lifestyle different from blue-collar and white-collar workers. Members of the upper middle class typically play an active role in civic organizations. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

The Upper Class The upper class includes two groups:
57 The upper class includes two groups: Individuals and families who control inherited wealth High-level administrators, controlling stockholders of major corporations, and professionals. Members can include those who hold prestige positions (rather control than great wealth), including highly paid positions in industry and very high level government positions. Disparities in wealth between this class and members of other classes is a astounding—they earn about 411 times as much as the average worker. They are typically a homogeneous group of well-educated, white, protestant members born in the United States. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Interaction of Class with Race, and Ethnicity, Gender, and Age
58 Interaction of Class with Race, and Ethnicity, Gender, and Age Poverty is most likely to affect the young, persons of color, women, full-time workers in the lowest paying jobs, and illiterate persons. The poor are a very heterogeneous group. Ten percent of all U.S. families live in poverty. Source: U.S. Dept. of Health and Human Services, Federal Register, Vol. 69, No. 30, February 13, 2004, pp Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Ethnic Groups in Poverty
59 Ethnic Groups in Poverty Those in poverty represent the following percentages of ethnic groups: 8% of Whites 23% of African Americans 21% of Latinos 7% Asian Americans Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Characteristics of Those in Poverty
60 Characteristics of Those in Poverty They are less likely to have a high school diploma. They typically experience unemployment. They represent a group that has had historical experiences of oppression and discrimination, resulting in limited access and opportunity to higher education and employment. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender Inequality 61 Women earn less and are more likely to suffer from poverty than any other group. The reasons for gender inequality are based on institutional discrimination in a patriarchal society, in which women were expected to be mothers and wives, not part of the formal workforce. Yet, seventy-five percent of married women with children are now working outside the home. Jobs held by women, however, are typically low prestige and low-paying. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender Discrimination
62 Gender is used to determine (lower) wages for women. (Women on average earn 81% of what men earn for the same job.) Discrimination occurs for women in hiring and job promotions. Yet, there is currently a greater number of women enrolling in higher education and earning advanced degrees than men. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Age Inequities 63 The highest incidences of poverty are among youngest and the oldest population groups. Children suffer from poverty rates higher than others. Many of the elderly receive financial and medical support from the government. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

64 Elderly Many of the elderly have no pension plans and have only Social Security. The amount of Social Security benefits is dependent on income while participating in the plan. Those at low income levels have meager benefits. Some who worked as private domestic workers have not paid into Social Security and have no regular income in advanced years. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Role of Education 65 An education is perhaps the best insurance for having a living income. Schools must do everything possible to help students complete their education and, if possible, seek higher education opportunities. Schools must also teach and instill in students the importance of issues of equity, so they will work toward this end as adults. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Role of Teachers 66 To reverse inequalities, high expectations for all students are critical. Teachers must work to resist classism and subtle and overt discrimination based on external characteristics of students. Instead of blaming individuals, they must also work to understand systemic and social conditions that lead to lower SES for students and families. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Tracking 67 “Tracking” is the practice of assigning students to differential classes or school programs based on intellect or language or ability status. Tracking is typically highly related to social class. A student with a high SES is more likely to be placed in the more advanced track. Tracking perpetuates social and economic inequities. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Equity Curricula 68 Curricula need to represent views and experiences of all students, not just those in power. Schools must work to expand teaching about the types of diversity that exist in schools, in the labor force, and in the country as a whole. They must also teach for democracy, equity, and social justice. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Chapter 4: Gender and Sexual Orientation
69 Chapter 4: Gender and Sexual Orientation Multicultural Education in a Pluralistic Society 8th Edition Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Differences in the Sexes
70 Differences in the Sexes During the first eight years of life, boys and girls have similar hormonal levels and physical development. Puberty marks the difference in hormonal levels, which control physical development. Body fat increases in girls and decreases in boys. Structural changes in females diminish strength and lower endurance for heavy labor. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Brain-Based Differences
71 Some researchers have found differences in functioning between boys and girls in mathematical, verbal, and spatial skills. Some researchers suggest the differences are attributable to biological differences related to hormones affecting hemispheric specialization in the brain. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender and Sex Sex is biologically determined.
72 Sex is biologically determined. Chromosomes determine how one is born. Gender is culturally determined. Gender is what society or culture thinks males and females should be, how they should behave, and what constitutes masculine or feminine behaviors. Gender identity is a core part of one’s self-identity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender Socialization 73 A culture’s elders (those in authority: parents, relatives, teachers) socialize children. Children are active participants in their own socialization. Males tend to be socialized to be independent, assertive, and emotionally stable. When an individual’s behavior is contrary to society’s norms, challenges may occur. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender Roles and Identity
74 Gender roles are often stereotyped. They are also influenced by the media and textbooks. They are influenced by a family’s ethnicity, class, and religion. Females are typically allowed more flexibility in roles than males. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Sexual Orientation Sexual orientation is established early in life.
75 Sexual orientation is established early in life. Heterosexuality is the valued sexual orientation in the United States. While a U.S. Supreme Court ruling in 2003 overturned the last of anti-homosexual laws, discrimination still exists in many areas of the country. In many areas, gays and lesbians are unable to find housing and jobs, and they are physically attacked. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

History of Homosexuality
76 The term first appeared in 1869. Until the 1970’s, it was considered a sickness, at best, and a condemnable offense, at worst. Many people lost their jobs and were actively discriminated against. The Stonewall Riot in 1969 was a turning point for LGBT rights. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Self-Identification 77 For obvious reasons, gay men and lesbian women are hesitant to acknowledge sexual orientation. Increasing numbers of individuals are identifying themselves as homosexuals. Estimates range from 5% to 10% of the general population are homosexuals. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gay and Lesbian Issues 78 Marriage between same-sex couples continues to be argued in U.S. Courts. Although the public is becoming more accepting of gay and lesbian relationships, powerful anti-gay movements still exist. Gays continue to be the group most targeted by hate crimes. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

In the Schools 79 Reports suggest that gay and lesbian students face considerable rejection, abuse, and harassment in the schools. Forty percent of students surveyed indicate that they have been physically harassed in school. Some feel unsafe in school and sometimes stop attending. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Educators’ Responsibilities
80 Educators’ Responsibilities A disproportionate number of gay and lesbian students have ended their lives by suicide. Educators are entitled to their own beliefs or religious convictions related to homosexuality. Every educator has the moral, ethical, and professional responsibility to provide a safe and accepting environment for every student regardless of sexual orientation. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

The Women’s Movement 81 Since the mid-nineteenth century, women’s groups have continued to struggle for equality. Initial struggles involved the rights to divorce, to control property, to speak in public, and to vote. Antifeminists include men and women—political conservatives who believe a woman’s responsibilities are to be a good wife and mother. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Sexism and Gender Discrimination
82 Sexism and Gender Discrimination Sexism is a belief that men are superior to women and should dominate them in the home and at work. Some women, even today, are encouraged to advance themselves through marriage rather than through their own achievement and independence. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Advances in the 1960s 83 The most significant advances occurred in the 1960s as feminists gained the support of more women and men, developing out of the civil rights movement. The Equal Pay Act of 1963 required the same pay for the same job for men and women. Title VII, approved in 1964, prohibited discrimination based on race, color, national origin, or sex. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender Discrimination
84 Sexism is the belief that males are superior to females. Sexism is practiced in both personal and professional settings. It is supported by socialization patterns and in institutional policies and practices. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Jobs and Wages 85 Both women and men will earn higher incomes with increasing education. Women typically earn less than men when their educations are equal. Women with bachelor’s degrees or beyond have median incomes 63% of incomes earned by males with the same education. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender and Occupation 86 Women workers are more heavily concentrated in low-prestige, lower-income occupations. Men in traditionally female fields (e.g., education) typically hold the higher-status, higher-paying, administrative positions. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Sexual Harassment 87 Sexual harassment is prevalent in schools, between students. It is often viewed as “just typical adolescent behavior,” however, the effects are harmful. Educators are beginning to feel legal pressures to stop sexual harassment of students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Classroom Focus 88 One’s chances to pursue postsecondary education is greatly influenced by one’s elementary and secondary education. Title IX (federal legislation) makes it illegal for schools to discriminate against women and girls in educational programs. Gender gaps in tests scores have narrowed in the past few decades. Nonsexist classrooms incorporate curricula that support the learning of both males and females. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Women’s Studies Programs
89 Women’s studies programs are similar to ethnic studies programs. These programs attempt to record and analyze historical and contemporary experiences of women. Courses include concepts of consciousness-raising and views of women as a separate group with unique needs and disadvantages in school and in society. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender and Technology 90 Technology jobs are among the fastest growing occupations. Girls are more likely to be involved with computer tools, whereas boys are more likely to program and design technology. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Nonsexist Education 91 Teachers can point out differences between genders, discuss how inequities are portrayed, and provide a balanced view of the roles and contributions of both men and women. Required readings should include works by women as well as men. Nonstereotypical male and female examples should appear on bulletin boards and in teacher-prepared materials. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gender and Classroom Interactions
92 Research finds that educators treat boys and girls differently in the classroom. To overcome gender bias, educators must recognize that subtle and unintentional biases exist. Nonsexist education attempts to eliminate classroom-based power relationships based on gender. Rather than treating girls and boys the same, nonsexist education is focused on gender equity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Sexual Orientation and Curriculum
93 The topic of sexual orientation is typically included in health, sex education, and family life courses. It could, however, be included in meaningful ways in social studies, language arts, and literature curricula. Curriculum that is sensitive to these issues promotes a greater understanding of homosexuality among all students, and the healthy development of self-identified homosexual students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Single-Sex Education 94 This includes segregated classes, as well as, in some instances, schools segregated based on sex. Traditionally, schools were not legally allowed to segregate based on sex. However, in 2002, federal regulations provided greater flexibility to schools to segregate based on sex. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Chapter 5: Exceptionality
95 Chapter 5: Exceptionality Multicultural Education in a Pluralistic Society 8th Edition Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

96 Early Treatment In earlier periods of history, individuals with disabilities were killed or left to die because they were viewed as nonproductive and expendable. Society tended to treat those with disabilities much like other oppressed minority groups. As late as the 1970s, many of those with disabilities, particularly with moderate to severe disabilities, were institutionalized. Placed in institutions often far from their families, they were often forgotten. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Exceptional Students 97 Exceptional Students are those students with disabilities, and those who are gifted and talented, who may require special education services in school to reach their full educational potential. Special education is “the educational programming designed to meet the unique learning and developmental needs of a student who is exceptional.” Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Individuals with Disabilities
98 Individuals with Disabilities Individuals with disabilities are expected to subordinate their interests and desires to the goals of programs decreed for them by professionals who provide services to them. Federal laws provide for the basic civil rights for individuals with disabilities, but the laws cannot prevent ignorance or insensitivity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Brown v. Board of Education
99 Brown v. Board of Education The 1954 U.S. Supreme Court decision in Brown v. Board of Education addressed segregation of African American students. Brown became the basis for almost all special education right-to-education litigation. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Brown v. Board of Education: Implications
100 Brown v. Board of Education: Implications The U.S. Supreme Court determined in Brown that if a state provides a free education for its citizenry, a property right of an education is established. The U.S. Constitution prohibits the deprivation of life, liberty, or property without due process. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

101 Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania Using the Brown decision, attorneys argued that having undertaken a free public education for the children of Pennsylvania, the state could not deny children with mental retardation the same. The earlier students with mental retardation are provided education, the greater the amount of learning that can be predicted. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

102 PARC Rulings The Federal District Court ruled in favor of the plaintiffs. All children between ages 6 and 21 must be provided free public education. The court indicated that children with mental retardation are to be educated in programs most like those for their peers without disabilities. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Mills v. Board of Education
103 Mills v. Board of Education This case was a class action suit for 18,000 out-of-school children with disabilities in the District of Columbia. The children’s disabilities included behavior problems, hyperactivity, epilepsy, mental retardation, and physical impairments. Brown was also used as the plaintiff’s argument. The court mandated that the school district provide all children with disabilities a public-supported education. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

104 Mills Decision The school district was ordered to provide due process safeguards. The court outlined due process procedures for labeling, placement, and exclusion. Procedural safeguards include right to appeal, right of access to records, and written notice of all stages of the process. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Legislation 105 Most federal and state right-to-education laws are based on prior litigation (PARC, Mills, and others) giving educational rights to individuals with disabilities. The two earlier and most prominent pieces of legislation include Section 504 of P.L and P.L (the Education for All Handicapped Children Act). Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Section 504 of P.L 106 Section 504 was enacted as part of the Vocational Rehabilitation Act of 1973. Section 504 was the counterpart to the Civil Rights Act of 1964 (prohibiting discrimination based on race or national origin) and Title IX of the Education Amendments of 1972 (prohibiting discrimination based on gender). Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Section 504 107 “No otherwise qualified handicapped individual in the United States shall, solely by reason of his (or her) handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Section 504 108 Section 504 includes a civil rights provision prohibiting discrimination against America’s individuals with disabilities. Section 504 requires physical access in buildings for individuals with disabilities. Students not qualifying under IDEA definitions, may qualify under Section 504 if significant learning problems exist affecting school performance. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

P.L 109 In 1975 Congress passed Public Law , naming it the Education for All Handicapped Children Act (EHA, or EHCA). This law permanently changed the face of education in the United States. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Public Law 94-142 Principles for students ages 3-21: Zero reject
110 Public Law Principles for students ages 3-21: Zero reject A free and appropriate education for all children with disabilities Procedural safeguards to protect the rights of the students and their parents Education in the least restrictive environment Individualized educational programs Parental involvement in educational decisions related to their children with disabilities Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Individuals with Disabilities Education Act (IDEA)
111 P.L was reauthorized and amended five times. In 1990 Congress renamed the law the Individuals with Disabilities Education Act (IDEA). The most recent reauthorization occurred in December 2004. Since 1990, emphasis has been on the individual first and disability second. (For example, “student with learning disabilities” is preferred over “learning-disabled student.”) Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Components of IDEA, Since 1990
112 Students must have a Transition Plan in place, in their IEP, by age 16. Autism and Traumatic Brain Injury were added as separate categories of disability. Mediation allows parents a stronger voice and role should disagreements about a child’s IEP take place. Students with disabilities are ensured access to the general education curriculum. Key provisions are aligned with No Child Left Behind. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Public Law 101-336: Americans with Disabilities Act (ADA)
113 Congress passed the ADA in 1990 because Section 504 was not sufficient and did not end discrimination for adults with disabilities. The ADA guarantees access to all aspects of life—not just those that are federally funded (as with Section 504)—to individuals with disabilities. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

ADA Requirements 114 The ADA supports and extends Section 504 by providing adults with disabilities greater access to employment and participation in everyday activities. The Act requires that new public transportation must be accessible to persons with disabilities. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

ADA Protections 115 The ADA gives civil rights protection to individuals with disabilities similar to that provided to other individuals by the Civil Rights Act of 1964 and Title IX. It also includes those with HIV and AIDS. It protects those with a record of disability. The Act guarantees equal opportunity in public accommodations, employment, transportation, state and local government services, and telecommunications. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Society’s View of Disability
116 Society’s View of Disability Society’s view of people with disabilities parallels the media portrayal of these individuals. The media portrayal is as (1) children or childlike, with severe mental retardation or obvious physical stigmata or (2) persons with crippling conditions in wheelchairs or on crutches. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

117 Societal Values Society places great value on the “body beautiful” and the “body whole.” We value athletes, movie stars, and other “beautiful” people. Those not meeting minimal standards can suffer social rejection. Society views disability as incompatible with adult roles. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Society’s Perception of Individuals with Disabilities
118 Society’s Perception of Individuals with Disabilities Disability dominates our perception of the individual’s social value. Although the terms are now politically incorrect, we still hear “blind man,” “deaf woman,” and “retarded kid”—terms that emphasize the disability before the person. Stereotypes of individuals with disabilities deny them a place in society, limiting their social and economic equality. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Exceptional Cultural Groups
119 They often find comfort and security with each other in exceptional cultural groups. Individuals with visual and hearing impairments are the most likely to form their own cultural groups. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Disproportionate Placements
120 Disproportionate Placements Disproportionate placement of students of color in classes for students with disabilities is among the biggest problem areas in special education. The disproportion is greatest among African American males who are placed in classes for students with mental retardation and severe emotional disturbances. American Indian students are overrepresented in some disability categories, as are Hispanics in some states and Native Hawaiians in Hawaii. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Contributing Variables
121 Contributing Variables Incongruent values and backgrounds between students and teacher result in overreferrals. Students referred to special education are primarily African American males from lower socioeconomic status backgrounds. Teachers making referrals are primarily white, female, and middle class. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Other Contributing Variables
122 Other Contributing Variables Bias in Test instruments Testing process Interpretation of test results Placement after testing Poverty resulting in Poor pre- and postnatal care Poor nutrition Poor environmental conditions (exposure to lead poisoning, for example) Lack of adequate stimulation Poor schools Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Educating Students with Exceptionalities
123 They are more like, than unlike, other students. They should be assisted to become proficient at whatever they are capable of doing. They have the same basic needs as other children: communication, acceptance, and freedom to grow. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Normalization and Inclusion
124 Normalization: Making regular experiences and ways of life available to people with disabilities. Least-restrictive environment (LRE) is a key component of IDEA, with placement in a setting closest to a regular or general education as is feasible for each student with a disability. Inclusion: Allowing students with disabilities to be educated in general education classrooms. Based on the general education classroom being the least restrictive environment for most, if not all, students. Inclusion is not federally mandated. LRE, however, is. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

125 Full Inclusion Current trends within special education are toward inclusive placements in general education classes. There are also increasing numbers of full-inclusion placements, with full-day placement within all general education classes regardless of the type of disability or degree of disability. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Supporters of Full Inclusion
126 Supporters of Full Inclusion For many or most supporters, full inclusion is more a moral and ethical issue of desegregation than academic efficacy. They view segregation of children with disabilities as immoral and unethical as segregation of students because of race. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Questioning Full Inclusion
127 Questioning Full Inclusion Some supporters question the appropriateness of full inclusion for all children with disabilities regardless of the type or degree of disability. Concerns are raised over some students with such severe disabilities that nothing is gained academically and little socially. Some argue that inclusion of students with disabilities is a disrupting influence to other students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Is it Possible? 128 Serving students with disabilities in general education environments would be possible for most students with disabilities if: schools and teachers have adequate resources. all teachers and specialists received adequate training. federal and state funding was at appropriate levels (federal funding is currently at 18% of what was/is promised in the legislation). Courts will not support inadequate funding as a reason not to provide students with inclusive education. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009)
129 Multicultural Education in a Pluralistic Society 8th Edition Chapter 6: Language Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Language 130 Language is a system of vocal sounds and/or nonverbal systems by which individuals communicate. It is a critical tool in the development of identity, self-awareness, and intellectual and psychological growth. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Language as a Socializing Agent
131 Language is used to socialize children into linguistic and cultural communities. Children learn almost instinctively the right word, the right responses, and the right gestures for situations. Native speakers unconsciously know and obey rules and customs of their language community. Almost all children have the ability to learn one or more native languages. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Language Diversity in the U.S.
132 There were 47 million non-English speakers in the United States in the year 2000. The rate of increase of non-English speakers is greater than the overall rate of population growth. There were 329 languages spoken in the United States in 2000. In addition, there are numerous dialects (Southern drawl, Appalachian English, and many others). There are also creoles (such as Louisiana Creole and Hawaiian pidgin) that are blends of two or more languages. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

More Languages Worldwide
133 The advantages of bilingualism or multilingualism are often overlooked by U.S. ethnocentrism. In many world nations, children are expected to learn at least two languages. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Nature of Language 134 There is no good language or bad language from a linguistic view; languages are simply different. Society places different social values on different language and dialect groups. Status judgments are based not on linguistic grounds but on social grounds. All languages are equal in that they meet the social and psychological needs of their speakers. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Cultural Influences Language use is culturally determined.
135 Language use is culturally determined. Western society places value on time (saved, lost, or wasted). The Lakota Sioux have no words for “late” or “waiting.” Southerners often engage in “small talk” (the ball game, for example) before substantive business is discussed. For effective communication to take place, enough cultural similarities must exist for the receiver to understand the message. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Bilingualism Language systems are dynamic, changing constantly.
136 Language systems are dynamic, changing constantly. Expressions and words tend to be identified with particular periods of time, but are then replaced. Language diversity is maintained primarily because of continuing immigration from non-English speaking countries. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Bilingualism 137 Bilingualism, the ability to speak two languages, is often difficult for students to maintain without support structures. Schools encourage linguistic acculturation, and some students are encouraged to give up their home language even though research suggests bilingual education is more effective than a strictly monolingual approach. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Accents Accent generally refers to how an individual pronounces words.
138 Accents Accent generally refers to how an individual pronounces words. Accents sound different from standard English only in how the words are pronounced. A person may have strong accent, yet speak in standard English. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Dialects In the United States there are many different dialects.
139 In the United States there are many different dialects. Some dialects are social dialects, while others are regional dialects. Regional dialects (for example, Appalachian English, Southern drawls, and New York or Northeastern dialects) tend to differ primarily in the use of vowels. Some dialects enjoy greater social acceptance and prestige than others. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition 139

Social Class Dialects 140 Social dialects tend to differ primarily in the use of consonants. Black Vernacular English or Ebonics is a dialect used by the majority of working-class African Americans. While Americans and those from other English-speaking countries have many different dialects, they can usually understand one another. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Differences in Dialects
141 Variations in language patterns are significant when compared by: Age Gender Socioeconomic status Ethnic group Geographic region Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

African American English
142 Ebonics is a dialect used by an estimated 80% of African Americans, most of whom are from working- class backgrounds. Ebonics is also known as Black English and Vernacular Black English. Ebonics has a rule system of its own, and most linguists consider this dialect to be a legitimate system of communication, not a substandard or deviant form of English. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Stigmatized Dialects/Creoles
143 Like Hawaiian Pidgin English and Appalachian English, Ebonics is often attacked and stigmatized by educational policymakers. The attacks are likely the response to the fact that use of these dialects without the ability to speak standard English may preclude educational, social, and vocational acceptance. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Bidialecticism 144 The ability of individuals to speak in two or more dialects, depending on language context Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Standard English No single dialect is identified as Standard English.
145 No single dialect is identified as Standard English. Norms vary with communities, and there are two norms: The informal standard, which is considered proper in a community The formal standard, which is the acceptable written language Determination of what is standard is usually made by people with the power and status to make the judgment. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Sign Language Some languages are neither spoken nor written.
146 Some languages are neither spoken nor written. Individuals who are deaf and unable to hear the sounds used in oral language may use sign language. American Sign Language (ASL) is used by the majority of individuals with deafness in the United States and Canada. ASL has its own complex grammar and syntax and is recognized by linguists as a language. Signed English is another system that translates English oral or written word into sign language. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Non-Verbal Communication
147 Non-Verbal Communication The total meaning of communication goes beyond the surface message that is stated. The undercurrent message includes the emotions or feelings associated with the surface or content message and the personality of the speaker. Meaning is often sent nonverbally through body language. It may augment or contradict verbal communication. It is culturally influenced. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Second Language Acquisition
148 First language is acquired naturally through constant interaction. Knowledge of the first language plays an important role in acquiring and learning a second language. Pedagogy that is responsive and respectful of knowledge and skills of students is critical to their ability to acquire and interpret new knowledge. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Development of Second Language Proficiency
149 Interpersonal language skills (1-2 years) Academic language skills (5-6 years) In addition to linguistic differences, power and status relationships between majority and minority groups exert influences on student performance. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Official English/English Only
150 Official English is a lobbying organization with a goal to make English the official language of the United States. Their policies support very limited use of bilingual education. Official English is a polarizing issue in many communities. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

ELLs and Schooling 151 By 2026, there will be an estimate of 15 million ELLs in U.S. public schools. It is the obligation of each educator to ensure the right of each child to learn in their first language until they are able to function well in English. Equally important is teachers’ responsibility to understand and value cultural and linguistic differences. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Language and Educational Assessment
152 Assessment bias against CLD students (nonwhite) results in disproportionate representation in special education programs. Many tests rely heavily on language skill and understanding, yet language proficiency levels of a student being tested are not always taken into account in test decisions or results. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Bilingual Education 153 “Bilingual Education is the use of two languages as media of instruction.” “The primary goal of bilingual education is to teach children concepts, knowledge, and skills in the language they know best and to reinforce this information through the use of English.” Bilingual education accepts and develops native language and culture in the instructional process and the medium of instruction. Baca, L., and Cervantes, H. (2004). The Bilingual Special Education Interface, 3rd Edition. Upper Saddle River, NJ: Prentice Hall. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Bilingual Education Programs
154 Transitional programs emphasize the move from home language and culture to English as soon as possible (typically by 3rd grade). Maintenance programs develop students’ first and second language skills simultaneously, maintaining the first language while acquiring the second. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

English Language Learners
155 In 1974, a class action suit was filed on behalf of 1,800 limited- or non-English-speaking Chinese children against the San Francisco Unified School District for failure to provide for their linguistic needs. The school district maintained that the ability to speak English when entering school was that of the family and not the school. The case (Lau v. Nichols) went to the U.S. Supreme Court. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Lau v. Nichols In a unanimous decision, the Court stated:
156 In a unanimous decision, the Court stated: “Under state-imposed standards, there was no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education.” Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Lau Decision 157 While not mandating bilingual education, the Supreme Court stipulated that special language programs were necessary if schools were to provide an equal educational opportunity to these students. The decision gave impetus to the development of bilingual and ESL programs in the United States. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

English as a Second Language
158 English as a Second Language ESL is often confused with bilingual education. Like bilingual education, ESL promotes English proficiency for English language learners. ESL relies exclusively on English for teaching and learning. ESL is used extensively in the United States as a primary medium to assimilate ELL children into the linguistic mainstream. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

California Proposition 227
159 Proposition 227 was a state ballot initiative that voters passed in % to 39%. The initiative was intended by its supporters to end bilingual education. The measure was initiated by Ron Unz and “One Nation.” Proposition 227 requires all English Language Learners (ELL) to be educated in sheltered English immersion programs, normally not to exceed one year. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Sheltered English Immersion
160 Sheltered English Immersion or Structured English involves English language acquisition accomplished with nearly all instruction in English. During this time, ELL students are sheltered temporarily from competing academically with native English-speaking students in mainstream classes. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Other Efforts to Dismantle Bilingual Education
161 Other Efforts to Dismantle Bilingual Education Supporters of California’s Proposition 227 have continued their efforts in other states. They have been successful with a similar initiative in Arizona. They lost in their effort in Colorado. They have been successful in the Massachusetts legislature. NCLB requires testing in English, further pressuring state and school districts to adopt early- exit, transitional or ESL programs over bilingual programs. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

162 Multicultural Education in a Pluralistic Society 8th Edition Chapter 7: Religion Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Religion in the United States
163 Religion in the United States 90% of the U.S. population claims a preference to some religious group. About 43% of adults attend a church or synagogue in an average week. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Education
164 Religious groups exert powerful influences in education. The dominant protestant groups have often determined the moral teachings that have been integrated into the public schools. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

165 The First Amendment The United States is unique among nations regarding the separation of church and state. It is one of the most controversial, yet valued, parts of the U.S. Constitution Most Americans support separation of church and state—if it favors their group and other religious groups’ values are not imposed on them Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Multicultural Education
166 Multicultural Education Multicultural education is sometimes maligned as supporting movements that detract from basic moral values. Multicultural education, however, provides a foundation for understanding and appreciating diversity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Schools 167 Religion may be particularly troublesome for teachers as perspectives vary greatly about the role of religion in education. Religion may be an important part of the cultural makeup of an individual. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Culture 168 In 2006, 57% of Americans reported their religious beliefs to be very important in their lives. 27% indicated that it is fairly important. This suggests that religion is important to more than four out of every five Americans. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Culture 169 Most people identify with a religious perspective that is reflected in their daily living. Religious behavior is learned as a normal part of the socialization pattern. Age, gender, geographical background, and political affiliation appear to influence people’s religious nature. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religious Pluralism 170 Religion in the United States is dynamic, constantly changing. Within each major religious group is considerably heterogeneity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Protestantism 171 Protestants make up approximately 49% of the U.S. population (Gallup Poll, 2006). Although not a numerical majority, their influence is still continued in society and institutions. Among Protestants there is considerable diversity in views (denominational pluralism). Liberal/Conservative Protestants Evangelical/Fundamentalist Christians Fundamentalist and Evangelical Christians exert particular influence in education and politics. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Catholicism 172 One denomination, under a Pope, which has authority over all Catholics throughout the world. Approximately 24% of the U.S. population identifies with the Roman Catholic Church (Gallup Poll, 2006). Membership in U.S. Catholic churches involves many different ethnic groups. The Roman Catholic Church in the United States has developed the largest private educational system in the world. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Judaism Judaism is one of the oldest religions known to humanity.
173 Judaism is one of the oldest religions known to humanity. It provides the historical roots of both Catholicism and Protestantism. Judaism represents about 2% of the U.S. population. Although a small percentage of the population, contributions of Jewish Americans in major fields of study and entertainment, business, economics, and politics have been profound. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Judaic Pluralism There is no Jewish race.
174 There is no Jewish race. Jewish identity is blended in historical, religious, and ethnic variables. American Jews come from diverse backgrounds, and range in religious adherence to traditional Jewish law. The synagogue in the United States serves not only as a place of religious worship but also as a primary base for Jewish identity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Judaism in the Community
175 In some orthodox communities, Jewish private religious schools provide academic and religious instruction. Public schools are increasingly focusing on inclusive “holiday” celebrations rather than Protestant affiliations only with “Christmas” or “Easter.” The political influence of the Jewish population is significant. Discrimination against Jews, or Anti-Semitism, is still present in occupational and social life, and is the motive for many hate crimes. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Islam 176 Recent world and U.S. events, especially September 11, 2001, make Islam of particular importance to us. Most Americans view Islam as primarily a Middle Eastern religion, but only 20% of its followers are Arabs. Countries with the largest number of adherents are Indonesia and India, with approximately 175 million each. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

A Few Facts About Islam Islam is one of the world’s great religions.
177 Islam is one of the world’s great religions. It is one of the largest religions in the world with an estimated 1.3 billion followers. Estimates of Muslims in the United States are as high as 7 million, with 1,209 mosques.* *U.S. State Department, 2004 Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Islamic Beliefs 178 As a religious term, Islam means “to surrender to the will or law of God.” Islam is based on the holy writings of the Qur’an or the Koran. Muslims (those who surrender to the will of God) believe the Qur’an consists of the exact words revealed by God through the Angel Gabriel to the prophet Muhammad (A.D ). Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Islamic Beliefs (continued)
179 The Qur’an’s basic theme is the relationship between God and His creatures. The Qur’an provides guidelines for society, which is just with proper human conduct, and for an equitable economic system. Muslims believe Islam began with Adam and continued through the line of prophets including Abraham, Moses, Jesus, and Mohammad. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Diversity Among Muslims
180 Eighty-five percent of Muslims are Sunni. Shi’i, or Shi’ite Muslims are a smaller group, however, they have attracted much attention in recent years. Both groups believe the succession of leadership to be their own, therefore causing conflict between the two groups. Black Muslims in the United States form a unique identity, aligned with the Nation of Islam, which has in the recent past become aligned with building safe communities and rehabilitating individuals from the prison system. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Muslim Students 181 The vast majority of Muslim students in the United States attend public schools. After the events of September 11, 2001, many Muslim students were stereotyped negatively and feared for their safety in schools. Culturally responsive teaching, in which teachers examine their own beliefs and educate their students about diversity, is beneficial in creating safe school environments for Muslims. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Buddhism Buddhism is one of the world’s major religions.
182 Buddhism is one of the world’s major religions. Immigration of Asians into the United States brings thousands of additional Buddhists into the country each year. There is diversity in the practice of Buddhism. Buddhist beliefs encompass the suffering which is part of all existence, and the solution to suffering and meaninglessness, which is Buddha. The Middle Way The Four Noble Truths The Eightfold Path Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Hinduism Hinduism is the major religion of India.
183 Hinduism is the major religion of India. It is the world’s third largest religion after Christianity and Islam (13% of the world’s population aligns with Hinduism). It differs from other religions in that it does not have a single founder, nor a single system of morality or a central organization. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Hindi Beliefs 184 Several sacred writings contribute to the central beliefs of Hinduism. The caste system, with a base in the sacred writings, was legally abolished over 50 years ago. However, it still operates in many rural areas of India. Three gods are considered the most important in Hinduism, although there are many deities. Hinduism teaches that the soul never dies, but rather, is reincarnated to higher or lower states depending on individual’s actions. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Other Religious Groups
185 Jainism Sikhism Baha’ism New Age Spirituality Wicca Cults Latter-Day Saints (LDS/Mormons) Eastern Orthodoxy Christian Science Unitarian Universalists Native American Religions Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Gender 186 Religion often profoundly influences the gender roles in religious organizations and in society in general. For the more conservative religious groups, the role of women is clearly defined and limited. Women cannot attain the highest leadership positions in the Roman Catholic church, Mormon church, Islamic groups, and some conservative Protestants churches. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Homosexuality
187 Homosexuality is one of the most controversial issues in religious institutions today. Conservative Christians and other conservative religious groups view homosexuality as a matter of choice, a sin, and curable through faith. Liberal religious groups contend that the only choice is whether or not the individual engages in homosexual behavior, believing that the individual is born homosexual or predisposed to that life. Views toward homosexuality vary considerably in other religious groups. There are intra-, as well as inter-group, differences in beliefs. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

In the Schools 188 With opinions and emotions often running very high on homosexuality, it may be difficult for educators with strong religious views to deal objectively with those issues in the schools. It is the responsibility of every educator to provide a safe and accepting environment in the school for every student, regardless of his or her sexual orientation. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Race 189 Religion has had a profound impact on issues of race and ethnic diversity. In 1995, the Southern Baptist Convention apologized for its role in slavery and maintenance of a culture of racism in the United States. Historically, many religious groups have found justification for slavery and discrimination against other religious groups in the Bible. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Black Religious Groups
190 Historically, African Americans organized their own religious institutions due to racism. Black churches and religious institutions serve their people in practical, as well as spiritual ways. The Civil Rights Movement was centered in Southern African American churches. African American churches deserve much credit for many civil rights gains of the past fifty years. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Religion and Education
191 There is a clear history of the U.S. Supreme Court ruling against actions promoting specific religious intentions in schools. Adherence to the First Amendment is complicated in schools and in society, where religious practices and statements have become commonplace. Although schools should be secular, they are greatly influenced by the predominant values of the community. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Controversial Issues in Education and Religion
192 School Prayer School Vouchers Censorship Secular Humanism Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Guidelines for Teaching about Religion
193 The school should study what all people believe, but should not teach a student what to believe. The school should strive for student awareness of all religions, but should not press for student acceptance of any one religion. The school should seek to inform the student about various beliefs, but should not seek to conform him or her to any one belief. The school may sponsor the study of religion, but may not sponsor the practice of religion. The school may expose students to all religious views, but may not impose any particular view. The school’s approach to religion is one of instruction, not one of indoctrination. The function of the school is to educate about all religions, not to convert. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

194 Multicultural Education in a Pluralistic Society 8th Edition Chapter 8: Geography Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Geographic Influence: Main Ideas
195 Identity is closely linked to the geographic area in which we grew up and now live. Each area holds different meaning for individuals based on race, ethnicity, religion, age, and primary language. This meaning is derived not only from how membership in diverse groups is viewed by the community, but also from the history and culture of the region. Understanding geographic influence provides a context for teaching and learning based on students’ experiences. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

What is Geography? The study of places
196 The study of places Physical geography: Study of the physical environment Human geography: Economic activities Social and cultural systems Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Global Demographics 197 75% of the global population lives in the Northern Hemisphere Greater than 50% lives in Asia Over half of the world’s population lives in mega-cities Less than 5% of the world population lives in the United States Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Diversity in the U.S. 198 Degree of diversity differs across regions of the U.S. 6 main regions: South Appalachia New England and Mid-Atlantic Great Plains and the Midwest Southwest West (Coastal and Interior) Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Regional Influences 199 Each region has a distinct history which has, over time, influenced the type of economic, social, religious, linguistic, and ethnic cultures of that region. Each region has distinct characteristics which influence the experiences of individuals in those regions. Education is influenced by region, as well, in terms of varied student-teacher ratios, teacher salaries, graduation rates, backgrounds of and approaches to educating English language learners, and the role of local communities in control of schools. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Regional Diversity 200 Culture is influenced by the people who share the space and place in which we live. People are both influenced by the space in which they live, and also give meaning to it. This reciprocal influence builds a comfort zone for those who live in those areas, with many choosing to stay in areas where they were raised. Three types of areas within regions: rural, urban, and suburban. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Rural Areas: Demographics
201 Farmers, ranchers, residents of small towns who may work in nearby cities American Indians living on reservations or trust lands 47% White; 40% Latino 5% foreign-born (immigrants) Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Rural Economics 202 Residents typically earn less than those in urban areas; over 25% are barely over the poverty line. The rural economy is sensitive to fluctuations of weather, manufacturing, and export rates. Larger corporations have taken over small farms as the need for longer storage and financial sustenance has increased. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Rural Schools 203 Lower student-teacher ratios than urban areas, allowing for more individual attention Less availability of specialty classes or teachers trained in those areas for some schools, resulting in school and district consolidation This is particularly true for higher-level math and science courses, as well as the arts. Technology is bridging this gap for some rural schools, through the use of satellite and Internet connections. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Urban Areas: Demographics
204 50 metropolitan areas in the U.S. have over 1 million residents Highly diverse—very wealthy and very poor Segregated by income and often by ethnic and linguistic differences Experiences of residents may be dramatically different, ranging from expensive, elite housing and schools, to decrepit, dangerous schools and living accommodations Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Urban Schools 205 Nearly 25% of U.S. students attend the largest 100 school districts, ranging in population from 47,000 to over one million per district Students of color are the majority in these 100 school districts Nearly half of the students in these districts qualify for free and reduced lunch Approximately one in ten is eligible for English language support programs Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Urban School Diversity
206 Economic resources of families often determine the type of educational resources and family involvement available to schools. Student needs in urban schools vary greatly by economic resources. Magnet Schools emphasize particular subjects or fields. Charter Schools operate outside of district control, developing their own “charter” governed by state guidelines. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Suburban Demographics
207 Life in the suburbs is a relatively recent phenomena in the U.S., building substantially after World War II. Most individuals and suburban communities are economically, racially, ethnically, linguistically, and religiously diverse. Some suburban areas may intentionally become economically segregated due to local business centers and housing developments. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Suburban Schools 208 School buildings are often more recently built, in good condition. They typically have the latest technology, well-qualified teachers, advanced placement courses, programs for gifted students, and a range of extra-curricular activities. Suburban school quality may vary depending on economic and racial diversity of the community. Students in suburban schools typically have higher academic performance on standardized tests. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Worldwide Migration and Immigration
209 Worldwide Migration and Immigration Migration: moving from one place to another Immigration: moving into a country with the intention of permanently settling there Factors influencing migration and immigration: Political persecution Religious freedom Economics Racial and ethnic oppression Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Worldwide Migration 210 Typically involves migration from rural to urban areas Many urban areas do not have the resources to provide services to growing numbers of migrants Many migrants or immigrants are forced to live at the city borders in substandard living conditions Many do not return to their country of origin, although that was their original intent Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

U.S. Migration Early U.S. history: Western migration
211 Early U.S. history: Western migration Often migration to other regions was, and is, due to search for employment. Current U.S. migration trend is from urban to suburban and rural areas; this is opposite from the worldwide migration trend. U.S. migration also includes moves to southern and western states, from New England and Mid-Atlantic regions, influencing school enrollments in those areas. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Globalization 212 Economic, political, environmental, and cultural influences call for global connections Began with colonization in the 15th century, which was dominated by ideas of manifest destiny Continues through the development of world political and economic organizations to address a variety of human issues Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Globalization: Economy
213 Businesses and organizations are increasingly competing on a global scale. Advances in technology have made much of this possible; however, the majority of the world’s population does not have access to this technology. Decisions made in one country or region directly affect the economics of others. Economic growth varies both within and among countries; disparities between rich and poor continue to increase. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Globalization: Environment
214 The global ecosystem is directly affected by population needs and consumption. Industrialized nations use more resources and contribute more pollutants to the environment than non-industrialized nations. Industrialized nations often exploit indigenous communities and resources, threatening their lives and cultures. Current efforts are directed at addressing major environmental concerns at global, national, regional, state, and local levels. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Focusing the Lens: Diversity and the Classroom
215 Focusing the Lens: Diversity and the Classroom Student differences in language, race, religion, economic background, and behavioral norms are a reflection of their prior experiences and histories. Effective teachers learn about these histories and experiences and use them as a context for teaching and learning. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Immigrant Students Many live in segregated, low-income communities.
216 Many live in segregated, low-income communities. Some have parents who participate in seasonal work, affecting their consistent school participation. Many will need the support of English language development programs. Most immigrant parents strongly support the education of their children; how they show this support, however, may differ from what is expected. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Tips for Teaching Immigrant Students
217 Be welcoming. Ask about district resources for immigrant students. Take the initiative to learn more about educating English language learners, from other teachers and from professional development opportunities. Have high expectations, and support their work toward those expectations. Understand varied levels of assimilation and acculturation among students and communities, and respond with sensitivity. Honor family cultures by incorporating elements into your teaching. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Tips for Teaching for Globalization
218 Tips for Teaching for Globalization Plan to integrate worldwide events and actions into lessons. Have students explore a variety of perspectives on an issue. Connect with schools and students in other countries using technology. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Tips for Working with Families and Communities
219 Tips for Working with Families and Communities Reach out to parents: do not expect them to always come to you. Develop a range of strategies that are congruent with the home cultures of students. Learn and know the religious, economic, ethnic, linguistic, and racial cultures and history of the community. Invite the community and parents to be resources in the classroom and curriculum. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

220 Multicultural Education in a Pluralistic Society 8th Edition Chapter 9: Age Donna M. Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Age as a Function of Culture
221 Age as a Function of Culture The age group to which one belongs and experiences shape the individual’s perceptions and behaviors. Events of our childhood and social issues in formative years shape individuals. Ethnicity, socioeconomic status, religion, and gender interact with age to influence a person’s behavior and attitudes. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

222 Children and Poverty Poverty is among the most problematic issues for children. More than 18% of children live in poverty; in the inner city, poverty rates are higher. Parents in poverty have limited choices for child care. This can result in children left in the care of siblings or even left alone. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

223 Determining Poverty Among all children, 20.2% of children under the age of 5 live in poverty. Poverty is determined by federal poverty guidelines for household total income by number of family members. Many dispute the federal guidelines, stating that a family, on average, would require an income equal to twice the federal poverty threshold to meet their most basic needs. The guidelines are also disputed by those who believe that income should not be the only criteria for determining poverty. Poverty has a negative impact on school functioning, in its influence on access to adequate housing and timely and high-quality medical care. Source: U.S. Census Bureau, 2006. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Immigrant Children 224 An immigrant child entering a U.S. school for the first time may experience culture shock. If immigrating to an area where there are children with similar backgrounds, the transition may not be as traumatic. Teachers can help these students by being sensitive to cultural and family values and experiences, and assisting them in becoming bicultural. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Children and Ethnic Awareness
225 Children and Ethnic Awareness Ethnic awareness is “a conscious recognition of ethnicity in individuals or groups…being able to assign correctly the labels to the actual faces or pictures of various people indicates a basic form of perceptual ethnic awareness” (Aboud, 1988, p. 6). Ethnic awareness itself is not bad. Attempts to discourage children from noticing that people are different in terms of their physical characteristics only serves to deny children’s accurate perception of reality, which can lead to misunderstanding. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Children and Prejudice
226 Prejudice among young children (ages 4-7) remains high. Prejudice and ethnic awareness increase with age. Prejudice may eventually decline, but not ethnic awareness. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Prejudice Is a Reflection of Society
227 Prejudice Is a Reflection of Society Prejudice is not necessarily learned from parents. Prejudice may be a reflection of society’s values, including the influence of the media. Children with poor self-images are prone toward developing prejudices, to bolster their self-image by denigrating others. The early years of elementary education seem to be appropriate times to develop activities to help children reduce prejudice. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Child Abuse 228 Child abuse includes the physical or psychological mistreatment of children. According to the American Academy of Pediatrics, more than 2.5 million cases of child abuse and neglect are reported each year, with an estimated number of 1,500 children dying from abuse and neglect each year. Some experts believe the reported numbers are too low, and that a more accurate estimate of the number of children dying from abuse and neglect each year is three times higher than what is reported. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Types of Abuse Physical Abuse Physical Neglect Sexual Abuse
229 Physical Abuse Physical Neglect Can be physical, medical, educational, or emotional in nature Sexual Abuse Emotional Abuse Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Educators Reporting Abuse
230 Educators have the professional and ethical, and in some states, legal responsibility to report known or suspected cases of child abuse to the school supervisor. The supervisor, in turn, is responsible for reporting the problems or concerns to professionals at the state level. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Childhood Obesity 231 Bad nutrition habits in adulthood are often formed during youth. Nearly a third of U.S. adults are overweight or obese. Being overweight or obese can have serious health consequences. There are also serious social consequences, including discrimination and rejection from peers and educators. Teachers can help by educating students about the benefits of nutrition, and by advocating for school policies that promote healthy eating and exercise. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

232 Adolescence Adolescence is a transitional period when an individual is “suspended” between childhood and adulthood. It is often described as a “storm and stress” period, one of extreme disequilibria. Ties often shift from parents and family to peers. Adolescence is potentially a time of dissonance and alienation from family. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Challenges of Adolescence
233 Challenges of Adolescence Numerous challenges face adolescents: Sexuality and the risk of STDs Substance abuse Stress leading to adolescent suicide Family alienation Youth violence and street gangs Dropping out of school High unemployment, particularly for African American and Latino youths Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Street Gangs 234 Juvenile gang activity in the United States can be traced back at least a century. Gang activities used to only affect immediate communities. In the 1980’s, gang organizations became more sophisticated and began to affect a wider range of people. The influence of the media has sensationalized gang activity, and it has become associated with violent crime. The emergence of street gangs has become a major challenge for educators. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Gang Membership 235 Membership in particular gangs is usually influenced by race or national origin. Gang participation is also often a function of poverty. Youth become involved in gangs for a variety of reasons: Family stress Protection against victimization Emotional fulfillment Community status Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Generation Y Children of the baby boomers
236 Generation Y Children of the baby boomers Born between the early 1980s and 1994 Largest generation since the boomers (approx. 60 million Americans) Fourteenth generation of Americans Some still in grade school; others just entering the workplace Also called Echo Boomers (because they echo their parents’ generation) and the Millennium Generation Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

“Gen Y-ers” Characteristics of Gen Y The “self-esteem” generation
237 “Gen Y-ers” Characteristics of Gen Y The “self-esteem” generation More positive about their future than Gen X Expect to be better off than their parents They contrast to Gen X, who expect to be worse off Their parents were involved in more humanistic theories of child rearing and more involved with their children Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Technologically Astute, Education-Minded
238 Technologically Astute, Education-Minded Gen Y is the most technologically astute group for educators. They are the most education-minded generation in history. Ninety percent of seniors say they will attend college. Seventy percent expect professional positions. Forty percent plan to pursue master’s degrees. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Generation Z Individuals born in or after 1990.
239 Individuals born in or after 1990. Highly technologically skilled and savvy. Use computer websites to socially network. Need guidance in Internet safety and analyzing informational content for validity and relevance. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Age-related Issues for Educators
240 Child abuse and neglect Educating about discrimination against the elderly Educational programs to reduce risky behaviors on the part of youth (sexual activity, substance abuse, etc.) Adolescent suicide Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Donna M.Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009)
241 Multicultural Education in a Pluralistic Society 8th Edition Chapter 10: Education That Is Multicultural Donna M.Gollnick and Philip C. Chinn Merrill/Prentice Hall (2009) Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition ISBN: Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Education That Is Multicultural
242 Education That Is Multicultural Teaching that is multicultural requires the incorporation of diversity throughout the learning process. If microcultures studied in the text are not interrelated in the curriculum, students do not learn that these are interrelated parts of a whole called self. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Creating Classrooms as Models of Democracy, Equity, and Social Justice
243 Creating Classrooms as Models of Democracy, Equity, and Social Justice Place the student at the center of the teaching/learning process. Promote human rights and respect for cultural differences. Believe that all students can learn. Acknowledge and build on the life histories and experiences of the student’s cultural group. Analyze oppression and power relationships to understand discrimination against persons with disabilities, gays, lesbians, the young, and the elderly. Critique society in the interest of social justice and equality. Participate in collective social action to ensure a democratic society. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Multicultural Education for All Students
244 Multicultural Education for All Students Multicultural education is for all students, not just for students of color or English language learners. Majority-group students must understand their European American heritage and their racial and ethnic identities, and privilege in schools. Students must learn about similarities as well as differences in a quest for equity. Students in segregated classrooms need to know about the pluralistic world and their roles in social justice efforts. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

CREDE’s Five Standards for Diverse Students
245 CREDE’s Five Standards for Diverse Students Teachers and students working together Connecting lessons to students’ lives Developing language and literacy skills across all curriculum Engaging students with challenging lessons Emphasizing dialogue over lecture (CREDE: Center for Research on Education, Diversity, and Excellence) Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Educator Dispositions
246 Education that is multicultural requires educators to have dispositions that support learning for diverse students. Dispositions are values, commitments, and professional ethics guiding teaching and interactions with students, families, colleagues, and communities. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Culturally Responsive Pedagogy
247 Culturally Responsive Pedagogy Affirms the cultures of students Views the cultures and experiences of students as strengths Reflects the students’ cultures in the teaching process Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Multicultural Curriculum
248 Define the knowledge and skills that students are expected to learn in the course of the program. Whose culture and values will be reflected in the curriculum? Does the curriculum teach and value the student’s culture along with the dominant culture? The multicultural curriculum supports and celebrates diversity. Students should see themselves reflected in the curriculum and should learn the value of diversity. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Culture in Academic Subjects
249 Knowledge about students’ cultures can influence teaching subject matter. Culturally responsive teaching increases academic achievement because the subject matter is taught within the cultural contexts and experiences of the students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Including Multiple Perspectives
250 Culturally responsive teaching requires examining sensitive issues and topics. It requires looking at historical and contemporary events from the perspective of many groups, both privileged and oppressed. Acceptance of diverse viewpoints, and the ability to see experiences from multiple perspectives enhances community trust in teachers. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Culturally Responsive Teachers
251 Hold high expectations for all students, no matter what their background or experiences. Care about their students, by holding them to high standards, while also learning about their lives, listening and validating their thoughts and culture, and empowering them to engage in learning. Encourage student voices, discussing their own lived experiences. Engage students, through participation, critical analysis, and action. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Student Voices Students’ voices provide insights into their culture.
252 Students’ voices provide insights into their culture. When schools are accepting only of the dominant culture’s voice, voices of other students are silent. Encouraging the voices of oppressed students’ groups is difficult, especially with student diversity. Teaching requires patience and willingness to listen; help those students who are not comfortable with “their voice.” Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Teaching for Social Justice
253 Teaching for social justice requires “teaching against the grain.” (Cochran-Smith, 2004) It requires disposition for caring and social responsibility for those less advantaged. It requires a desire to dismantle the inequities of the current systems. It requires a belief that everyone is entitled to decent housing, health care, education, food, and nutrition regardless of their ethnicity, race, socioeconomic status, sexual orientation, or disability. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

254 Critical Thinking Students who are taught multiculturally learn to think critically about what they are experiencing. Critical thinking challenges the status quo, encourages questioning of the dominant culture, and considers alternate views of the inequities in society. Students should be encouraged to question the validity of information presented in texts and other sources. They should be encouraged to explore other perspectives. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Addressing Inequity and Power
255 Addressing Inequity and Power Most educators have difficulty addressing the issue of race in the classroom. Many majority-groups students do not believe that racism is a factor in their lives, and they may question its existence. Most students of color feel or see racism around them and cannot understand how their white peers and teachers cannot see, notice, or acknowledge it. To ignore racism negates the experiences of students. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Fostering Learning Communities
256 Interactions and understandings among people from different racial and ethnic groups increase as they work together on meaningful projects inside and outside the classroom. In social justice education, these projects address equity, democratic practices, and critical social issues in the community. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

School Climate When diversity is valued in a school, it is evident in
257 When diversity is valued in a school, it is evident in staffing patterns that reflect the diversity of the country and geographic area. student government and extracurricular activities, which include students from different cultural groups. student participation across varied academic and support systems. the school environment itself: bulletin boards, assemblies, communication. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

The Hidden Curriculum 258 The hidden curriculum in a school consists of the unstated norms, values, and beliefs about the social relations of school and classroom life. It is not taught directly, or included in the objectives of the formal curriculum. It has a powerful impact on students and teachers, in the organizational structures of the classroom and school, as well as the interactions of students and teachers. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Student and Teacher Relations
259 The interactions between teachers and students determines the quality of education. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

What Teenage Students Want from Teachers
260 What Teenage Students Want from Teachers Teenagers say teachers show respect, trust, and fairness by: Letting us know what to expect Knowing your material Pushing us to do our best—and pushing us equally Doing your part Making sure everyone understands Grading fairly Understanding we make mistakes Not denigrating us Keeping biases to yourself Not treating us like kids Listening to what we think Caring about what’s going on with us Not betraying confidences Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Student and Teacher Communication
261 Student and Teacher Communication Faulty communication can hinder learning in the classroom. Problems usually result from misunderstanding cultural cues when the teacher and students are from different cultural backgrounds. Problems can occur when the same words and actions mean something different to the teacher and student. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Enhancing Communication
262 Teachers need to be aware of when there are differences in communication. They can redirect communication to that which is effective with students. At the same time, teachers can help students to interact effectively in situations where they are not comfortable. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Developing Multicultural Proficiencies: Knowing Yourself
263 Many teachers never give serious consideration to who they are, their cultural identity, particularly in relation to their students. It can be helpful to self-analyze your values, your culture, and your views, particularly when they may come into conflict with your students or their families. Teachers should also analyze their interactions with students and communities, to ensure equality and weed out discrimination. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

You Have Much Power 264 As a classroom teacher, you have much power and much influence. Think. Reflect. Confront injustice and discrimination. Build relationships. Inspire. You have the power to make a difference. Copyright ©2009 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gollnick & Chinn Multicultural Education in a Pluralistic Society 8th Edition

Chapter 1 Ethnic and Racial Diversity

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Chapter 1 Ethnic and Racial Diversity

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