1. Chapter 2 Ethnic and Racial Diversity
Multicultural Education in a Pluralistic Society
8th Edition
Chapter 2 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.

2. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

3. 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
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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4. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

5. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

6. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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7. 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
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

8. 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
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

9. 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
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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10. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

11. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

12. 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
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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13. 60% of Immigrants live in:
New York
California
Florida
Texas
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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14. 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.
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15. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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16. 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).
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

17. 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
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18. 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
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19. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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20. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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21. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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22. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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23. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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24. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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25. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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26. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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27. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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28. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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29. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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30. 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
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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31. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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32. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
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33. 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.
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Gollnick & Chinn Multicultural Education in a Pluralistic Society
8th Edition

34. 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