1. Personal and Social Development
Module 4

2. Multicultural Education
Three important dimensions of every student’s identity
social class
ethnicity
gender

3. Multicultural Education
Expansion of educational curricula and activities to include the perspective, histories, accomplishments and concerns of non-European people (Hillard, 1991/1992).

4. Multicultural Education
Content integration - using examples and content from a variety of cultures and groups to illustrate key concepts and principles, generalizations, and theories in their subject area.
Knowledge construction process - help students to understand how the implicit cultural assumptions within a discipline influence the ways that knowledge is constructed within it.
Prejudice reduction - identify the characteristics of student racial attitudes and determine how they can be modifies by teaching.

5. Multicultural Education
Empowering school cultures and social structures - examine group and labeling practices, develops participation, and the interactions of the staff and the students across ethnic and racial lines to create a school culture the empowers all students from all groups.
Equity pedagogy - matching teaching styles to students’ learning styles in order to facilitate the academic achievement of students from diverse racial, cultural, and social class groups.

6. Culture and Group Membership
Core societal values
Context and customs
Power and social positions
Intergroup relations
Social Identities
Tools and practices
Social capital
Psychological capabilities to navigate borders in diverse societies

7. Social Class Differences
Socioeconomic Status (SES)
defines the various levels of wealth, power and prestige; it is not always consistent.
professors are given prestigious labels, but the prestigious labels give them little in terms of wealth.
upper class - $100,000 or more – corporate professionals, family money – prestigious colleges and professional schools - may have political power.
Middle class - $40,000 - $100,00 - white collar and skilled blue color - high school, college, or professional school.
working class - $12,000 - $40,000 - blue collar jobs - high school graduates.
lower class – below $12,000 – minimum wage- unskilled labor – high school education or less

8. Children and Poverty in U.S. Schools
Our children
U.S. has the highest poverty rate for children of all developed nations.
50% of these children are living in deep poverty.
2020 schools are expected to teach 5.4 million children living in poverty.
1 in 4 Americans under the age of 18 live in poverty – Poverty defined as $16,530 for a family of four.
U.S. poverty rate is 5-8 times higher than other industrialized countries.

9. Who is living in poverty?
65% European-American
45% African-American
40% Hispanic
60% of all single mothers with preschool children live in poverty
Young families

10. Poverty and Achievement
High SES - students stay in school longer and have higher achievement test scores.
Poverty during the preschool years has the greatest negative impact on our children.
The longer the child is in poverty, the greater the impact on achievement.

11. Effect of Poverty Low test scores Poor health care
Low expectations – Low self-esteem
Learned helplessness
Peer influence and resistant cultures
Making it in school for low SES students might mean “selling out” or acting “middle class”.

12. Effect of Poverty Tracking
Low SES is associated with tracking and different academic socialization (taught differently)
Memorize
Low ability classes or general education classes
Passive and teacher dominated

13. Home Environment
Home, neighborhood resources, books, computers, libraries, trips, museums, etc. have the greatest impact on learning.
Childrearing styles - schools tend to value behaviors taught in upper or middle class homes.
Research shows middle-class mothers talk more, give more verbal guidance, help their children understand the cause of events, make plans, anticipate consequences, direct their children's attention to relevant details of a problem rather than impose solutions, and encourage the child to problem solve on their own.

14. ALL LEARNING TAKES PRACTICE
Classroom Dialect
Become familiar with features of students’ dialects.
Allow students to listen to a passage or story first.
Use visual aids to enhance comprehension.
Cloze procedure - selected deletion of words from a passage in order to focus on specific text features.
Allow students to retell the story or passage in various speech styles.
Integrate reading, writing, and speaking skills whenever possible.
Teach students how to switch between school and home dialects.
Give practice with feedback and correction in using school dialect.
ALL LEARNING TAKES PRACTICE

15. Self-Concept Mental picture we develop about ourselves
Refers to individual beliefs about our attributes, characteristics, and abilities.
As children and adults age, the self-concept becomes more stable over time.
2 years of age - children are able to recognize themselves in a mirror, can pick themselves out in a group picture.
3 years of age – children describe themselves in more global terms - based on external qualities, such as I am fast, I am a good boy.
3-5 years of age – children view themselves as either good or bad, but not both good and bad.

16. Self-Concept
6-8 years of age - children begin to acknowledge having more than two traits.
10-15 years of age – children recognize positive and negative qualities in the same situation; they realize they can be nice and mean in the same situation.
15 years of age and older - self-concept becomes differentiated and integrated; they begin to make distinctions about themselves.
Children increasingly base their self-concept on comparison with peers.

17. Self-esteem
Value attached to our mental picture of ourselves; based on judgments and feelings we have of our capabilities and self-worth.
Two qualities of self-esteem
Worthiness - feeling of being valued
Competence - feeling of being effective
Comes from parents/caregivers and significant others.

18. Self-esteem
High self-esteem - positive feeling about self, confident, worthy and effective.
7 years of age - children begin to form judgments and assessments of themselves compared to others in relation to the difficulty of the tasks.
Teens physical appearance can predict self-esteem.
Parents/teachers/caregivers who compare children with others risk lowering a child's self esteem.
Children who are overprotected, dominated or neglected can develop a negative self-concept and low self-esteem.

19. Memory Jog Self-concept: How we think of ourselves.
Self-esteem: How we feel about ourselves.
Self-efficacy - belief that one is capable of executing certain behaviors or reaching certain goals.

20. Identity Diffusion No commitment to career path or belief system.
May experiment (not seriously) with roles or beliefs.
No determination in self-definition.
Leaves adolescents without a clear sense of direction in life.

21. Foreclosure Firm commitment to occupation/set of beliefs.
Decisions based on what others say (especially parents).
Does not explore other possibilities.
Has no prior experience
rules out productive alternatives; no clear sense of direction and experimentation.
remember, healthy development comes from exploration at any age.

22. Moratorium
No strong commitments to a particular career or belief system.
Actively exploring a variety of career options and ideologies
undergoing an identity crisis
actively struggling to choose a life course

23. Identity Achievement
Adolescent has gone through a period of moratorium and emerged with a clear choice in ideological beliefs, religious beliefs, career choice, etc.
This is a healthy outcome in the search for a meaningful identity.

24. Good and Not So Good Good: Not so good:
Moratorium
Identity achievement
Not so good:
Identity Diffusion
Foreclosure
The goal: develop a clear and meaningful sense of self.