1. Diversity in Society and Schools
Chapter 7
Diversity in Society and Schools

2. Socioeconomic status Primary indicator of family standard of living
Impacts chances of attending college, obtaining job
SES measured by occupation, income, education
Possible indicators:
Neighborhood where one lives
Type of job or car one drives
Schools children attend
Types of vacations family takes
Foundations of American Education, 15e Johnson, et al

3. Social Stratification
Ranking of individuals and groups along social structure
Wealth, income, occupation, education key variables
Race, age, gender, religion, disability also contribute
Northern, Western European backgrounds at highest levels
Social mobility, highly valued, difficult for poor
Individuals from wealthy families positioned for success
Foundations of American Education, 15e Johnson, et al

4. Working class Students and families divided by class
Manual work, working class or blue collar workers
Usually have little control over their work
Often routine, mechanical, unchallenging
Work is often sporadic, limited benefits
Often require little education
Foundations of American Education, 15e Johnson, et al

5. Middle Class Income ranges from $45,000 to $88, 000
Includes blue collar, professional, managerial workers
Wide range in lifestyles along income continuum
Often have better benefits than working class
Some earn six-figure incomes, perceive universal condition
Usually attained professional or advanced degrees
Foundations of American Education, 15e Johnson, et al

6. Upper Class Wealthy and socially prominent families
1980 CEO’s earned 40 times as much as their employees
By 1990, earned 85 times, by 2007, 344 times as much
Limited interactions with other classes
Children rarely attend public schools
Foundations of American Education, 15e Johnson, et al

7. Poverty Federal poverty guidelines, $22, 050, family of four
Approximately, half income needed for basic needs
In 2006, nearly 37 million people, 10% families in poverty
67 % of poverty population whites, only 10.3% total whites
Foundations of American Education, 15e Johnson, et al

8. U.S income distribution
Average Median income, 2006
Asians Americans $74, 612
Whites $61, 280
African Americans $38, 269
Hispanic Americans $40, 000
Women earn 72% income of male counterparts
Foundations of American Education, 15e Johnson, et al

9. Poverty in the U.S
Children, elderly, persons of color most likely to be poor
39% children live in low-income families, double percentage of other industrialized nations
Hispanic, African American children more likely to be poor
High quality educational services make a difference
Parenting skills development programs helpful
Foundations of American Education, 15e Johnson, et al

10. Poverty and Schooling Environmental hazards affect learning
Hunger and poor nutrition more common among poor
Less access to certified and experienced teachers
Greater access to substitute teachers
Teacher turnover usually higher
Often less access to technology
Often limited participation in summer enrichment programs
Foundations of American Education, 15e Johnson, et al

11. Race and ethnicity
More than 99% of U.S. population result of migration
Race is a political reality in the U.S.
Whites have higher advantages
Race and ethnicity are different
Both influence one’s identity and status in society.
Foundations of American Education, 15e Johnson, et al

12. Race Social construction for identifying differences
Racial ideas created from experiences within, outside group
We assign negative attributes to others, positive our group
Skin color signifies race, but may be misleading
Persons of color identify themselves by race, ethnic group
Whites less likely to identify themselves by race
Teachers who fail to recognize, confront racism, lose trust
Foundations of American Education, 15e Johnson, et al

13. Ethnicity Based on the national origin of our family.
Identity strongest when we maintain connections
Cohesiveness, solidarity strengthened when organized
Civil rights era brought about changes in schools
European groups joined, ethnic studies burgeoned, 1970s
Foundations of American Education, 15e Johnson, et al

14. European Ethnic Groups
U.S INDIVIDUALS WHO ENTIFY ANCESTRY
PERCENTAGES
German
17%
Irish
12%
English 9%
Italian 6%
Polish 3%
Foundations of American Education, 15e Johnson, et al

15. Discrimination Native and involuntary groups immigrants suffer most
Native Americans evicted, population annihilated
African American ancestors enslaved, de-humanized
Mexican Americans, land annexed after war
Illegal immigrants face deportation, separation
Children fearing parents deportation, may experience stress, unable to concentrate, impacts performance.
Foundations of American Education, 15e Johnson, et al

16. Immigration and Education
Nearly 1 in 4 students have at least one immigrant parent
Migration patterns expanding beyond urban areas
School diversity population rate outpacing nation
Teacher knowledge of diverse groups invaluable
Foundations of American Education, 15e Johnson, et al

17. Disparities in Education
Many changes since 1970s, disparities still exists
Except Asians, students of color under-represented in higher level courses, programs
Underperformance on achievement test.
Hispanics likely taught by unqualified math teachers
Class sizes serving students of color, generally larger
Mobility, fear of safety may impact academic performance
Foundations of American Education, 15e Johnson, et al

18. Teaching from Cultural Context
Learning style, prior knowledge, experiences, complex
Teachers must observe, listen, and assess students
Validating cultures of students may build trust
Teaching honest history of group helpful
Help students make connections to broader world
Students’ experiences should be represented in curriculum
Foundations of American Education, 15e Johnson, et al

19. Language and culture Language socializes us into cultural communities.
Cultural similarities, differences impact interpretation
Miscommunication may be due to decoding
Students may have limited English, school experience
Replace native language, predominant approach
Standard English privileged mode of communication
Biculturalism, useful strategy students, teachers
Foundations of American Education, 15e Johnson, et al

20. Teaching ELLs Home-school linguistic differences may cause dissonance
Bilingual Education uses both English and native language
Full immersion in English-only classes, another strategy
NCLB requires English proficiency
Multiple factors influence proficiency development
Foundations of American Education, 15e Johnson, et al

21. Teaching ELLs: Six Common Approaches
Sheltered instruction, academics, English, simultaneously
Newcomer programs, new immigrants, ESL skills helpful
Transitional bilingual education, content in native language
Developmental bilingual education, content English, native language simultaneously
World language immersion, English speakers
Two-way immersion, bilingualism for all students
Foundations of American Education, 15e Johnson, et al

22. Gender Gender influences our experiences of the world
Boys and girls are socialized differently
Many girls and boys perform differently in schools
Gender differences brain function, socially constructed
Gender disparities still exist in schools, society
Teachers should be gender-sensitive, adapt approaches
Schools must support GLBT students
Foundations of American Education, 15e Johnson, et al

23. Exceptionalities Often low expectations for students with disabilities
People with disabilities face discrimination, society
Inclusion fully integrates all students requires collaboration
Teachers must Individualize lessons for students with IEPs
Students can learn, may require accommodations
African Americans, ELLs, low-income students, disproportionately placed
Response to Intervention (RTI), one approach
Foundations of American Education, 15e Johnson, et al

24. Religion & Multicultural Educ.
Religion can influence values, schooling experiences
Alignment with religious values promotes harmony
Multicultural education, helping ALL students learn
Involves integrating diversity, social justice, equality
Classrooms and schools become models for democracy
Foundations of American Education, 15e Johnson, et al