1. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-1 Chapter 9: Geography Donna M. Gollnick and Philip C. Chinn Multicultural Education in a Pluralistic Society, 9th Edition any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-2 Geography and Culture 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. Understanding geographic influence provides a context for teaching and learning based on students’ experiences.

3. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-3 What is Geography? The study of places Physical geography: Study of the physical environment Human geography: Economic activities Social and cultural systems

4. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-4 Our Place in the World Placing the United States within the world provides a context for understanding where we and others live. People are concentrated in certain areas since few choose to live in the earth ’ s cold or dry areas. Three of every four people currently live in the Northern Hemisphere.

5. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-5 Regional Diversity in the United States To meet the needs of students, educators have to be aware of the influences of geography and space on the culture of the people who live in the area. 6 main regions: South Appalachia New England and Mid-Atlantic Great Plains and the Midwest Southwest West (Coastal and Interior)

6. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-6 The South It includes many subregions all with their own distinctive cultures. Fifty percent of U.S. African Americans live in the South. Characteristics Schools were slow to develop in the South. Most schools across the South were segregated long after the 1954 Brown decision. Education

7. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-7 Appalachia Appalachians have historically been stereotyped as poverty- stricken, violent, and lazy. The poverty rate in Appalachia today is about the same as in other rural areas of the country. Characteristic s School attendance has historically been lower than other parts of the country but is improving. The percentage adults who have finished high school and college are lower compared with the rest of the U.S. Education

8. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-8 New England and the Mid-Atlantic New England was home to the early political centers of the European settlers. It is among the least racially diverse areas of the country. Characteristics It is home to some of the country’s oldest and most prestigious colleges and universities. Education

9. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-9 The Great Plains and Midwest One-third of the people in this area live in rural areas of 2,500 people or less. The per capita income in the Great Plains is among the lowest in the country. Characteristics Although the region has less ethnic and racial diversity than other areas of the country, a growing number of school districts have implemented bilingual and ESL programs. Education

10. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-10 The Southwest Over half of the population of the Southwest have national origins other than Western Europe. The percentage of people in poverty is higher in the Southwest than in the rest of the nation. Characteristics Bilingual education continues to be debated across the Southwest. Teacher salaries are among the lowest in the country. Education

11. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-11 The West People in this region are more likely to live in metropolitan areas than people in any other part of the country. The population of the West is more diverse than the rest of the country. Characteristics The use of native languages for instruction continues to be debated. Dropout rates are higher than the national average in all states in this region. Education

12. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-12 Regional Differences in Education Significant differences can be found across regional areas in relation to education. Individuals exploring teaching opportunities will find that the average salaries in some states are considerably higher or lower than in others. Educational attainment varies across regions.

13. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-13 Regional Religious Differences Religious differences are one of the most important of the regional differences in the United States. The daily behaviors and values of an individual may have a direct correlation to the individual ’ s religious beliefs. There are significant geographical differences in the religiosity of the American people.

14. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-14 Regional Cuisine An important factor associated with geography is food. American regional cuisines are as different as regional dialects and regional religious and political values.

15. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-15 Regional Health and Well-Being Health issues are closely associated with regional diets. Socioeconomic status and planned physical activity are factors that may also influence regional health issues.

16. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-16 Regional Political Differences The South, Midwest, and Southwest, and Mountain West states are primarily Republican. The states in the northeastern and far western United States are generally “ blue ” states. The Great Lakes states are often “ battleground ” or “ swing ” states.

17. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-17 Rural, Urban, and Suburban Areas Seventy-nine percent of the U.S. population lives in towns, cities, and metropolitan areas with 2,500 people or more. Many teacher candidates indicate that they want to teach in or near the area in which they grew up.

18. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-18 Rural Areas 21% of the population resides in rural areas. The states n with the largest rural populations are California, Texas, and New York. Population The rural workforce earns less than its urban counterparts. The poverty rate is higher than in other places. Economics Schools in rural areas are smaller, so there are fewer students to manage and a better opportunity to get to know students’ families. Rural schools often do not have the resources to offer specialized classes. Schools

19. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-19 Urban Areas One-half of the world’s population live in mega-cities. The ethnic and racial diversity is usually greater in cities than in other areas. Population Cities are centers of extremes and contradictions. For oppressed people in urban areas, the dominant values may not serve them effectively. Contradictio ns Over 40% of the nation’s students attend schools in the largest 500 school districts. Great disparity can exist between urban school districts. Schools

20. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-20 Suburban Areas The desire for home ownership was one of the primary reasons for the development of suburbia. Suburban zoning policies and homeowner association building requirements and restrictions can limit loans to the more economically advantaged. Most suburbs are economically, racially, ethnically, linguistically, and religiously diverse. Developme nt of the Suburbs The quality of schools is often one of the reasons that families move from cities to the suburbs. There is diversity in the quality of schools across suburbs. Suburban Schools

21. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-21 Migration 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

22. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-22 Migration Worldwide In much of the world, migration refers to people crossing borders temporarily. Migration typically involves movement from rural to urban areas. Many urban areas do not have the resources to provide services to growing numbers of migrants.

23. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-23 Migration in the United States Early U.S. history involved migration West, including many Native American tribes. In the 20 th century, large numbers of African Americans moved from the South to northern and western industrial areas to fill jobs that were then open to them. Migration within the United States takes place continuously.

24. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-24 Globalization Economic, political, environmental, and cultural influences call for global connections. Began with colonization in the 15 th 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.

25. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-25 Economics Businesses and organizations are increasingly competing on a global scale. Advances in technology are changing the job market and opening communications across national borders; 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.

26. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-26 Environment 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.

27. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-27 Incorporating Students ’ Cultural and Geographical Differences into Classrooms Educators may have to become acquainted with other cultures to serve the new students effectively. Meeting with parents and listening to the students ’ own narratives of their lived experiences will help in providing a context for effective teaching and learning.

28. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-28 Teaching Immigrant Students 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 may differ from what is expected.

29. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-29 Honoring Family Cultures Students’ cultural backgrounds should be reflected in the examples used to teach. The teacher’s repertoire of instructional strategies should relate content to the realities of the lives of students. The teacher who understands the experiences of students from different cultural backgrounds can use that knowledge to help students learn subject matter.

30. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-30 Incorporating Global Perspectives 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.

31. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 9-31 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.