1. Chapter 8 Affirming the Cultures and Supporting the Achievements of Diverse Students

2. Chapter 8 Affirming Cultures and Supporting Diverse Students
% of United States students were European Americans
2004 – 43 % of US students were African, Asian, Latin, or Native American
By 2010 the percent of Non European American students is expected to be 50% or more

3. Cultural Capital Schools tend to reinforce the knowledge and values of the culturally dominant group
Sources of Cultural Capital:
Customs
Values
Language
Material goods (books, pictures, objects etc.)
Educational Experiences

4. The Mismatch Dilemma
Most teachers are middle-class European Americans from suburban or rural backgrounds
Most are female
Most have little knowledge of other languages or cultures
Simply being a teacher from a non-white background does not guarantee effectiveness

5. Using Cultural Capital
Become familiar with your students background:
Visit their neighborhoods
Become familiar with students living circumstances
Talk to their parents

6. Using Cultural Capital (Cont.)
Find out about the occupations of students’ parents and use parents as resource people in your class
Use the richness of students’ homes and communities as sources of diverse, and powerful connections to classroom learning (RELEVEANCE)

7. English Language Learners
There is no broad consensus on the best approach.
Assimilationists favor English immersion.
Cultural Pluralists favor First-Language instruction in all subjects except Literacy. English is taught during literacy instruction.
Multiculturalists favor bilingual education in which student receive instruction in both languages.

8. ELL – What’s Best?
Research suggests the best ELL program for a student depends on:
Age
Previous Exposure to English
Language support at home

9. ELL – What’s Best? (Cont.)
Research suggests the goal of an ELL program should be to help students maintain and build their first language and…
Add fluency and literacy skills in English but…
Not attempt to replace the first language with English

10. ELL- What can a teacher do?
Learn some basic words and phrases and teach these to the class
Use the first language in songs, poetry, dances, rhymes, and counting
Include first language materials in centers

11. ELL- What can a teacher do? (Cont.)
Modify (simplify) your English when giving instruction and providing directions for assignments
Allow students who share the same first language to use that language when working in pairs or small groups
Acquire dual language dictionaries and other resource materials that will help you translate between English and other languages.

12. Teaching in Urban Schools
Usually urban schools have more cultural mismatches related to immigrant and minority group status.
Usually urban schools have more students who are at-risk academically
Usually urban schools have students whose home background equips them with less cultural capital that would predispose them to success in school

13. Urban Schools tend to have:
More students living in poverty
Higher percentages of single-parent families
Lower percentages of credentialed and highly qualified teachers
Aging facilities
Limited space and materials

14. What Students in Urban Schools Need
Caring teachers
Teachers with cultural sensitivity
Good student-teacher relationships
Affirmation of home cultures

15. What Students in Urban Schools Need (Cont.)
High expectations and performance demands
Intellectual rigor focused on important knowledge and skills
Connections between classroom learning and life experiences

16. What Successful Teachers Do
Confront their own prejudices (e.g. low expectations for students of color)
Take steps to change prejudiced attitudes or beliefs
Avoid being “Color Blind” (this usually results in all students being treated as American European middle-class

17. What Successful Teachers Do (Cont.)
Assume the role of “Warm Demander”
Display warmth, caring and empathy
Teach students empowering knowledge and skills
Include direct instruction in literacy and communication
Drive students to succeed
Refuse to accept excuses or shoddy work

18. What Successful Teachers Do (Cont.)
Require students to correct mistakes or redo poorly done assignments
Enlist the support of parents to make sure students take homework seriously
IN GENERAL, THEY FOLLOW THROUGH!

19. Cultivating Parental Involvement
Parental involvement is positively correlated with student achievement and motivation
Teachers should cultivate parental involvement early in the school year

20. How to promote parental involvement
Schedule a series of conferences early in the school year
Make phone calls and send personal notes
Invite parents to special class events

21. How to promote parental involvement (Cont.)
Ask parents to support special class activities
Invite parents to events that are more social and entertaining than academic
Visit in students’ homes
Encourage parents to volunteer in school

22. Responding to Gender Differences
Most studies show these tendencies:
Boys value and enjoy mathematics and science more than language arts
Girls value and enjoy language arts more than science and mathematics
Boys prefer to read non-fiction
Girls prefer to read fiction

23. Responding to Gender Differences (Cont.)
Girls are more likely to attribute lack of success to limited ability in specific subject areas
Boys tend to attribute lack of success to bad luck, lack of interest, or low effort
These differences make girls more vulnerable to learned helplessness or other forms of failure acceptance

24. Teacher Reactions to Gender
Boys receive more interaction with teachers than girls
Boys initiate many of the interactions
Teacher-initiated interactions also favor boys
Teachers ask more thought-provoking questions to boys and give them more feedback

25. Recommendations Encourage boys to appreciate literature
Help girls learn to value mathematics and science
Encourage girls to actively participate in lessons
Encourage girls to “speak their minds”
Assign girls leadership roles
Continue to encourage boys’ motivation and achievement

26. Learning Styles and Multiple Intelligences
Research supporting the importance of Learning Styles and Multiple Intelligences is limited
Addressing all learning styles and intelligences in a lesson is difficult
Students with an affinity for a particular learning style or strength in a type of intelligence may be “reached” if that style is part of the lesson
The best approach may be to include a variety of learning styles and intelligences to classroom instruction over extended time periods

27. Personal Characteristics (Five Types of Students)
Successful – task oriented, academically successful and cooperative
Social – more person oriented than task oriented but may not be well liked by teachers
Dependent – frequently look to teacher for support and encouragement – tend to be socially immature

28. Personal Characteristics (Five Types of Students) (Cont.)
Alienated – reluctant learners – potential drop-outs – some are openly hostile
Phantom – fade into the background – may be shy, nervous, quiet, independent workers, do not volunteer, do not create disruptions
See p.271 for Good and Power (1976) suggestions for working with each type of student

29. THE END

30. Discussion
What are some ways to get to know the community in which you teach? Why is this important?
What are some strategies you plan to use to promote parental involvement?
What are some strategies you will use to minimize gender bias in your classroom?

31. Discussion (Cont.)
Many minority students’ parents do not speak English. How can you get them involved in their child’s educational process?
What do you see as the greatest teaching challenge associated with student diversity? How will you begin to address that challenge?