1. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 0 Understanding Human Differences Multicultural Education for a Diverse America 3rd Edition By Kent L. Koppelman The Conceptual Framework This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a networkAny 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 imagesPreparation of any derivative work, including the extraction, in whole or in part, of any images Any rental, lease, or lending of the programAny rental, lease, or lending of the program

2. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 1

3. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 2

4. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 3

5. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 4

6. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 5 SECTION 1 Examining and Understanding INDIVIDUAL Attitudes and Actions

7. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 6 Section 1 Chapter 1 Understanding Ourselves & Others: Clarifying Values and Language Understanding Human Differences Multicultural Education for a Diverse America 3rd Edition By Kent L. Koppelman

8. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 7

9. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 8 What is the difference between BELIEFS and VALUES

10. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 9 Descriptive (Ships appear to sink below the horizon, therefore the world is round.) Descriptive (Ships appear to sink below the horizon, therefore the world is round.) BELIEFS are inferences about reality: BELIEFS are inferences about reality: Prescriptive (Many educators believe that if students help create rules for the classroom, they are more likely to abide by them.) Prescriptive (Many educators believe that if students help create rules for the classroom, they are more likely to abide by them.) Evaluative (Churchill acknowledged the problems of democracy, but based on his experience he believed it was the best form of government.) Evaluative (Churchill acknowledged the problems of democracy, but based on his experience he believed it was the best form of government.)

11. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 10 ATTITUDES consist of a cluster of BELIEFS VALUES are a combination of ATTITUDES that will generate choices and actions

12. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 11 The Relationship of VALUES, BELIEFS, ATTITUDES & CHOICES Kniker, C. You and values education. Copyright © 1979. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, NJ.

13. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 12 What is the relationship between a person’s VALUES and BEHAVIORS The Role of VALUES in Human Differences

14. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 13 Studies report a consistent inconsistency between the VALUES expressed by individuals and the ACTIONS they take. VALUES ACTIONS =

15. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 14 What inconsistencies exist between American VALUES and American BEHAVIORS

16. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 15  American VALUES emphasize individuality, yet we demand conformity  American VALUES emphasize equality, yet we have the highest economic and social inequality of all industrialized societies

17. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 16 1- Setting an example (role model) 2 - Enforcing rules and regulations (tardy passes teach promptness) 3 - Persuading or convincing (winning the argument) 4 - Appealing to one’s conscience (Don’t you think you should share?) 5 - Offering limited choices (Play nice with Susie or go to your room) 6 - Providing inspirational material/experiences (religious retreats) 7 - Reinforcing religious or cultural dogma (The Bible says so) (We’ve always done it this way) Adults have traditionally taught VALUES to children by:

18. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 17 How does the way VALUES are taught explain the inconsistency between VALUESandBEHAVIOR

19. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 18 Each of the seven ways of teaching VALUES represents INDOCTRINATION: - trying to get someone else to believe and value exactly what you believe and value Children may learn “what is right,” but they may only SAY it and not DO it.

20. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 19 Defining Terms Related to Human Differences Bias: A preference or inclination, favorable or unfavorable, which inhibits impartial judgment

21. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 20 Examples of Bias: Self-Serving Bias: Believing information that is beneficial to self-interest and goals Expectancy Bias: Looking for information, pursuing information and drawing conclusions that reinforce one’s beliefs

22. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 21 Defining Terms Related to Human Differences Stereotype: A positive or negative trait or traits ascribed to a certain group and to most members of that group

23. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 22 A Note about Stereotypes: Some stereotypes may be considered positive: - all blacks are athletic - all women are nurturing These still have a negative impact by interfering with an accurate perception of another individual

24. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 23 Defining Terms Related to Human Differences Prejudice : A negative attitude toward a group and persons perceived to be members of that group; being predisposed to behave negatively toward members of the group

25. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 24 Defining Terms Related to Human Differences Bigotry: Extreme negative attitudes leading to hatred of a group and persons regarded as members of the group

26. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 25 Defining Terms Related to Human Differences Discrimination: Actions or practices carried out by a member(s) of dominant groups, or their representatives, that have a differential and negative impact on a member(s) of subordinate groups

27. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 26 What is the difference between RACE, ETHNICITY, and NATIONALITY

28. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 27 RACE is an unscientific, social concept of human difference based on skin color as compared to ETHNICITY which refers to the cultural origins of one’s family (when the parents have different cultural origins their children may identify with one more than the other)

29. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 28 ETHNICITY which refers to the cultural origins of one’s family (when the parents have different cultural origins their children may identify with one more than the other) ETHNICITY is not the same as NATIONALITY which refers to the nation of one’s citizenship

30. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 29 Humans historically have organized people into GROUPS Yet DNA research on genetic variation occurs: 85% within groups 15% between groups

31. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 30 Español y Castiza = Español “Castas” by Francisco Clapera, c. 1775, Jan & Frederick Mayer Collection, Denver Art Museum Español y Mestiza = Castiza Español y India = Mestiza

32. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 31 What are MINORITY GROUPS and why are they so named MINORITY GROUPS are socially defined subordinate groups in a society that have less power than the members of the dominant (majority) group

33. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 32 How have LABELS been used to define and control MINORITY GROUPS

34. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 33 Derisive LABELS such as “spic,” “bitch,” or “fag” create negative images Sanctioned LABELS such as “mentally retarded” suggests that cognitive functioning defines all a person does and is used to justify limiting that person’s activities.

35. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 34 LABELS & STEREOTYPES LABELS: If someone is labeled “mentally ill” they are often perceived as… Stereotype: a potentially violent person Reality: only 3-5% of violent acts in the U.S. are committed by mentally ill people

36. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 35 What is the impact of LABELS on individuals who are labeled

37. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 36 Age 4: Children understand that skin color is permanent  Some children reject derisive terms for their group  Other children may internalize these negative judgments Age 8: Children are aware of social stigmas attached to certain skin colors

38. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 37 How are negative BUREAUCRATIC terms as harmful as social derisive terms BUREAUCRATIC terms used in scholarly writing and government reports become DERISIVE when associated with negative images  “inner city residents”  “welfare recipients”

39. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 38 How has our society responded to social problems experienced by minority groups

40. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 39 Exceptionalistic – Social problems regarded as individual, unpredictable, requiring solutions that address unique issues of an INDIVIDUAL Individual problems may be a consequence of - defect - accident - circumstance

41. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 40 Universalistic – Problems regarded as systemic, predictable, requiring research to identify causes of problems affecting MANY PEOPLE Societal problems viewed as a consequence of Imperfect or Inequitable Social Arrangements

42. © 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Preface/Chapter 1 - 41