1. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-1 Chapter 2 Ethnic and Racial Diversity 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. 2-2 A Brief History of the Immigrant Population Involuntary ReasonExample Escape religious/ political persecution Western Europeans Work/labor needs Eastern Europeans/ Mexicans/ Asians ReasonExample SlaveryAfricans AnnexationMexican/ Native Americans/ Native Hawaiians Voluntary

3. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-3 The Control of Immigration Nativism: Protecting the rights of native- born citizens 1790 Naturalizati on Act Dillingham Commissio n of 1917 Johnson- Reed Act of 1924 Immigration Reform and Control Act of 1986

4. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-4 The Control of Immigration Legal Immigration Routes Family Sponsorshi p Employer Requests Refugees/ Asylees Lottery

5. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-5 Unauthorized Immigrants May become legal immigrants due to employment, refugee status, or family sponsorship Plyler v. Doe (1982) Supreme Court ruled undocumented children have a right to seek a public education. Educators cannot inquire about, or require students or parents to declare, their immigration status.

6. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-6 Refugees and Asylees Refugees are recognized as being persecuted in their home country for religious, ethnic, or political reasons. Refugee students may feel disconnected from school and be coping with stress. Educators will need to work with parents to forge appropriate goals and meet the needs of refugee students.

7. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-7 Education of Immigrants A key factor in the academic success of immigrant children is the level of their parents ’ education. Parents ’ ability to speak English well improves their children ’ s chances of academic success. Teachers should work together to provide students every opportunity possible to achieve success.

8. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-8 Ethnicity Based on a number of factors, including national origin or origin of ancestors when they immigrated to the United States Character of ethnic groups changes over time

9. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-9 Ethnic Identity One does not have to live in the same community with others of same ethnic group to continue ethnic identity. Degree of ethnic identity is determined by recognition and promotion of ethnicity in the family. For some, ethnic identity provides them with the security of belonging and knowing who they are.

10. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-10 Acculturation Acculturation is the adoption of the dominant group ’ s cultural patterns by a new or oppressed group. The degree of acculturation is determined, in part, by individuals or families. Acculturation does not guarantee acceptance by the dominant group.

11. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-11 Race Racial groups are comprised of many ethnic groups: conversely, ethnic groups may include members of more than one racial group. Race is a social-historical concept used to classify individuals based on difference. Racial identification has been used to classify groups of people as inferior or superior to other racial groups, resulting in discrimination and inequality against persons of color.

12. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-12 Identification of Race Benefits Drawbacks Allows tracking of the participation of groups in schools, colleges, and professional fields to determine discriminatory outcomes Imposes boundaries that do not always reflect how group members see themselves

13. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-13 Racial Diversity More than one third of the nation is currently African American, Latino, Asian American, and American Indian. Factors that contribute to the population growth of persons of color: Birthrate Immigration

14. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-14 Racial Identity Evolves with education and life experiences. Elementary and secondary students will be at different stages of developing their racial identity. Educators must remember that students of color face societal constraints and restrictions that seldom affect white students.

15. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-15 Civil Rights Oppressed groups have a long history of struggle to gain their basic rights in the United States. The Civil Rights Act of 1964 banned discrimination in schools, employment, and public accommodations, and gave voting rights to millions. Changes did not necessarily follow.

16. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-16 Brown v. Board of Education In 1954, the U.S. Supreme Court decision in Brown was the result of several class action suits. The Supreme Court unanimously declared that separate but equal schooling was not equal. Although effects were not immediate, the Brown decision began desegregation of schools.

17. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-17 Post Brown Turn Around The goal of desegregation has changed from the physical integration of students to the achievement of equal learning opportunities and outcomes. Educators have an increasing responsibility for ensuring that all students learn and for helping them understand that the world in which they are likely to work is multiethnic and multiracial, unlike the school they may be attending.

18. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-18 Racism To understand racism, one must understand and acknowledge that there are differential levels of access to prestige, power, and privilege based on culture, ethnicity, and race.

19. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-19 Intergroup Relations Discriminatory practices by those having institutional advantages. Competition for economic resources. Intergrou p conflict results from To reduce and overcome intergroup conflicts, training and work on intergroup/human relations skills is necessary.

20. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-20 Hate Groups There now are over 1,000 organized hate groups in the United States, most located east of the Mississippi River. They often target areas of the country that have experienced economic and racial change. Most have sophisticated websites and some reach out to school-age children in spreading their message of hate.

21. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-21 Affirming Race and Ethnicity in Classrooms Students ’ race and ethnicity can have a significant impact on how educators perceive students and their behavior and performance in school. It is critical that teachers are aware of the cultures and experiences of their students.

22. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-22 Acknowledging Race and Ethnicity in Schools Many educators claim color blindness. Rather than pretending that race and ethnicity do not exist, teachers should acknowledge the differences and be aware of ways they can influence learning. Equity does not mean sameness; students can be treated differently to accomplish the goal of student learning.

23. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-23 Confronting Racism in Classrooms Educators must confront these issues on a personal level prior to entering a classroom. Educators should not fail to confront racism when it develops in the classroom. White students may deny problems in society or own prejudices. Educators should teach about the harm and dangers of racist behaviors.

24. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-24 Incorporating Race and Ethnicity in the Curriculum Ethnic StudiesEthnocentric Curriculum Multiethnic Curriculum Introduces all students to history, conditions, and contributions of ethnic groups Are designed to correct distortions and misconceptions Ethnic groups established private schools to reinforce culture, traditions, and native languages. Afrocentric curriculum offers an African perspective of the world and historical events. The curriculum should promote awareness and recognition of the multiethnic population in all classroom experiences.

25. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-25 Closing the Achievement Gap There is a considerable disparity between achievement by students of color (particularly poor students) and majority- group achievement. Low-income students are likely to have a low-level curriculum and low performance standards. Students of color in poor communities have less-experienced, less-qualified teachers.

26. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-26 Who Is Responsible for Closing the Gaps? Teacher effectiveness is more important in student achievement than a student ’ s race, poverty, or parent ’ s education. With effective teachers, low-achieving students become high achievers.

27. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 2-27 Desegregation and Intergroup Relations The most integrated schools today are in rural and small town areas. The most segregated schools are located in central cities of large urban areas and the suburban areas closest to cities. There is a strong need for intergroup relations training to assist students and teachers in respecting each other and working together effectively.