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CTEL > Ch9 > Flashcards

Ch9 Flashcards

1
Q

What can be true of students of different cultures in terms of how they find the organization of school? (2)

A
  • Incomprehensible

- Exclusionary

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2
Q

Who are societies prime agents of acculturaton?

A

Parents and teachers

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3
Q

What can increase interest in reading w.r.t. culture?

A

Culturally relevant content

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4
Q

What are 4 key actions to take to understand culture and cultural diversity?

A
  • Explore key concepts of culture
  • Investigate ourselves as cultural beings
  • Learn about students and cultures
  • Recognize how cultural adaptation affects learning
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5
Q

What are 3 actions that can be taken to strive for equity in schooling?

A
  • Detect unfair privilege
  • Combat prejudice in ourselves and others
  • Fight for fairness and equal opportunity
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6
Q

What are 4 ideas around supporting culturally responsive schooling?

A
  • Respect students’ diversity
  • Work with culturally supported facilitating
  • Sustain high expectations for all students
  • Marshall parental and community support for schooling
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7
Q

In school, ___ are responsible for passing on cultural knowledge

A

teachers

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8
Q

The acts of ___ help shape culture

A

individuals

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9
Q

Culture is ___ and ___ patterns for living

A

explicit and implicit

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10
Q

Culture is dynamic, ___ agreed upon symbols and meanings, knowledge, belief, art, morals, law, customs, behavior, traditions, and/or habits that are ___ and make up the total way of life

A
  • commonly

- shared

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11
Q

Culture is values, beliefs and social relations that are ___ being reshaped

A
  • continually
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12
Q

Culture is more than the artifacts (kimono, chop sticks, etc). To understand culture, examine the ___ ___ and ___ of the artifacts

A

living patterns

values

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13
Q

Culture is not only the filter through which people see the world, it is also the ___ ___ from which each person fashions a life that is individual and satisfying

A

raw dough

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14
Q

Culture is universal

  • Everyone belongs to _ _ _
  • Provides a template for _ _
  • All share some ___ ___
A
  • at least one
  • daily rituals
  • universal characteristics
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15
Q

How does culture simplify living?

A

It provides a common base for communication and social customs

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16
Q

Culture is absorbed ___

A

unconsciously

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17
Q

Culture rewards those ___ the cultures’ values

A

exemplifying

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18
Q

___ components are equally powerful cultural communication

A

Non-verbal

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19
Q

Societies represent a __ of cultures

A

mix

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20
Q

Macro-culture are the patterns that ___ a society

A

dominate

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21
Q

Micro-cultures can be divided by ___ ___

A

age, sex, social status, ethnicity, geography

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22
Q

How is culture a paradox?

A

It is both dynamic and persistent

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23
Q

Culture is a mix of ___ and non ___ elements

A

Rational: Christmas tree, carving pumpkin

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24
Q

What is an example of a persistent value in Chinese culture

A

Standardized tests

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25
Q

What does cultural relativism say about actions?

A

They can only be judged in relation to the cultural setting in which they occur

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26
Q

What is one cultural perception in US culture that wasn’t so prevalent in Native American culture

A

That humans are separate and superior to nature

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27
Q

What does it help to know to understand a student’s attitude toward schooling?

A

The level of education of the parents and the community desire for the student

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28
Q

Culture ___ the way people learn

A

governs

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29
Q

What basic patterns of living is learning in school built upon?

A

In context of students’ families

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30
Q

Learning styles are culturally ___

A

specific

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31
Q

Students acquire knowledge by various ___ - often expressed in a ___ ___ way

A
  • modalities

- culturally specific

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32
Q

Navajo children are taught by first ___ then __, then …

A
  • Observing
  • Listening
  • in cooperation and supervise by an adult
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33
Q

What do African-American children focus on when learning?

A

Acting and performing

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34
Q

Asian children tend to use __ and __ as primary learning modes

A
  • reading

- writing

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35
Q

What is essential to understand what has influenced our value system

A

self-reflection

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36
Q

Components of the Personal Dimension of Intercultural Education

  • Engage in reflective __ or __
  • Explore __ or __ histories
  • Acknowledge _ membership
  • Learn about the experiences of ___ groups
  • Learn about ___ teachers
  • ___ diversity
  • Participate in ___ schools
A
  • thinking, writing
  • personal, family
  • group
  • diverse
  • successful
  • Appreciate
  • reforming
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37
Q

Self-study is a powerful tool for ___ culture

A

understanding

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38
Q

It can be illuminating to ___ the origins of students’ values and behaviors

A

recognize

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39
Q

Self-Exploration Questions
- Describe yourself as a _ child
What was the knowledge __ like at your home?
What kind of __ were you?
What is your __ group?
What was your experience with __ diversity?
What contact do you have with people of ___ racial or ethnic backgrounds?

A
  • preschool
  • environment
  • grade school student
  • ethnic
  • ethnic
  • dissimilar
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40
Q

What is the richest source of information about other cultures?

A

The life in their community

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41
Q

What is the basis for Ethnographic techniques in learning about other cultures and what is the teacher’s role and purpose?

A
  • Culture described from an insider’s perspective
  • Teacher is an observer and an active participant
  • Gather data to understand both the classroom and community cultures
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42
Q

What should be done with the ethnographic observations

A

Share them with other teachers

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43
Q

The 5 areas to observe language use etiquettes of a community culture are:

A
  • Speaking
  • Listening
  • Writing
  • Greeting
  • Getting/Giving information
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44
Q

What should a teacher observe and understand about classroom culture when using ethnographic techniques? (4)

A
  • Routines
  • Student and teacher attitudes towards activities and others
  • Classroom talk
  • Nonverbal communication
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45
Q

What 2 types of ethnographic techniques are listed after “Observations”?

A
  • Interviews

- Home visits

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46
Q

In terms of ethnographic techniques, what can both parents, students and community members be?

A

Sources of information

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47
Q

What is a growth relationship in terms of ethnographic techniques?

A

A relationship with someone of a different culture who can give honest feedback regarding perspectives

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48
Q

What is Sociocultural Consciousness in terms of ethnographic techniques?

A

Understanding the role that the differential distribution of wealth and power plays in school success helps teachers commit to the ethical obligation of helping all students learn.

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49
Q

Describe Assimilation

A

Culture is swallowed by dominant culture

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50
Q

Describe acculturation

A

A culture adapts to a the primary without giving up their culture

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51
Q

Describe Accomodation

A

Both cultures adapt to each other

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52
Q

Cultural pluralism

A

Coexistence with equal opportunities for success where differences are valued

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53
Q

Biculturalism

A

A person who successfully functions in two culture - typically the children of immigrants

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54
Q

What is cultural congruence?

A

When two cultures share similar values

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55
Q

What is needed when cultures conflict in the classroom?

A

mediation

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56
Q

What do immigrant parents typically fear for their children?

A

Corruption: Drugs, promiscuity

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57
Q

What is true about the mental health of immigrants the longer they are in the US?

A

It gets worse

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58
Q

What can the assimilation or acculturation processes cause?

A

conflict

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59
Q

Why did the Sikh’s start teaching Punjabi?

A

To maintain their religious practices

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60
Q

What is true about experiencing a 2nd culture emotionally?

A

It causes ups and downs

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61
Q

What are the stages of individual cultural contact?

A

1) Euphoria of the newness
2) Culture Shock as differences intrude. Deprivation of the familiar may lead to:
- - Loss of self-esteem
- - Depression, anger or withdrawal
3) Adaptation

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62
Q

To obtain equity in schooling, we must overcome __ and __ for contemporary inequality

A

rationalizations

justifications

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63
Q

What is color-blind racism

A

Participating in racist practices but believing you are not a racist

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64
Q

What are some examples of unfair privilege? (3)

A
  • Reside in a good neighborhood w/o facing discrimination
  • Freedom from suspecting racial discrimination
  • Voice concerns about discrimination w/o appearing self-serving
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65
Q

What groups commonly face bullying (2) and what can a teacher do to fight bullying (3)?

A

1) immigrants and LGBTQ
- Invest the time to get to know the students
- Have discussions about immigrant communities can help by humanizing these students
- Reduce verbal emotional violence of put-downs (make students feel safe emotionally)

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66
Q

What can be done to avoid stereotypical decisions?

A

Recognize diversity is a strength

67
Q

List 4 sources of prejudice

A
  • Excessive pride so that other cultures are viewed negatively
  • Ethnocentrism: World revolves around 1 culture
  • Prejudice against races, religions
  • Stereotypes
68
Q

Racism is the belief that …

A

one race is superior and race determines psychological and cultural traits

69
Q

What is cultural racism?

A

The belief that other cultures are inferior and justifies discrimination or scapegoating

70
Q

What do racist judgements of unequal worth cause in terms of goods and services

A

to be inequitably distributed

71
Q

What institutions are common places for hate crimes?

A

Schools

72
Q

What can all teachers, school curricula and Science and Health teachers do to fight racism

A
  • Raise awareness by listening to students
  • make students aware of the existence of racism
  • debunk myths around race
73
Q

How can we teach students to act toward social justice (oppose discriminatory behavior)?

A
  • Speak out when discrimination is seen
  • Educate others as to why behavior is wrong
  • Physically or verbally side with the underdog
  • Counter hurtful behaviors with positive, proactive responses
74
Q

What is the Cultural Deficit Model and what are more important factors?

A
  • Poor performance is due to inferior home environment

- Institutional racism and discrimination

75
Q

In overcoming the Cultural Deficit Model, children from homes rich in love and high expectations can overcome ..

A
  • Inexperienced teachers

- Obsolete books

76
Q

What does tolerance.org support?

A

Combats prejudice and racism promoting educational diversity

77
Q

Give two examples of institutional racism in school

A
  • Under referral of minority students to gifted programs

- Failing to hire minority teachers for minority students

78
Q

What is classism

A

The distaste of the middle and upper class for the lower class

79
Q

What type of segregation occurred after it was outlawed?

A

de facto segregation

80
Q

What is hidden curriculum?

A

Tracking and differential treatment of minorities to perpetuate lower standards

81
Q

What is racial resegregation?

A

Voluntary segregation

82
Q

What is symbolic-structural violence?

A

Norms that are taught cause those that are culturally different to feel shame.

83
Q

What is an example of a microaggression?

A

When someone does something racist, it is explained away, “Oh, she’s crazy.”

84
Q

What should be done when a teacher encounters interethnic conflict?

A

Take immediate, proactive steps

85
Q

What is the 12-Skill Approach to Interethnic Conflict?

A

1) Win-win
2) Transform problems into opportunities
3) Empathy
4) Appropriate Assertiveness
5) Cooperative Power
6) Managing Emotions
7) Willingness to Resolve
8) Mapping the Conflict
9) Development of Options
10) Introduction to Negotiation
11) Introduction to Mediation
12) Broadening Perspectives

86
Q

What is a good activity to promote better interethnic relationships?

A
  • Cooperative, heterogeneous grouping
87
Q

What is crucial to maintain when working with two groups in an interethnic conflict?

A
  • A balance of power by the mediator
88
Q

What 4 steps should a teacher take to resolve conflicts in the classroom

A
  • Remain calm
  • Talk to the students privately encouraging the sharing of perceptions
  • Allow students to vent respectfully
  • Do not tolerate violence or personal attacks
89
Q

What types of practices should be used to promote the success of CLD students?

A

culturally responsive

90
Q

What are 4 components of Culturally Responsive Schooling?

A
  • Respect for students’ diversity
  • Working with culturally supported facilitating
  • Sustain high expectations for all students
  • Marshalling parental and community support for schooling
91
Q

Diversity means more than ___ differences

A

racial

92
Q

To respect student diversity, assess students then ___ instruction accordingly

A

modify

93
Q

What are values?

A

Deeply held beliefs about what is ideal or desirable

94
Q

What is the result of different social customs?

A

Very different lives

95
Q

What is true about how time is view across cultures

A

It is different

96
Q

What is true about what our culture views the speed with which a person completes a task?

A

It is associated with intelligence

97
Q

What is true about speed and standardized tests?

A

They reward speed.

98
Q

What does a wise teacher practice in terms of personal space?

A

Affords the same for all students

99
Q

What can be done to ensure “buy-in” from the community regarding dress codes?

A

A family council can review it yearly

100
Q

How do elementary school rituals in the US tend to differ from other cultures?

A

We tend to be more relaxed

101
Q

How does children “play time” differ in the US vs. some Native American cultures

A

US tends to be much more structured

102
Q

What is good to understand before having a parent conference of an ELD?

A

Cultural expectations of greetings

103
Q

Why might HS students be tired in school? (2)

A
  • Part-time job

- Extracurricular activities

104
Q

How should future vocations be presented in schools? (3)

A
  • All subjects should be associated with future vocations
  • Books & regular discussions regarding occupations
  • Have minority role models visit
105
Q

What is true about home and school hygiene?

A

Explicit instructions should be given

106
Q

What needs to be kept in mind when dealing with muslim children from other countries regarding gender?

A

Roles can be defined by sex and working with the opposite sex may be uncommon.

107
Q

What can community guests share regarding teaching?

A

How teaching is done in their culture

108
Q

How can you pair children unused to a teaching / learning style to help them understand the new approach

A

Pair them with a student that thrives in that teaching style

109
Q

In Vietnam, where doe the teacher “rank”?

A

Behind only the king.

110
Q

What can some cultures who have rigid gender roles benefit from?

A

A systematic effort on the school to help accommodate a more proactive support for women

111
Q

What is true about the social class values children learn at home in terms of their belief in schooling and habits in the classroom?

A

It is a large influence

112
Q

What is true about the roles that Native Americans expect their children to learn?

A

They expect them to learn adult roles

113
Q

What type of relationship did the Medical Academy of Baldwin HS set up between immigrants and US born Latinos?

A

Collaborative, with great success

114
Q

What can be true about what child-rearing practices can cause and what can teacher do?

A

Misunderstandings

Learn about them in the culture

115
Q

What should a teacher do if a students eating habits alienate peers?

A

Intervene

116
Q

What can be useful for a teacher to know about a culture’s food?

A

What is eaten and avoided

117
Q

Who benefits from education about diversity?

A

Everyone

118
Q

What does Globalism emphasize

A

The cultures and peoples of other lands

119
Q

What does Multiculturalism deal with?

A

Ethnic diversity in the US

120
Q

What is the goal of multicultural education in the US in terms of cultures

A

Cross-cultural competence

121
Q

What are some activities for adding cultural content? (5)

A
  • Invite guests
  • Culturally specific music, dance and games
  • Field Trips
  • Book
  • Intercultural email
122
Q

What are two social justice goals in terms of students questioning the status quo?

A
  • Confront issues of power and privilege

- Challenge racism and other forms of bias

123
Q

What is true about the Transformative Approach to Diversity in terms of instruction?

A

Teacher-centered, one-size-fits-all instruction is not transformative

124
Q

What are 5 steps in the Transformative Approach to Diversity?

A
  • Building trust
  • Engaging personal culture
  • Confront issues of Social Dominance / Justice
  • Transforming Educational Practices
  • Engaging the Entire School Community
125
Q

What does research suggest regarding creation of a multicultural atmosphere?

A

The entire school environment must change

126
Q

What is true about CLD students if their culture is devalued?

A

They have difficulty maintaining pride

127
Q

What may be necessary to get diverse perspectives regarding texts?

A

May need to be supplemental material

128
Q

What needs to be examined w.r.t. the identity of a young child learning a new language

A

Who are we asking them to be?

129
Q

What do students do when going back and forth between their culture and the Dominant culture?

A

Position and re-position themselves using flexible identities

130
Q

What can drive peer acceptance as EL’s learn English?

A

Topics and subject matter

131
Q

What does a positive cultural identity promote in EL’s

A

Self-esteem

132
Q

What must not be positioned as something to overcome for the EL?

A

Their culture

133
Q

What must be positioned as attainable within their culture?

A

college

134
Q

What undermines authentic cooperations and a sense of accomplishment in EL’s

A

Tracking and competitive grading

135
Q

What is true about labels given to students?

A

May influence behavior

136
Q

What is true about wise groupings of students?

A

Can significantly improve learning

137
Q

How can the teacher promote respect among students?

A
  • Pre-configure a democratic, just society

- Include multiple points of view

138
Q

What is true about each culture’s distinct attitudes, values and abilities w.r.t. how they effect learning

A

May support or limit learning

139
Q

What is true about typical US schools and world cultures w.r.t. cooperation vs. competition? What does this suggest be emphasized?

A
  • US schools tend to be competitive with public awards.
  • 70% of the world’s cultures are collectivist
  • Interdependence
140
Q

What percent of social meaning is communicated nonverbally?

A

65%

141
Q

What two reasons do EU-American’s tend to have for asking questions that is not true in other cultures?

A
  • Focus attention

- Stimulate conversation

142
Q

What is true in some cultures when a student answers a question incorrectly?

A

It reflects poorly on the teacher.

143
Q

What is true about American discourse style for EL’s?

A

The differences can cause stress

144
Q

What 5 things does acquiring literacy involve?

A
  • Thinking patterns
  • Perception
  • Cultural Values
  • Communication Style
  • Social Organization
145
Q

In what types of societies is independent study a foreign concept? How does learning take place in these societies?

A
  • Oral societies

- In groups as narration requires an audience

146
Q

What activity is teaching mainstream American society dominated by?

A

Teacher-controlled activities

147
Q

What group did not fare well with teacher controlled activities and why?

A
  • Native Americans

- Most time is spent with other children w/ little adult control

148
Q

What 3 things should be considered regarding student-teacher interactions?

A
  • Are my cultural assumptions impeding my understanding?
  • What can I learn about the student’s background to assist understanding?
  • How might speaking with the family further my cultural understanding?
149
Q

What is the typical mainstream American approach to classroom organization? (3) What can teachers do to assist those unfamiliar with this? (2)

A
  • Teacher presentation
  • Individual or small group work
  • Assessment through quizzes, recitation, etc.
  • **
  • Call on self-confident students first
  • Act more as an observer or guide than director/controller
150
Q

What is generally true about the cultural bias of the curriculum?

A

Tends to be Eurocentric

151
Q

What can be done to ensure lesser importance is not assigned to native countries?

A
  • Include them in issues and perspectives
152
Q

How can ethnic, linguistic and gender biases be identified in curriculum? (7)

A
  • Are certain groups invisible?
  • Are minorities or women
    • treated distinctly?
    • stereotyped into traditional roles?
  • Are problems faced by minorities presented in a realistic fashion with a problem-solving orientation?
  • Is the language material inclusive or biased?
  • Is appreciation of cultural diversity fostered?
  • Are experiences / activities outside EU-American included?
153
Q

What is the best way for a teacher to generate high achievement?

A

Set high standards

154
Q

What are shaped in part by student’s perception of teacher expectations?

A

Effort and persistence

155
Q

What is true about teacher encouragement and teacher expectations?

A

They are correlated

156
Q

Can expectations be set too high?

A

Yes

157
Q

What highly influences student responses?

A

Home discourse patterns

158
Q

Who are two groups that cultures may look to for primary approval?

A
  • Teachers

- Peers

159
Q

How do expectations need to be communicated across cultures in the classroom?

A

Equitably

160
Q

What does learner autonomy mean?

A

Self-motivated and self-managed

161
Q

What 5 things should students be encouraged to do to promote learner autonomy?

A
  • Set objectives
  • Self-evaluate
  • Self-monitor
  • Identify/Use preferred learning styles / strategies
  • Maintain positive beliefs about skills and capabilities
162
Q

What should be developed so that children can think for themselves?

A

Critical thinking skills

163
Q

What is sociocultural consciousness?

A

Understanding that one’s way of thinking/behaving is influenced by race, ethnicity, social class and language

164
Q

What are 3 key qualities for an intercultural educator?

A
  • Sensitive
  • Flexible
  • Open

CTEL (13 decks)

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