Chapter 5 - Addressing Cultural and Socioeconomic Diversities Flashcards
Cultural pluralism assumes that societies should maintain different
cultures, that every culture within a society should be respected, that individuals have the right to participate in society without giving up
cultural identity.
Multiculturalism
belief that one’s own culture is superior to other
cultures.
Ethnocentrism
○ Poverty rates are higher in ethnic families than those in white families.
○ Children of color often score lower on tests and drop out of school
○ Achievement gap between SES minority students and white students can
be due to living conditions, family environment, characteristics of the
student, and classroom environment
○ Low SES children are more likely to live a stressful life that interferes
with their studying.
○ Strong eect of teacher expectancy on achievement participation
Ethnicity and Social Class
○ Multicultural programs aim to promote respect for diversity, reduction of
ethnocentrism and stereotypes, improved learning
○ Multicultural education can be approached in different ways
○ Peer tutoring improves achievement
○ Cooperative Learning- Students working together in small groups
○ Mastery Learning: Most students can master the curriculum that you are
presenting.
○ Multicultural understanding can be promoted by electronically linking
students from different cultural backgrounds.
Multicultural Education Programs
○ Transition programs focus on a rapid shift to english proficiency
○ Maintenance programs focus on maintaining native language
competence
○ Two way bilingual education programs feature instruction in both
languages
○ Bilingual education programs produce moderate learning gains
Bilingual Education
- That a society should strive to maintain the different cultures that reside within
it - That each culture within a society should be respected by others, and
- That individuals within a society have the right to participate in all aspects of
that society without having to give up their cultural identities.
Cultural Pluralism
-Classroom discussion may not go as planned if the teachers have
students who do not understand the idea of you take a turn, I take
a turn. They may look at the adult as the authority figure and may
not want to contribute to the conversation
-Some Students may be reluctant to speak or perform in public,
whereas others may prefer chaotic exchanges or prefer to work
on ideas and skills in private.
Verbal Communication Patterns that often lead to misunderstanding (Aspects of Ethnicity)
-American mainstream promotes direct eye contact while among
certain American Indian, Latino and Asian cultures, averting eye
contact is a sign of deference. Whereas direct contact or looking
away is not hiding guilt, ignorance or a lack of interest but may be
a sign of defiance.
-Personal space, gestures, and ideas on personal contact or
touching differ.
Non-verbal Communication (Aspects of Ethnicity)
- Mainstream culture is very time oriented, very time sensitive
regarding learning and rigid in classrooms, others maybe not so
much and may be upsetting or add pressures.
Time Orientation (Aspects of Ethnicity)
Competition and individualism for personal benefit. Others may
value cooperative and family loyalty more than individual glory.
Social Values (Aspects of Ethnicity)
- Differences in preferences for traditional instructional format,
role play, peer tutoring, small group learning, slower pacing,
multiple sensory modalities and use stories versus whole class,
rows, teacher directed.
-Need for flexibility due to differences in preferences for visual,
written and spoken formats.
Instructional Formats (Aspects of Ethnicity)
Formally determined by family social standing defined
by annual income, occupation, amount of education- then adds other factors like place
of residence, types of organizations involved in, manner of dress, and material
possessions.
SES - Socioeconomic Status
● Higher dropout rates ● Score lower on tests ● Drop out of school sooner ● Achievement gaps ● Retention ● Inconsistent discipline or high referral to special education
SES - Effects on Learning
● Health and living conditions ● Poverty ● Family and community experiences ● Single parent households ● Homelessness ● Lack of parental academic support ● Lack of positive community, family, or social experiences ● Prejudice, discrimination ● Negative self concept ● Low teacher expectations
SES - Barriers to Instruction
● Create positive class environment ● Provide equal opportunities ● Connect with students ● Promote mastery ● Scaffold ● Remove competition ● Differentiate instruction ● Promote SEL
SES - Management Strategies
Study historical figures that are consistent with mainstream
culture and ignore individuals who have challenged dominant
views. (Ex. Booker T Washington, Sacajawea)
Contributions Approach (Banks Theory of Multicultural Education)
Add instructional units composed of concepts, themes, points
of view, and individual contributions from other ethnic groups
contributions to the curriculum.
Ethnic Additive Approach (Banks Theory of Multicultural Education)
Assumes there is no one valid way of understanding people,
events, concepts, and themes - rather there are multiple views
and everyone has something to offer.
Transformative Approach (Banks Theory of Multicultural Education)
Incorporates all of the previous approaches and requires
students make their own decisions and take actions concerning
concepts, issues, or problems being studied.
Decision-Making and Social Action Approach (Banks Theory of Multicultural Education)
○ Middle class students are expected to receive higher grades than a low
SES students even if their IQ scores are similar
○ Minority students are given less attention and are expected to learn less
than white or asian american students
○ Teachers tend to perceive children from low SES homes as less mature,
less capable of following directions, less capable of working
independently and less likely to benefit from instruction in higher order
thinking skills than children from higher more advantaged homes
○ Teachers who think of intelligence as a fixed and stable capacity are
more likely to formulate negative and positive expectations of students
than are teachers who think of intelligence as a collection of skills that
can be shaped.
Effects of Ethnicity and Social Class on Teacher’s Expectations
● Provides students with clear objectives
● Has several years experience in teaching culturally diverse students
● Can clearly explain why she uses specific instructional techniques
● Exhibits high level dedication
Characteristics of Effective Multicultural Teachers
