Transcript Diversity Class PPT - University of North Carolina Wilmington

Diversity in the School Community
Presenters
Deloris Rhodes
Audrey Toney, Ed.D.
University of North Carolina, Wilmington
April 24, 2010
My Perceptual Lens
My Perceptual Lens
What do you see?
My Perceptual Lens
What do you see?
My Perceptual Lens
What do you see?
My Perceptual Lens
Quickly mentally add these
numbers in your head:
My Perceptual Lens
A Quick Quiz:
1. YOU ARE A PARTICIPANT IN A RACE. YOU OVERTAKE THE SECOND PERSON. WHAT
POSITION ARE YOU IN?
2. IF YOU OVERTAKE THE LAST PERSON, THEN YOU ARE IN WHAT POSITION?
3. MARY'S FATHER HAS FIVE DAUGHTERS.
THE NAMES ARE NANA, NENE, NINI, NONO, AND ________ .
WHAT IS THE NAME OF THE FIFTH DAUGHTER?
My Perceptual Lens
What is this?
My Perceptual Lens
What is this?
People always resist change.
What prevents them from
seeing, accepting &
understanding new and/or
different ideas?
Why?
A paradigm is a set of rules &
regulations that establish
boundaries and tells you how
to be successful within the
boundaries
Joel Arthur Barker Future Edge
• Paradigms act as filters
• Things that agree with your
paradigm you accept.
• Things that disagree with it you
reject, ignore or distort to fit your
existing paradigm
• They dramatically affect our
judgment and decision-making by
influencing our perceptions.
Directions
Don’t read the words, say
the colors quickly in which
they are printed.
Although we see both the color and the meaning
of each word, experience has taught us to pay
more attention to the meaning.
James R. Stroop called this the “interference effect.”
Objectives
• To discuss how diversity informs an
equitable, multicultural, learning environment
• To discuss the impact of stereotyping in the
educational setting
• To examine a framework to measure
educator’s development towards cultural
competency in a multicultural context
Why Should We Learn About Diversity
Diversity can enrich your life and your world.
Understanding and appreciating differences help:
•
Individuals gain new insights and outlooks while
enjoying new relationships.
•
Communities tap the varied talents of their
members to help meet common goals.
•
Groups of every size-from classrooms to
corporations–when uniqueness is respected,
morale and productivity improve.
Dimensions of Diversity
•
Like trees in a vast forest, humans come in a
variety of sizes, shapes, and colors.
•
We share important dimensions of humankind
with all members of the species.
•
Biological and environmental differences
separate and distinguish us as individuals and
groups.
•
A vast array of physical and cultural differences
constitute the spectrum of human diversity.
•
The various dimensions of diversity help shape
our basic self-image and our fundamental worldview.
Primary Dimensions of Diversity
Age
Race
Ethnicity
Heritage
Gender
Physical abilities/qualities
Sexual/affection orientation
Mental abilities/characteristics
Secondary Dimensions of Diversity
Education
Communication style
Work background
Work style
Income
Marital status
Military experience
Religious beliefs
Geographic location
Parental status
Dimensions of Diversity Handout
Diversity & Attitudes
Break
-10 minutes-
What Have
You Heard?
Discussion
Processing What Have
You Heard & Attitude Awareness Survey
• What do many of the comments we have written on the
lists represent?
• Are they true?
• Where did these comments come from?
• How would these stereotypes impact how we treat certain
people?
• What are the implications for student achievement?
Diversity & Attitudes
Test your attitude
How aware are you about yourself
and others based on age, race,
gender, etc. ?
To explore, complete one of the
Implicit Association Tests at:
https://implicit.harvard.edu/implicit/demo/takeatest.html
(https://implicit.harvard.edu/implicit/demo/selectatest.html)
Objectives:
• To discuss the impact of stereotyping in the
educational setting
• To examine a framework to measure
educator’s development towards cultural
competency in a multicultural context
What We Know
• There are differences between and among groups of
people.
• Race is a socially constructed attribute that is a social
phenomenon.
• Racism is a system of privileged discourses and
discriminatory institutional practices, which acts upon
our individual perceptions of reality.
And, our understanding of what is real is intrinsically
racist because we have grown up in and live in a society
with racist institutions.
(Making Race Visible: Literacy Research for Cultural Understanding,2003)
What We Know
• Race is undeniably an element of social status and is
therefore, negotiated as a social process rather than
as a biological determinant.
Thus, the permanence of racism in our social
reality means we have a personal responsibility to
understand racism and work against its effects on
our interpretations, our identities and how they
play out in our classrooms to the extent which our
discursive practices maintain inequity and injustice.
(Making Race Visible: Literacy Research for Cultural Understanding,2003)
What We Know
• Cultural differences influence the teaching-
learning process.
• Schools, like society, advantage some groups more
than others.
• Schools adhere to a color-blind paradigm.
What We Know
• NCLB is as historically important as
desegregation of schools in 1954.
• Culturally responsive teachers value
and build on students’ prior
knowledge.
Group Activity
• Personal Experiences—Survey on Attitude
• Pair / Discuss / Share
Culturally Responsive Teaching Video
White Teachers/Diverse Classrooms
Complete the “What Squares” Sheet as
you view the video
What is multicultural education?
Multicultural Education (defined)
A progressive approach for
transforming education that
holistically critiques and
addresses current
shortcomings, failings, and
discriminatory practices in
education.
Multicultural Education
The underlying goal of multicultural education is to
affect social change (transformation).
•
The transformation of self;
•
The transformation of schools and schooling;
•
The transformation of society
“If our destination is excellence on a massive
scale, not only must we change from the slow lane
into the fast lane; we must literally change
highways. Perhaps we need to abandon the
highways altogether and take flight, because the
highest goals that we can imagine are well
within reach for those who have the
will to excellence.”
Asa Hillard, University of Georgia
SO MUST OUR
WAYS OF
TEACHING
THEM.
AS OUR STUDENTS
BECOME
MORE AND MORE
DIVERSE…
“Exploring Diversity in the Classroom Through Teaching & Learning”
http://www.youtube.com/watch?v=t-qnuqCZ7hg
NC Teach II Diversity Class 1
(April 24, 2010)
Homework Assignment
Due: May 1, 2010.
Reflect and identify a paradigm that you currently hold that will
be problematic for you in working with students that are
different from you.
As a classroom teacher, what strategies will you use to adjust the
identified paradigm to work effectively in a multicultural setting
with diverse student?
No less than one page with a limit of 2 pages using single spacing and 12-pt
font; 1” margins