Transcript EDP3004_ch5
Culture and Diversity Chapter 5 Statistics and Definitions • ¼ poverty • Under age of three = 1/350% of African Americans children are poor • US poor are almost 50% higher than any other developed Western nation • Children growing up in poverty are twice as likely to be retained • 1/3 lives in a one parent home (usually mother) • Minorities will increase by 2020 • By 2050 no majority or minority groups • Definitions – Culture = knowledge, values & attitudes that rule behaviors – Melting pot = absorption and assimilationCultural deficit model – Multicultural education: • Content integrationexample using culture • Knowledge construction processhow culture shapes thinking • An equity pedagogymatching teaching styles to students learning styles • Prejudice reductionidentifying prejudice and fighting it • Empowering school and social culturecelebration! SES = Relative standing in society based on • income • occupation • education • home • health • neighborhood • college • power Social Class Differences SES & Achievement are closely related: • poor health care • low expectations • low self esteem • learned helplessness • peer influences • resistant culture • tracking • childrearing styles • home environment • resources • stress Who are the Poor? Less than $20,000 for family of 4 Racial differences Immigrants Opposite of the “Flynn Effect” Ethnic and Racial Differences Changing Demographics: •Ethnicity = Cultural Heritage •Race = common biological characteristics •Minority Group= socially disadvantaged •Cultural Conflict •Cultural Compatibility School Achievement Legacy of Discrimination •Development of •Prejudice (age 6)us and them •Authoritarian Personality •Stereotypes •Continuing Discrimination Stereotype Threat = extra emotional and and cognitive burden confirming stereotype that •Others have about you •Short term effects—tests •Long term effects misidentification or self defeating strategies instead of coping strategies •Combating stereotype threat 1. Get in groups of 4 2. Each group develop 3 questions from the information in your text of the concepts reviewed today 3. Let’s discuss them in class Language Differences in the Classroom Dialect (particular group) vs. standard speech (use of Dialect & Pronunciation Ebonics) Endings/possessions/ Homonyms & gender dialects Bilingualism ESL LEP vs. ELL Becoming Bilingual Politics Semi-lingual Research in Bilingual Education: Scaffolding/mediation/feedback Background knowledgechallenge Involvement and respect Dialects & Teaching Code switching to fit situation Bilingual Education: Immersion Transition Maintenance Gender Differences Society Beliefs Androgeny - instrumental and expressive Gender Role Identity Gender role stereotyping Homosexuality Starting during preschool Gender What it means to be male or female Schema Influences processing social Informationattention & memory Influence self esteem Gender Biasescurriculum and classrooms •Gender differences and mental abilities few are found • But after graduation males make more $$ •Reading at the elementary school—>for girls •Advanced math and spatial abilities for gifted boys •Advanced placement classesmore males Sociolinguistics • Participation structuresformal and informal classroom participation rules • Sources of misunderstandings – Eye contact – Wait time – Knowledge of pragmantics Culturally-Relevant Pedagogy • All students achieve academic success • Develop and maintain cultural competence (minority and majority culture) • Challenge the status quo Bringing It All Together Meaning and understanding Balance routines with complex skills Give reasons for learning Influence attitudes and beliefs Eliminate unnecessary redundancy Use different sitting arrangements Accommodate to learning styles Teach classroom procedures directly Get to know customs and traditionsdetect and eliminate racism Classroom exercise • In groups of 4, please develop three questions for the rest of the chapter.