Chapter 5

CHAPTER 5 Sociocultural Diversity

1

© 2009 McGraw-Hill Higher Education. All rights reserved.

Learning Goals 1. Discuss how variations in culture,

socioeconomic status, and ethnic background need to be taken into account in educating children. 2. Describe some ways to promote

multicultural education. 3. Explain the various facets of gender,

including similarities and differences in boys and girls; discuss gender issues in teaching. © 2009 McGraw-Hill Higher Education. All rights reserved.

Sociocultural Diversity Culture and Ethnicity Culture

Socioeconomic Status

Bilingualism

Ethnicity

© 2009 McGraw-Hill Higher Education. All rights reserved.

Culture Culture refers to the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation.

Cross-Cultural Studies  Provide information about the degree to which people are similar  Elucidate behaviors specific to certain cultures

© 2009 McGraw-Hill Higher Education. All rights reserved.

Individualism vs. Collectivism Collectivism

Individualism 





Gives priority to personal goals Values feeling good and personal distinction Fosters independence







Values group; personal goals are subordinated Encourages interdependence of group members Supports harmonious relationships

© 2009 McGraw-Hill Higher Education. All rights reserved.

Socioeconomic Status Socioeconomic status (SES): The grouping of people according to their economic, educational, and occupational characteristics.

Educating students from low-SES backgrounds requires strategies that address issues such as discipline, motivation, parent involvement, mentoring, and the untapped knowledge these students can access. © 2009 McGraw-Hill Higher Education. All rights reserved.

Children in Poverty Of the 17.4% of U.S. children who live in poverty: 50% live in African American households 40% live in Latino households

© 2009 McGraw-Hill Higher Education. All rights reserved.

Negative Impact of Poverty on Children and Schools

Poor Schools

Poor Students

• Have fewer resources • Old, poorly maintained buildings • Less experienced teachers • Encourage more rote learning • Provide environments not conducive to learning

• Greater adversity at home & school • Less cognitively stimulating home environments • Lower achievement scores • Lower graduation rates • Lower % college bound

© 2009 McGraw-Hill Higher Education. All rights reserved.

Ethnicity Ethnicity refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language. For children of color, educational segregation is still a reality that affects the school experience.

© 2009 McGraw-Hill Higher Education. All rights reserved.

Prejudice

An unjustified negative attitude toward an individual because of his/her membership in a group.

© 2009 McGraw-Hill Higher Education. All rights reserved.

English as a Second Language  



English immersion Transitional bilingual Two-way or dual bilingual education

© 2009 McGraw-Hill Higher Education. All rights reserved.

Sociocultural Diversity Multicultural Education Improving Relationships Among Children from Different Ethnic Groups

Empowering Students

Culturally Relevant Teaching

IssuesCentered Education

© 2009 McGraw-Hill Higher Education. All rights reserved.

The Multicultural Classroom • High expectations for ALL students • Curriculum presents diverse cultural perspectives • Instructional materials represent diverse backgrounds and experiences • Hidden curriculum reflects positive aspects of diversity • Counseling program challenges students to dream and reach those dreams © 2009 McGraw-Hill Higher Education. All rights reserved.

Empowering Students 





Curriculum should be antiracist and anti-discriminatory. Multicultural education should be ubiquitous. All students should be culturally conscious.

© 2009 McGraw-Hill Higher Education. All rights reserved.

Improving Relations Among Children from Different Ethnic Groups  

    

The Jigsaw classroom Positive personal contact with others from different cultural backgrounds Perspective taking Critical thinking and emotional intelligence Reducing bias Increasing tolerance School and community as a team

© 2009 McGraw-Hill Higher Education. All rights reserved.

Reflection & Observation Reflection: 

What experiences have you had with students different from yourself?

© 2009 McGraw-Hill Higher Education. All rights reserved.

Sociocultural Diversity Gender Eliminating Gender Bias

Exploring Gender Views

Gender in Context

Gender Stereotyping, Similarities, and Differences

Gender Role Classification

© 2009 McGraw-Hill Higher Education. All rights reserved.

Gender Gender: Sociocultural dimensions of being female or male. Gender roles: Social expectations that prescribe how males and females should think, act, and feel. Gender typing: Process by which children acquire culturally appropriate thoughts, feelings, and behaviors. © 2009 McGraw-Hill Higher Education. All rights reserved.

Views on Gender Development

Biological Cognitive

Social

© 2009 McGraw-Hill Higher Education. All rights reserved.

Gender Similarities and Differences  







The brain Physical performance Math and science skills Verbal skills Educational attainment

  



Relationship skills Prosocial behavior Aggression Emotion and its regulation

© 2009 McGraw-Hill Higher Education. All rights reserved.

Eliminating Gender Bias 

Teacher-Student Interaction  



Bias against boys Bias against girls

Curriculum and Athletics Content

© 2009 McGraw-Hill Higher Education. All rights reserved.

Sexual Harassment …is a form of power and dominance of one person over another that can result in harmful consequences for the victim. Quid Pro Quo

Hostile Environment

School employee threatens to base an education decision (grades) on a student’s submission to unwelcome sexual conduct.

A student is subjected to unwelcome sexual conduct that is so severe, persistent, and pervasive that it limits the student’s ability to benefit from his or her education. © 2009 McGraw-Hill Higher Education. All rights reserved.

Enter the Debate Should teachers treat boys and girls differently? YES

NO

© 2009 McGraw-Hill Higher Education. All rights reserved.

Crack the Case These Boys 1. 2.

3.

What are the issues in this case? Based on the ideas and information presented in your text to this point, discuss what you believe to be happening in this classroom and the possible influences on Mrs. Jones’s ideas of gender. Cite research and theories of gender development. What influences do you believe Mrs. Jones’s behavior will have on her students? Why?

© 2009 McGraw-Hill Higher Education. All rights reserved.

Crack the Case These Boys 4.

5.

6.

What should Mrs. Jones do at this point? Why? What sort of outside assistance might help her? If you were a student teacher in this classroom, what, if anything, would you do? Why? What will you do in your own classroom to minimize gender bias?

© 2009 McGraw-Hill Higher Education. All rights reserved.