Transcript Facilitating Diversity in Inclusive Early Childhood

SEDP 651: Multicultural &
Global Perspectives in
Education
Race and Ethnicity
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 The concept of race has been changing from a part of the
natural order based upon real or assumed racial distinctions to
that of racism as an oppressive and dogmatic ideology
(Barkan, 1992).
 The concept of race is a cultural invention, a culturally and
historically specific way of thinking about, categorizing, and
treating human beings (Mukhopadhay & Henze, 2003).
 Racial identify in America is inherently a social and cultural
construct, not simply a biological one (Loury, 1995).
 Race is a complex expression of unequal relations which are
dynamic and ever-changing (Marable, 1995).
Race
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• The most basic definition focuses on an individual’s national
origins (Gollnick & Chinn, 2009).
• Some social scientists define race as a special case of
ethnicity.
• Ethnic groups share a common ancestry and culture (e.g., van
den Berghe, 1981).
• Language, religion, styles of clothing, and foods would identify
persons of a certain ethnic group (Borgatta & Borgatta, 1992).
• Ethnicity has been a source of unequal progress for some
groups due to the ethnic hierarchy (D’Alba, 1990).
• Race and ethnicity interact, resulting in differential treatment.
Ethnicity
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• The U.S. consists of nearly 300 ethnic
groups whose members can identify the
national origins of their ancestors (Gollnick &
Chinn, 2009).
• Currently more than one third of the nation is
African American, Latino, Asian American,
and American Indian; by 2020, these groups
will comprise almost 40%; by 2050, these
groups will be 50% of the population.
Ethnic and Racial
Diversity
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• The integration of race into personal identity varies
among individuals (Cross, 1995).
• For some people, it becomes a dominant component
of their identity.
• For others, it is subservient to membership in other
groups.
Racial and Ethnic
Identity
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• An individuals’ degree of ethnic identity is
influenced early in life by whether or not
family members recognize or promote
ethnicity as an important part of their identity.
• For many members of the group, their ethnic
identity provides them with the security of
belonging and knowing who they are.
(Gollnick & Chinn, 2009).
Racial and Ethnic
Identity
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• The Color of Water: A Black Man’s Tribute to His White
Mother (McBride, 1996, p.92)
“Ma, what’s a tragic mulatto?” I asked.
“Where’d you hear that?” she asked.
“for God’s sake, you’re no tragic mul…What book is that?”
“Just a book I read.”
“Don’t read that book anymore.” She sucked her teeth.
“Tragic mulatto. What a stupid thing to call somebody. Don’t you ever
use that term.”
“Am I Black or White?”
“You’re a human being,” she snapped. “Educate yourself or you’ll be a
nobody.”
“Will I be a Black nobody or just a nobody?”
“If you’re a nobody,” she said dryly, “it doesn’t matter what color you
are.”
Children of Mixed
Race/Ethnicity
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• Throughout history the U.S. Congress has
prohibited the immigration of different national or
ethnic groups on the basis of the racial superiority of
the older, established immigrant groups that had
colonized the country (Gollnick & Chinn, 2009,
p.44).
Immigration
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 Nativism
 An extreme form of ethnocentrism and nationalism
 Restricting immigration and protecting the interests of
native-born citizens
 Requiring loyalty and devotion to the U.S. over all other
nations
Immigration
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• Persons recognized by the federal government as
being persecuted in their home country because of
race, religion, nationality, or membership in a
specific social or political group
• 1991-2005, more than 1.5 million immigrants were
admitted as refugees
Refugees
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 Acculturation
 Three acculturation patterns (Rumbaut & Portes, 2001)
• Consonant: Parents and children learn the language and culture
of the community in which they live at approximately the same
time
• Dissonant: Children learn English and the new culture while
parents retain their native language and culture
• Selective: Children of immigrants learn the dominant culture
and language, but retain significant elements of their native
culture (e.g., fluent bilingualism)
Acculturation and
Assimilation
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• Assimilation
• Assimilation occurs when a group’s distinctive cultural
patterns either become part of the dominant culture or
disappear as the group adopts the dominant culture
• Structural assimilation occurs when the dominant
group shares primary relationships with the second
group
Acculturation and
Assimilation
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• Ethnic studies
• Introducing students to the history and contemporary
conditions of one or more ethnic groups
• Allowing for in-depth exposure to the social, economic,
and political history of a specific group or certain
groups
Race and Ethnicity in the
Curriculum
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 Ethnocentric curriculum
 Some immigrant groups have their own schools, with
classes often held in the evenings or on Saturdays, to
reinforce their cultural values, traditions, and the native
language
 Some ethnic groups are establishing their own charter or
private schools with curriculum centering around the history
and values of their own ethnic group
Race and Ethnicity in the
Curriculum
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• Multiethnic curriculum
• Permeating all subject areas at all level of education,
from preschool through adult education
• All courses reflect accurate and positive references to
ethnic diversity
• An awareness and recognition of the multiethnic
population is reflected in all classroom experiences.
Race and Ethnicity in
the Curriculum
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