Chapter Thirteen - Project Citizen: Byrd Academy
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Transcript Chapter Thirteen - Project Citizen: Byrd Academy
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Chapter Thirteen
Diversity and Equity Today:
Meeting the Challenge
1
(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Society in the Classroom
• Wider society influences what goes on in
the classroom, for better or for worse
• Racism and sexism present and often
unchallenged in the structures of schooling
• Jane Elliott’s Discrimination Day exercises
Members of a group identified as “superior”
literally tend to act and feel superior; those
identified as “inferior” also react accordingly
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Theories of Social Inequality
• Genetic Inferiority Theory
argues that biologically some groups of people
are inferior intellectually and socially
interpretations of IQ testing to support this
theory continued to be offered and continue to
be discredited (Jensen, Schockley, Herrnstein)
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Theories of Social Inequality
• Cultural Deficit Theory
inferior home environments explained low
achievement rates of minority children
1960s, 1970s compensatory education
movement
beginning of Head Start
does not take children's unfamiliarity with the
dominant culture into account
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Theories of Social Inequality
• Critical theory
questions the whole social order and its power
relations
looks at the relationship between the child and
the school, rather than the child or school in
isolation
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Cultural Difference Theory
• Respects the variety of different cultures and
assesses the relationships among various cultural
groups
• Addresses “cultural mismatch”—differing ways of
learning, demonstrating knowledge, behaviors and
socialization patterns among students
• Confronts the traditional role of schools as
instruments of social policy that maintain the
dominant culture
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Cultural Subordination Theory
• Examines social processes that lead to
lower status for minority groups and
structured inequalities in the system
• Anyon’s study of elementary schools
• Testing, tracking, and ability grouping
• Schools, curriculum, and setting reflect
white middle-class worldview
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Resistance Theory
• Students experiencing discrimination retreat
Adolescent girls submerge their intelligence
African American students caught between
cultures
Other students give the impression they “don’t
care” about schooling, and teachers can give up
on them
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
The Impact of Language
• What linguists agree on:
all languages can support complex cognitive processes and express
whatever needs to be expressed
language prestige is attached to economic/military power of group
using it
children learn better through use of native language
not all non-standard speakers have same language development
the way a child's primary language is valued affects self-concept
every language has variety of linguistic styles
reading failure is frequently caused by conflict between Englishspeaking teachers and non-English-speaking children
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Bilingual and ESL Instruction as Bridges
to English Proficiency
• 42% of all public school teachers have at least one
Limited English Proficiency (LEP) student in their
classroom
• Spanish-speaking more likely to receive bilingual
instruction; others get ESL programs
• Oakland School District’s controversial Ebonics
instruction program
• BEV: Language and cultural subordination
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Pedagogical Approaches to Pluralism
• Ignore differences and teach to single
standard
• Seek to eliminate differences by forcing
compliance to a single standard
• Balance sensitivity to group differences
without being biased by group differences
“culturally responsive” pedagogy
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Gender Theory: An Illustration of
Sensitivity to Differences
• Feminist theory explored three possibilities
with respect to gender issues
– “Gender free” approach
– Compensate/equalize effects of gender
differences
– Reconsider all the operational premises of
education and society
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Multicultural Education and Democratic
Pluralism—Five Approaches (Sleeter and Grant)
• Teaching the exceptional and culturally different
fitting students into existing structure with ESL, bilingual,
remedial, special education programs
retains status quo
• Human relations
promotion of unity, tolerance, and acceptance within existing
structure among students
Doesn’t address institutional inequities
• Single-group studies
singling out groups for study; foster acceptance, work towards
social change on behalf of identified group
Doesn’t alter the main curriculum; more “add on”
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Multicultural Education and Democratic
Pluralism—Five Approaches (Sleeter and Grant)
• Multicultural education
promotion of cultural pluralism, equal opportunity and
respect in the school
critical thinking, bilingual instruction
debate over whether result is cohesion or fragmentation
• Education that is multicultural and social
reconstructionist
preparation for the “real world”
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Multicultural and Social
Reconstructionist Education
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Practice of democracy
Analysis of one’s own life
Development of social action skills
Formation of social coalitions across
boundaries of race, ethnicity, social class
and gender
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Diversity, Equity, and Special
Education
• Multicultural education is the most
equitable way to address educational needs
of all students (Banks)
• Special education as a form of tracking
(Skrtic)
• Labels may say more about the system than
they do about the students
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Concluding Remarks
• Jane Elliott’s experiment reminds us of the social
construction of what is judged superior or inferior
• Slow progress from culturally deficient to
culturally different explanations of differences
• Sensitivity means asking “When is race or class
or gender a relevant variable in this student’s
performance, and when is it not?”
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e
School & Society: Chapter 13
Diversity and Equity Today:
Meeting the Challenge
Developing Your Professional
Vocabulary
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anti-racist education
Black English Vernacular
critical theory
cultural deficit theory
cultural subordination theory
culturally relevant pedagogy
Culturally responsive
pedagogy
• democratic pluralism
• ESL instruction
• ethnic diversity
• gender sensitivity vs. gender
bias
• genetic deficit theory
• Head Start Project
• multiculturalism
• pedagogy
• Plato’s myth of the metals
• resistance theory
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(c) 2006 The McGraw-Hill Companies, Inc. All rights reserved.
Tozer/Senese/Violas, School and Society, 5e