Transcript CHAPTER FIVE – CULTURE AND COMMUNITY

CHAPTER FIVE – CULTURE
AND COMMUNITY
THE MULTICULTURAL
CLASSROOM
MULTICULTURAL EDUCATION
Approximately 300,000 immigrant
children moved to Canada in the 1990’s
Most of these children reside in
Vancouver, Toronto and Montreal,
however there is a significant immigrant
and First Nations population in many
communities in B.C.
SCHOOL DISTRICT 61 –
VICTORIA - Six year Dogwood
Completion Rates
2000/01 –
Non aboriginal
Aboriginal –
72%
30%
2001/02
Non Aboriginal
Aboriginal
75%
33%
2003/04
Non Aboriginal
Aboriginal
75
35
2004/05
Non Aboriginal
Aboriginal
79
38
INDIVIDUALS , GROUPS AND
SOCIETY
Multicultural/Mosaic vs Melting Pot
Mosaic – the belief that individuals can
maintain their own culture and identity
while still being respected as part of the
larger society
Melting pot – Absorption and assimilation
of immigrants into the mainstream of
society
Multiculturalism
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Canadian legislation 1989 – Canadian
Multiculturalism Act sets out in law
Canadian policy respecting the social,
cultural, economic and political diversity
of the country
Multicultural education – recognition
and promotion of cultural diversity
CANADIAN CULTURAL
DIVERSITY
CAUTIONS – Stereotyping – “all Chinese
Canadians are ….” Socio economic
status (SES) , Ethnic, cultural, religious
backgrounds do not give you specific
information about an individual.
Belonging to a particular group does not
determine behavior but suggests that
some behaviors more likely
SOCIO-ECONOMIC STATUS
Poverty is a significant factor in
educational and vocational achievement
 Higher SES across ethnic groups linked
to higher educational achievement.
Independent schools (Private) have in
general very high tuition fees

SES
FRASER INSTITUTE RANKING OF SCHOOLS
IN BC IN 2005
No. 1 – Crofton House – Independent school
–Girls only. Tuition - $13,000. Grades 1 -12
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No. 2 – Little Flower Academy – Operated by
Sisters of St. Ann .. All girls. $5,070 tuition
first child and $2,840 subsequent children
100% graduation rate from high school
91% of graduates obtained Provincial Honour’s
SES
No. 3 ranked school – St. George’s All Boys
school in Vancouver.
Non BC residents – Gr. 1 – 7 $14, 725
Gr. 8 -12 $16,950
BC Residents
$12, 425
$14, 675
TUITION, BOARDING AND LODGING – BC
residents - $31, 175.
Non BC residents $38,000
SES CONTINUED
Being poor 1.
greater likelihood of poor nutrition, exposure to illicit
drugs/substance abuse.
2.
3.
4.
5.
6.
Lower academic expectations and low self esteem. Ongoing failure
leads to expectation of future failure
Learned helplessness – experience of prejudice/discrimination come
to expect that they cannot succeed
“Resistance culture” – succeeding academically is in some way a
betrayal of their community. Studying cooperating with teachers
seen as not an appropriate way to fit in
Tracking – placement of low functioning/low ability students in
classes with less expectations. Less chance to interact with higher
functioning students.
Lack of resources and support at home
LOW SES and ACADEMIC
ACHIEVEMENT
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Child rearing – Children from
impoverished backgrounds start school
with a disadvantage. Do not have
access to the Internet, travel , cultural
experiences. Parents expectations for
academic achievement may be
significantly lower than middle/upper
middle class families
ETHNIC AND RACIAL
DIFFERENCES
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ETHNICITY – Cultural heritage shared
by a group of people.
Canada becoming more ethnically
diverse. Low birth rate and the need for
skilled labor as well as Federal
government policy encouraging well
educated/trained immigrants to come to
Canada
Ethnic differences and school
achievement
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Research concludes that the vast
majority of the differences in abilities ,
IQ scores and graduation rates can be
attributed to environmental factors.
Discrimination, poverty and low SES.
DISCRIMINATION AND
PREJUDICE
Residential school experience
Recently (July 2006), B.C., Federal Government
and First Nations have agreed to transfer
much of the responsibility for First Nations
education to Local Bands.
Have to follow Ministry of Education Curriculum
, however cultural and ethnic content
dramatically increased.
Prejudice
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Pre judgment or generalization about an
entire group of people..
Stereotype – Schema (belief) that organizes
knowledge or perceptions of a category. You
may have a perception of Americans, Asians,
Muslims that helps you make sense of your
world.
Stereotypes inaccurate because not all
persons fit into that view
Stereotype threat
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Girls do not do well in sciences/math.
You “believe” or at least have heard of
this , which may affect performance.
When you are put in a position to have
to perform on a test , stereotype threat
may apply. For example you may
become more anxious and think you
cannot do it.
GENDER ROLE IDENTITY
Beliefs about characteristics and behavior associated with one
gender as opposed to another.
Feminine characteristics – sensitive, caring , nurturing
Masculine – aggressive, competitive, achievement oriented
Androgynous – Having some typically male and female
characteristics
May actually be measuring more Instrumental (goal directed) and
Expressive traits (social and emotional)
Gender schemas – organized beliefs about what it means to be
male or female. Socialization, parenting, teachers , church and
the environment generally shape schemas
Gender Bias in the Classroom
Different views of male and female , often favoring one
gender over another
Historically – curriculum may have been biased against
females. Stories, heroes etc mostly male.
History - Discussion of “dead white men”
Teachers ask more questions of males, give males more
feedback, both praise and criticism.
Girls/women become more passive less verbal as grades
increase. Gifted girls in High school quite likely to
down play their skills
SEX DIFFERENCES AND MATH
Largely stereotype threat
No real difference between males and
females at the start of high school in
Math. By grade 11 and 12, girls are not
enrolling at any where near the same
level as boys
“Not feminine” to be in math engineering, architecture etc..
LANGUAGE DIFFERENCES
BILINGUALISM- ability to speak two languages
More than 50% of the new enrollees in the
Vancouver school district in 2003 did not
speak English as a first language.
Second largest school district in the province Surrey. Very ethnically diverse.
Very large ESL – English as a Second Language
Large demand as well for French Immersion
BILINGUAL
A well delivered Bilingual program enhances
academic achievement , mastery of English
and overall self esteem in new immigrants.
Creating culturally sensitive classrooms
Must avoid stereotyping.. Ethnic group
differences in learning styles may very well be
over stated
First Nations – primarily oral tradition rather
than written but not exclusively. Tend to have
above average spatial abilities which should
be recognized. Once again not always true.
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Culturally compatible
classroom
Individual achievement and competition
less valued in First Nations culture than
in Judeo-Christian. Collaboration and
cooperation seen as more important.
SOME KEY CONCEPTS
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Know your students – ethnic and
cultural backgrounds
Treat each student as an individual
Respect
Teach all your students, set high but
realistic expectations
Emphasize meaning rather than
memorizing