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APPEL PSY 263 401 CHAPTER 5 SLIDES
1.
Chapter 5 Addressing Cultural and Socioeconomic
Diversity
2.
© 2013 Cengage
Learning. All rights reserved. 5 | 2 Overview âą The Rise of Multiculturalism âą Ethnicity and Social Class âą Multicultural Education Programs âą Bilingual Education
3.
© 2013 Cengage
Learning. All rights reserved. 5 | 3 The Meaning of Culture âą The term culture typically refers to . . . ïŁ the way in which a group of people perceives the world; formulates beliefs; evaluates objects, ideas, and experiences, and behaves
4.
© 2013 Cengage
Learning. All rights reserved. 5 | 4 The Rise of Multiculturalism âą From Melting Pot to Cultural Pluralism ïŁ Melting pot â Diverse ethnic groups assimilating into one mainstream culture ïŁ Cultural Pluralism â A society should strive to maintain the different cultures that reside within it â Each culture within a society should be respected by others â Individuals within a society have the right to participate in all aspects of that society without having to give up their cultural identity
5.
© 2013 Cengage
Learning. All rights reserved. 5 | 5 The Changing Face of the United States âą The Changing Face of the United States ïŁ Historically, most immigrants came from Europe ïŁ In recent years, most immigrants came from China, Philippine Islands, India, Mexico, South America ïŁ Birth rate for foreign-born women is higher than for native-born, meaning classrooms will become increasingly culturally diverse
6.
© 2013 Cengage
Learning. All rights reserved. 5 | 6 Ethnicity and Social Class âą An ethnic group is a collection of people who identify with one another on the basis of one or more of the following characteristics: ïŁ Ancestorsâ country of origin ïŁ Race ïŁ Religion ïŁ Language ïŁ Values ïŁ Political interests ïŁ Economic interests ïŁ Behavior patterns
7.
© 2013 Cengage
Learning. All rights reserved. 5 | 7 Five Aspects of Ethnicity âą Five aspects of ethnicity that are potential sources of misunderstanding between students and teachers: ïŁ Verbal Communication Patterns â Differences in the rules that govern how adults and children speak to one another and about public speaking ïŁ Nonverbal Communication â Differences in the meaning of eye contact ïŁ Time Orientation â Differences in organizing activities around specific start and stop times
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Learning. All rights reserved. 5 | 8 Five Aspects of Ethnicity Cont. âą Five aspects of ethnicity that are potential sources of misunderstanding (contâd): ïŁ Social Values â Differences in the value of competition and working independently ïŁ Instructional Formats and Learning Processes â Differences in preferences for traditional instructional format, role-play, peer tutoring, small-group learning, and use of visual media â Differences in preferences for visual, written, and spoken formats, and for memorizing
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Learning. All rights reserved. 5 | 9 The Effect of Social Class on Learning âą The Effect of Social Class on Learning ïŁ Social class indicates an individualâs or familyâs relative standing in society ïŁ Oneâs social class, or socioeconomic status (SES), principally determined by annual income, occupation, amount of education
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Learning. All rights reserved. 5 | 10 The Effect of Social Class on Learning Cont. âą The Effect of Social Class on Learning (contâd) ïŁ Compared to children from middle- and upper-SES families, children from low-SES families are more likely to experience: â Poor quality health care, more illnesses, lead poisoning â Lower quality living conditions â Broken families and lower support for school achievement â Negative attitudes and beliefs about the value of school â Lower levels of learning (achievement gap) â Lower graduation rates
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Learning. All rights reserved. 5 | 11 Ethnicity and Social Class â Teachersâ Expectations âą The Effect of Ethnicity and Social Class on Teachersâ Expectations ïŁ On the basis of such characteristics as race, SES, ethnic background, dress, speech pattern, and test scores, teachers form expectancies about how various students will perform in class ïŁ Those expectancies are subtly communicated to the students in a variety of ways ïŁ Students come to behave in a way that is consistent with what the teacher expects
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Learning. All rights reserved. 5 | 12 The Effect of Ethnicity and Social Class on Teachersâ Expectations Cont. âą The Effect of Ethnicity and Social Class on Teachersâ Expectations ïŁ Research on the Effects of Teachersâ Expectancies â Expectancies that are communicated by parents and teachers can have both positive and negative effects â Teachers expectations more likely to maintain existing tendencies than to alter well-established behaviors
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Learning. All rights reserved. 5 | 13 Factors That Help Create Expectancies âą The Effect of Ethnicity and Social Class on Teachersâ Expectations ïŁ Factors That Help Create Expectancies â Middle-class students are expected to receive higher grades than low-SES students, even when their IQ scores and achievement scores are similar â Minority students are given less attention and are expected to learn less than white or Asian American students â Teachers tend to perceive children from poor homes as less mature, less capable of following directions, and less capable of working independently than children from more advantaged homes
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Learning. All rights reserved. 5 | 14 Factors That Help Create Expectancies Cont. âą The Effect of Ethnicity and Social Class on Teachersâ Expectations ïŁ Factors That Help Create Expectancies (contâd) â Teachers who think of intelligence as a fixed and stable capacity are more likely to formulate negative and positive expectations of students than are teachers who think of intelligence as a collection of skills that can be shaped â Teachers are more influenced by negative information about students than they are by neutral or positive information â Attractive-looking children more likely to be perceived as brighter and more social
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Learning. All rights reserved. 5 | 15 Multicultural Education Programs âą Basic Approaches ïŁ Contributions Approach â Ethnic historical figures whose values and behaviors are consistent with American mainstream culture are studied while individuals who have challenged the dominant view are ignored ïŁ Ethnic Additive Approach â An instructional unit composed of concepts, themes, points of view, and individual accomplishments is simply added to the curriculum
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Learning. All rights reserved. 5 | 16 Multicultural Education Programs â Basic Approaches Cont. âą Basic Approaches (contâd) ïŁ Transformative Approach â There is no one valid way of understanding people, events, concepts, and themes; there are multiple views, each of which has something of value to offer ïŁ Decision-Making and Social Action Approach â Incorporates components of all the other approaches and adds the requirement that students make decisions and take actions concerning a concept, issue, or problem being studied
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Learning. All rights reserved. 5 | 17 Characteristics of Effective Multicultural Teachers âą Characteristics of Effective Multicultural Teachers ïŁ Provides students with clear objectives. ïŁ Continuously communicates high expectations to the students. ïŁ Monitors student progress and provides immediate feedback. ïŁ Has several years experience in teaching culturally diverse students. ïŁ Can clearly explain why she uses specific instructional techniques.
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Learning. All rights reserved. 5 | 18 Characteristics of Effective Multicultural Teachers Cont. âą Characteristics of Effective Multicultural Teachers ïŁ Strives to embed instruction in a meaningful context. ïŁ Provides opportunities for active learning through small-group work and hands-on activities. ïŁ Exhibits a high level of dedication. ïŁ Enhances studentsâ self-esteem by having classroom materials and practices reflect studentsâ cultural and linguistic backgrounds. ïŁ Has a strong affinity for the students. ï See Online Video Case âCulturally Responsive Teaching: A Multicultural Lesson for Elementary Studentsâ
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Learning. All rights reserved. 5 | 19 Multicultural Education Programs â Instructional Goals âą Instructional Goals and Methods ïŁ Instructional Goals â Help low-achieving minority and/or low- SES students master both basic and higher-level skills
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Learning. All rights reserved. 5 | 20 Multicultural Education Programs â Instructional Methods âą Instructional Goals and Methods ïŁ Instructional Methods â Peer Tutoring (or, Peer-assisted learning): teaching of one student by another â Cooperative Learning: working in small, heterogeneous groups to help one another master a task â Mastery Learning: assumes most children can master the curriculum if certain conditions are established
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Learning. All rights reserved. 5 | 21 Multicultural Education Programs - Rationale âą A Rationale for Multicultural Education ïŁ Multicultural programs foster teaching practices that are effective in general as well as for members of a particular group ïŁ All students may profit from understanding different cultural values ïŁ The U.S. is becoming an increasingly multicultural society and students need to understand and know how to work with people of cultures different from their own
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Learning. All rights reserved. 5 | 22 Multicultural Education Programs â Rationale Cont. âą A Rationale for Multicultural Education (contâd) ïŁ Multicultural education programs expose students to the idea that âtruthâ is very much in the eye of the beholder. ïŁ Multicultural programs can encourage student motivation and learning. ïŁ Numerous studies document the disappointing academic performance of a significant number of minority-group students.
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Learning. All rights reserved. 5 | 23 Bridging the Cultural and SES Gap with Technology âą Bridging the Cultural and SES Gap with Technology ïŁ Technology can help students from culturally homogeneous neighborhoods better understand peers from other cultures with: â Telecommunication projects â Internet teleconferencing â Web-based instruction
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Learning. All rights reserved. 5 | 24 Bilingual Education âą Goal ïŁ Help English language learners (ELLs) acquire the English skills they will need to succeed in school
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Learning. All rights reserved. 5 | 25 Bilingual Education - Approaches âą Approaches ïŁ Transition Programs â Teach students wholly or partly in their native language until they can function effectively in a regular class ïŁ Maintenance Programs â Provide instruction in native language for a longer period of time before moving to all-English instruction ïŁ Two-Way Bilingual (Two-Way Immersion) Programs â Provide instruction in the language of both the majority culture and the minority culture
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Learning. All rights reserved. 5 | 26 Bilingual Education â Research Findings âą Research Findings ïŁ Both transition and immersion programs can help ELLs become proficient in English ïŁ Compared to immersion programs, bilingual programs produce small to moderate gains in reading, language skills, and math ïŁ Compared to students in immersion programs, students in two-way programs score at or above grade level on subject-matter tests ï See Online Video Case âBilingual Education: An Elementary Two- Way Immersion Programâ
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