Chapter Thirteen

1. Chapter Thirteen Diversity and Equity Today: Meeting the Challenge (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

2. 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 Society in the Classroom (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

3. 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) Theories of Social Inequality (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

4. 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 Theories of Social Inequality (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

5. 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 Theories of Social Inequality (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

6. 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 Cultural Difference Theory (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

7. 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 Cultural Subordination Theory (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

8. 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 Resistance Theory (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

9. 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 English-speaking teachers and non-English-speakingchildren The Impact of Language (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

10. 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 Bilingual and ESL Instruction as Bridges to English Proficiency (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

11. 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 Pedagogical Approaches to Pluralism (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

12. 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 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

13. 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” Multicultural Education and Democratic Pluralism—Five Approaches (Sleeter and Grant) (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

14. 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” Multicultural Education and Democratic Pluralism—Five Approaches (Sleeter and Grant) (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

15. 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 Multicultural and Social Reconstructionist Education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

16. 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 Diversity, Equity, and SpecialEducation (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

17. 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?” Concluding Remarks (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

18. 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 Developing Your Professional Vocabulary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e