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Cultural Diversity

Cultural Diversity. Issues in Diversity. Gender Language Groups Race Ethnicity Rural / Urban Special Needs physical disabilities mental disabilities. Ethnic & Racial Diversity in the United States. In 1950 minorities made up 11% of the U.S. population.

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Cultural Diversity

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  1. Cultural Diversity

  2. Issues in Diversity • Gender • Language Groups • Race • Ethnicity • Rural / Urban • Special Needs • physical disabilities • mental disabilities

  3. Ethnic & Racial Diversity in the United States • In 1950 minorities made up 11% of the U.S. population. • This figure increased to 30% by 2000. • By 2014, 40% of the Illinois population will be none-white. • By 2030, 50% of the US population will be non-white. • By 2030, Caucasians will be the largest minority in the U.S.

  4. Stereotypes -- An Example • How do people walk? • How do rich people walk? • How do rich women walk?

  5. Stereotypes are broadly held. • Can you name stereotypesfor these groups? African Americans Arabs Asian Americans Catholics Fundamentalist Christians Jews Latino Americans Native Americans Polish Americans WASPs

  6. Stereotypes are generally considered offensive. • How do you feel about “your” ethnic and/or cultural and/or religious grouping stereotype?

  7. Minority Status and Identity Development • Minority management of cultural differences: • assimilation (melting pot) • accommodation (vegetable soup) • separation (rejection of dominant group) • Cultural identity development -- Cross 1980, 1987 • pre-encounter stage (minority group members notice differences between selves and majority culture, but differences are not considered important) • encounter stage (minority member encounters discrimination in vivid form) • immersion stage (minority members immerse themselves in the ways of their ethnic group) • internalization stage (appreciate selves, but realize that differences don’t always correspond to group membership)

  8. Multiculturalism • Awareness of Differences • Respect for Differences • Affirmation of Differences

  9. The Multicultural Classroom • Hold everyone to the same standards. • Use ethnic names in examples. • Select course text books carefully. • Ensure equal opportunity for all. • Get to know your students. • Assess each student’s needs. • Celebrate student differences. • Teach in a cultural / historical context when possible and appropriate. • See “Affirming Differences” by Sonia Nieto, ch. 12

  10. Clinical Experience • Visit a high school physics classroom with a culturally diverse population. • Note the presence of members of unique cultural and ethnic groups. • Identify the varied educational needs of students from different cultural and ethnic groups. • In lab, recitation, or tutoring session, take advantage of any opportunity to work with students of culturally diverse backgrounds. • Prepare a written report of your findings and activities. • Perform a cultural sensitivity assessment of a high school physics textbook.

  11. Significant Problems with the Multiculturalism Movement • Cultural “illiteracy” results from a lack of common understanding which can affect understanding. • A common basis is needed for effective communication. For example, consider the first stanza of the Aussie classic “Waltzing Matilda.” Once a jolly swagman camped by a bilibong under the shade of a kulibar tree, he sang as he sat and waited for his biliboil, you’ll come a waltzing Matilda with me! • Multiculturalism can actually disenfranchise those who do not learn to speak a common language.

  12. References • Cross, W. E., Jr. (1980). Models of psychological nigrescence: A literature review. In R. L. Jones (Ed.), Black psychology. New York: Harper & Row. • Cross, W. E., Jr. (1987). A two-factor theory of black identity: Implications for the study of identity development in minority children. In J. S. Phinney & M. R. Rotheram (Eds.), Children’s ethnic socialization. Beverly Hills: Sage Publications.

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