This text offers "real world" case studies involving educational staff, students, and families from diverse backgrounds in a variety of dynamic school settings. Bridging Multiple Worldsemphasizes long-term, comprehensive solutions that promote school, home, and community partnership to meet challenges in educational settings. The text provides foundational information about diversity in the US, multicultural education, and family-school-community partnership in Part I; moves on to explore the use of cases in teacher education and how to analyze cases using a "decision making scaffold" in Part II; and delves deeply into specific cases and the issues surrounding them on a wide range of diversity topics in the seven chapters in Part III.

Catharine Whittaker is a professor of special education at the State University of New York at New Paltz.

Preface	p. xv
Acknowledgments	p. xvi
Introduction	p. xxi
The Meaning of Diversity	p. xxii
The New Metaphor	p. xxii
Authors' Statement of Philosophy	p. xxiii
Use of Terminology Related to Diversity	p. xxv
References	p. xxvii
Diversity in the United States
The Changing Pattern of Immigration	p. 1
Historical Overview	p. 2
Legislation	p. 4
Illegal Immigration	p. 6
Current Issues	p. 7
Proposed Legislation	p. 7
Assimilation and Acculturation	p. 8
Demographic Changes in the Schools	p. 10
References	p. 13
The Current State of Education for Diverse Students in the United States	p. 15
The Educational Progress of Diverse Learners	p. 15
Reading	p. 16
Writing	p. 16
Mathematics	p. 17
Science	p. 17
Achievement Levels Summary	p. 19
High-Poverty Schools	p. 20
The Facilities Gap	p. 20
Tracking	p. 21
High School Completion	p. 22
No Child Left Behind (NCLB)	p. 22
Multicultural Education	p. 23
Alternative Viewpoints	p. 27
Approaches to Curriculum Reform	p. 28
Content Integration	p. 30
Culturally Responsive and Relevant Teaching	p. 36
Classroom Discourse Patterns	p. 38
Teacher Preparation	p. 39
Challenges	p. 42
References	p. 43
Building Partnerships with Diverse Families and Communities	p. 46
Family Involvement in the Schools	p. 47
Student Achievement	p. 47
The Family System	p. 52
Family Characteristics	p. 53
Family Functions	p. 54
The Family Life Cycle	p. 55
Special Challenges	p. 56
Culturally Diverse Families	p. 56
Discipline Practices	p. 57
Home-School Communication	p. 57
School Involvement	p. 59
The School-Family-Community Partnership	p. 60
References	p. 64
A Cases for Cases
The Development and Use of Cases in Teacher Education	p. 66
What Is a Teaching Case?	p. 67
Why Are Case Discussions Valuable?	p. 69
How Do Participants Analyze a Case?	p. 70
Recognize the Problem	p. 72
Reframe the Problem	p. 72
Search for Alternatives	p. 73
Develop and Implement a Plan of Action	p. 74
Evaluate Progress	p. 75
How Do Participants Discuss a Case?	p. 75
References	p. 78
Putting It All Together: Analyzing and Discussing a Case	p. 80
Issues Regarding Migrant Farmworkers and Their Families	p. 80
The Case of Jesus Gonzalez	p. 83
Using the Case Decision-Making Scaffold	p. 87
Recognize the Problem	p. 87
Reframe the Problem	p. 88
Search for Alternatives	p. 90
Develop and Implement Plan of Action	p. 91
Evaluate Progress	p. 94
Follow-Up on Jesus Gonzalez	p. 95
Evaluation of Follow-up to the Case of Jesus Gonzalez	p. 96
References	p. 98
Case Studies in Diversity
Race and Ethnicity	p. 99
Current Concepts of Race	p. 99
Ethnicity	p. 101
Racial and Ethnic Identity	p. 101
White Identity	p. 102
Children of Mixed Race/Ethnicity	p. 104
Racism	p. 106
Resisting Racism	p. 108
The Case of Jim Peterson	p. 109
The Case of Lisa Golden	p. 112
References	p. 116
Culture and Language	p. 118
Definition of Culture	p. 119
Definition of Language	p. 120
Cultural and Linguistic Difference	p. 121
Deficiency Orientation	p. 122
Difference Orientation	p. 122
Social Reconstructionist Orientation	p. 122
Implications for Education	p. 123
Native American Mascots	p. 123
English Language Learners	p. 125
The Case of the Onteora Indian	p. 128
The Case of Fome Qureshi	p. 137
References	p. 144
Poverty and Socioeconomic Class	p. 146
Expectations and Realities	p. 146
Current Facts	p. 148
Who Are the Poor?	p. 151
Migrant Families	p. 152
Homeless Families and Children	p. 153
Impact of Poverty on School-Aged Children	p. 154
Impact on Brain Development	p. 154
State and Federal Provisions	p. 155
Welfare Changes	p. 155
What Can Schools Do?	p. 157
The Case of Maria Ramirez	p. 158
The Case of Sue Wilson	p. 164
References	p. 168
Exceptionality	p. 169
Issues of Definition, Identification, and Appropriate Programs	p. 169
The Inclusion Controversy	p. 172
Creating Inclusive Schools for Students with Disabilities	p. 174
Issues in the Education of Students Who Are Gifted and Talented	p. 176
Causes of Underrepresentation	p. 176
Teacher Attitudes and Family Involvement	p. 177
Programming for Gifted and Talented Students	p. 177
Issues in the Education of Students with Attention Deficit Hyperactivity Disorder	p. 179
The Case of Selina James	p. 181
The Case of Matthew Simpson	p. 186
References	p. 190
Gender by Terry Murray and Lorraine S. Taylor	p. 194
Issues in Gender	p. 194
Females and Mathematics	p. 194
Socialization Practices	p. 196
Teacher Attitudes, Beliefs, and Behaviors	p. 197
Affective Variables	p. 198
Parental Involvement	p. 199
Minority Females and Mathematics	p. 200
Negative Attitudes and Perceptions	p. 200
Poor Academic Performance	p. 201
Insufficient Course and Extracurricular Preparation	p. 201
Limited Knowledge of Mathematics and Science Professions	p. 202
Peer Influence	p. 202
African American Females and Mathematics	p. 203
The Foundations of Boys' Work	p. 205
Educational and Social Indicators of Boys' Problems	p. 206
A Critical and Relational Approach to Boys' Work	p. 207
Boys and Literacy	p. 208
The Case of Cassie Brown	p. 210
The Case of Justin Healy	p. 215
References	p. 220
Sexual Orientation by Jane M. Sileo and Catherine R. Whittaker	p. 223
Risk Factors for GLBT Students	p. 224
Characteristics of GLBT Youth	p. 225
Gay Teachers	p. 226
Rationale for a School and Community Response	p. 227
Staff Training and Resources	p. 229
Curriculum Issues	p. 229
School and Community Support Groups and Programs	p. 232
The Case of Renee Fischer	p. 233
The Case of Sam Meyers	p. 240
References	p. 243
Religion	p. 247
Religious Diversity in the United States	p. 248
Why Religion Is an Issue in Public Schools	p. 249
Failed Models of Religion in the Public School	p. 250
The Civil Public School	p. 251
Current Religious Issues in the Public Schools	p. 251
Consensus Issues	p. 252
Controversial and Emerging Religious Issues in the Public Schools	p. 255
The Case of The Higher Ground Academy	p. 265
References	p. 270
Index	p. 273
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