Human Diversity in Education : An Integrative Approach with PowerWeb

by Cushner, Kenneth; McClelland, Averil; Safford, Philip L.

• ISBN13: 9780073126517
• ISBN10: 0073126519
• Edition: 5th
• Format: Paperback
• Copyright: 2005-04-29
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages

Summary

This research-based, comprehensive introduction to multicultural education and diversity prepares future teachers for the wide diversity of students they will meet in their classrooms, schools, and communities. Moving beyond the purely cultural approach of many comparable texts, Human Diversity in Education addresses the full range of human diversity found in today's schools--including nationality, ethnicity, race, religion, gender, class, language, sexual orientation, and ability levels.Based on the assumption that change begins with the individual teacher, the text argues that prospective teachers must learn to incorporate issues of diversity in all of their work--including in their interactions with children, parents, colleagues, and the community.

Table of Contents

Preface	xxiii
part one Foundations for Multicultural Teaching	1	(148)
1 EDUCATION IN A CHANGING SOCIETY	3	(26)
Case Study: Drew Daniels' Diversity Class	4	(1)
The Reality of Social Change	5	(5)
Demographics in Transition	5	(1)
Institutions in Transition	6	(4)
Economics and Politics
Marriage and Family Life
Organized Religion	7	(3)
Schools as a Reflection of Social Change	10	(3)
Demographics	10	(1)
Language	10	(1)
Ability	11	(1)
Gender	11	(1)
Students and Teachers: A Clash of Cultures?	12	(1)
Rethinking Schools and Learning: The Effort to Reform Our Schools	12	(1)
Schools in Transition	13	(7)
Characteristics of Classrooms for the Industrial (Factory) Age, or Second Wave	14	(1)
Standardization
Synchronization
Specialization
Centralization
Large Scale	14	(1)
Characteristics of Classrooms for the Information Age, or Third Wave	15	(3)
Individualization and Choice
Collaboration
Diversity
Decentralization
Small Scale	16	(2)
Where We Are Today	18	(1)
The Difficulty of Change	18	(2)
Ideological Perspectives on Multicultural Education	20	(2)
Goals of This Book	22	(3)
Goal 1: To Recognize Social and Cultural Change	24	(1)
Goal 2: To Understand Culture, Learning, and the Culture-Learning Process	24	(1)
Goal 3: To Improve Intergroup and Intragroup Interactions	24	(1)
Goal 4: To Transmit Intercultural Understanding and Skills to Students	25	(1)
The Role of Stories, Cases, and Activities	25	(1)
Stories	25	(1)
Case Studies and Critical Incidents	25	(1)
Summary	26	(1)
Chapter Review	26	(1)
Key Terms	26	(1)
Reflective Questions	27	(1)
References	27	(2)
2 MULTICULTURAL EDUCATION: HISTORICAL AND THEORETICAL PERSPECTIVES	29	(28)
Case Study: Central High School, Little Rock, Arkansas, 1957	30	(2)
Historical Perspectives on Pluralism	32	(4)
We Have Been Different from the Beginning	32	(1)
Industrialization, Immigration, and Religious Pluralism	33	(1)
The Civil War: Freedmen's Schools and the Issue of Race	34	(1)
The Civil Rights Movement and the Schools	35	(1)
Historical Perspectives on Multicultural Education	36	(12)
Anglo-Conformity and Assimilationist Ideology	36	(2)
Multiculturalism and the Pluralist Ideology	38	(1)
Legislative and Judicial Landmarks	38	(7)
Public Responses to Multicultural and Bilingual Education Reforms	45	(1)
Judicial and Legislative Mandates Regarding Equity	46	(1)
Constitutional Bases of Legal and Judicial Mandates	47	(1)
Reaction to Multicultural Education from the 1980's to Today	47	(1)
Theoretical Perspectives on Multicultural Education	48	(3)
Teaching the Culturally Different	48	(1)
Human Relations	48	(1)
Single-group Studies	49	(1)
Inclusive Multicultural Education	49	(1)
Education that Is Multicultural and Social Reconstructionist	50	(1)
The Outcomes of Multicultural Education	51	(2)
Student Outcomes	51	(1)
Program Outcomes	52	(1)
Summary	53	(1)
Chapter Review	53	(1)
Key Terms	53	(1)
Reflective Questions	54	(1)
References	54	(3)
3 CULTURE AND THE CULTURE-LEARNING PROCESS	57	(38)
Case Study: Midland: A Thought Experiment	58	(3)
Exploring the Concept of Culture	61	(3)
Defining Culture	61	(1)
Culture in Everyday Use	62	(2)
Subculture
Microculture
Minority Group
Ethnic Group
People of Color	62	(2)
Commonalities in Definitions of Culture	64	(4)
Humans Construct Culture	64	(1)
Culture Is Shared	65	(1)
Culture Is Both Objective and Subjective	66	(1)
Culture Is Nurtured	66	(2)
Applying the Concept of Culture	68	(1)
Culture-Specific versus Culture-General Frameworks	68	(1)
The Culture-Learning Process	69	(16)
What Is Learned: The Sources of Cultural Knowledge	69	(8)
Sex/Gender
Health
Ability/Disability
Social Class
Ethnicity/Nationality
Religion/Spirituality
Geographic Location/Region
Age
Sexuality
Language
Social Status	71	(6)
How Culture Is Learned: The Socializing Agents	77	(1)
When Culture Is Learned: The Process of Socialization	78	(7)
Primary Socialization and Cultural Similarities
Secondary Socialization
Some Consequences of Socialization
Perception and Categorization
Some Limits on Socialization	79	(6)
Understanding Cultural Differences	85	(6)
Variations in Cultural Environments: Returning to Midland	85	(2)
Variations in Cultural Attributes, Socializing Agents, and Cultural Learners	87	(5)
Critical Incident: Definitely College Material	89	(1)
Critical Incident: Who, Exactly, Am I?	90	(1)
Critical Incident: What's Wrong with a Golf Scholarship?	90	(1)
Critical Incident: Am I Black or White?	90	(1)
Summary	91	(1)
Chapter Review	91	(1)
Key Terms	91	(1)
Reflective Questions	92	(1)
References	92	(3)
4 CLASSROOMS AND SCHOOLS AS CULTURAL CROSSROADS	95	(32)
Case Study: Melinda's Induction Year Dilemma	96	(1)
Schools and Classrooms: Where Cultures Intersect	97	(8)
Student Culture	98	(1)
Teacher Culture	98	(1)
Parent Culture	99	(1)
School Culture	99	(1)
Teachers as Cultural Mediators	100	(1)
Cross-Cultural Adaptation	100	(3)
Acculturation and Identity	103	(2)
Themes from Cross-Cultural Psychology	105	(2)
A Model of Cross-Cultural Interaction	107	(9)
Stage 1: Understanding Emotional Responses in Intercultural Interaction	107	(3)
Anxiety
Ambiguity
Disconfirmed Expectations
Belonging/Rejection
Confronting Personal Prejudices	108	(2)
Stage 2: Understanding the Cultural Basis of Unfamiliar Behavior	110	(3)
Communication and Language Use
Values
Rituals and Superstitions
Situational Behavior
Roles
Social Status
Time and Space
Relationship to the Group versus the Individual	111	(2)
Stage 3: Making Adjustments and Reshaping Cultural Identity	113	(3)
Categorization
Differentiation
Ingroups and Outgroups
Learning Style
Attribution	114	(2)
Applying the Culture-General Model	116	(8)
Identifying Commonalities among Groups	117	(1)
Identifying Differences within a Group	117	(1)
Critical Incidents at Miami Central High	118	(3)
Critical Incident: Andre's Role Dilemma	119	(1)
Critical Incident: Rosita's Alienation Problem	119	(1)
Critical Incident: Joao's Identity Crisis	120	(1)
Critical Incident: Rema's Classroom Concerns	120	(1)
Critical Incident: Lack of Communication with Kaye	121	(1)
Discussion of Critical Incidents	121	(4)
Andre's Role Dilemma
Rosita's Alienation Problem
Joao's Identity Crisis
Rema's Classroom Concerns
Lack of Communication with Kaye	121	(3)
Summary	124	(1)
Chapter Review	124	(1)
Key Terms	124	(1)
Reflective Questions	125	(1)
References	125	(2)
5 INTERCULTURAL DEVELOPMENT: CONSIDERING THE GROWTH OF SELF AND OTHERS	127	(22)
Case Study: Dissent at Maplewood School	128	(2)
Developmental Models of Ethnic and Racial Identity	130	(3)
Pre-Encounter
Encounter
Immersion-Emersion
Immersion
Internalization	131	(2)
Intercultural Competence	133	(2)
Developing Intercultural Sensitivity	135	(8)
Ethnocentric Stages of the DMIS	135	(5)
Denial
Defense
Minimization	135	(5)
Ethnorelative Stages of the DMIS	140	(3)
Acceptance
Adaptation
Integration	140	(3)
Critical Incidents at Maplewood	143	(3)
Critical Incident: John Reading, Fifth Grade Social Studies and Language Arts Teacher	143	(1)
Critical Incident: Fran Violet, Fifth Grade Language Arts Teacher	144	(1)
Critical Incident: Steven Goodwin, Principal	145	(1)
Summary	146	(1)
Chapter Review	146	(1)
Key Terms	147	(1)
Reflective Questions	147	(1)
References	147	(2)
part two Multicultural Teaching in Action	149
6 CREATING CLASSROOMS THAT ADDRESS RACE AND ETHNICITY	151	(26)
Case Study: The Chameleon	152	(3)
Lay versus Scientific Understanding of Race and Ethnicity	155	(2)
Pedagogies: Old and New	155	(1)
Roles: Old and New	155	(1)
Place of Content Knowledge: Old and New	156	(1)
Assessment: Old and New	157	(1)
Understanding Prejudice and Racism	157	(2)
The Functions of Prejudice	158	(1)
Adjustment Function
Ego-Defensive Function
Value-Expressive Function
Knowledge Function	158	(1)
Prejudice Formation: The Components of Prejudice	159	(3)
How Children Learn Prejudice	160	(1)
Observation and Passive Learning
Group Membership
The Media
Religious Fundamentalism	160	(1)
Extreme Cases of Prejudice	161	(1)
Racism
Hate Groups
White Privilege
Racial Profiling	161	(1)
Curriculum Transformation: Strategies for Prejudice Reduction	162	(6)
1. Improving Social Contact and Intergroup Relations	163	(2)
Equal Status Contact
Superordinate Goals
Encouragement of Intergroup Interaction
Personal Familiarity	163	(2)
Some Cautions in Applying the Contact Hypothesis	165	(1)
2. Increasing Cognitive Sophistication	166	(1)
3. Improving Self-Confidence and Self-Acceptance	167	(1)
4. Increasing Empathy for and Understanding of Others	168	(1)
Comprehensive Programs That Improve Intergroup Relations	168	(6)
Anti-Bias Education for Young Children	169	(1)
Cooperative Learning	169	(1)
A World of Difference	169	(1)
Facing History and Ourselves	169	(5)
Critical Incident: Do You Know Anyone Else Like John Gray?	170	(1)
Critical Incident: Reflections from John Gray	171	(1)
Critical Incident: John Gray Shares an Important Part of Himself	172	(2)
Summary	174	(1)
Chapter Review	174	(1)
Key Terms	174	(1)
Reflective Questions	174	(1)
References	174	(3)
7 THE CLASSROOM AS A GLOBAL COMMUNITY: NATIONALITY AND REGION	177	(32)
Case Study: A Global Classroom	178	(5)
Education in a Global Society	183	(2)
What Is Globalization?	184	(1)
Characteristics of Globalization	184	(1)
Teaching with a Global Purpose	185	(3)
Education for a Global Perspective	186	(1)
Cognitive Demands for a Global Mindset	187	(1)
Curriculum Transformation: The International Perspective	188	(6)
Perspective Consciousness	188	(1)
State of the Planet Awareness	189	(2)
Cross-Cultural Awareness	191	(1)
Knowledge of Global Dynamics or World Systems	192	(1)
Awareness of Human Choice	193	(1)
What, Specifically, Should Students Study?	194	(3)
Characteristics of a Global Classroom	194	(1)
Pedagogies: Old and New	195	(1)
Roles: Old and New	196	(1)
Place of Content Knowledge: Old and New	196	(1)
Assessment: Old and New	197	(1)
Teaching the Global Perspective	197	(6)
Programs That Link Schools	199	(4)
Associated Schools Project of UNESCO
iEARN
Global SchoolNet	199	(1)
How Might This Look in Practice?	200	(1)
Part One (United States)
Part Two (India)	200	(3)
Perspectives on a Globally Oriented Curriculum	203	(3)
Ethical Concerns	204	(3)
Critical Incident: A Delayed Response	205	(1)
Critical Incident: A Sensitive Assignment	205	(1)
Summary	206	(1)
Chapter Review	206	(1)
Key Terms	206	(1)
Reflective Questions	206	(1)
References	207	(2)
8 DEVELOPING LEARNING COMMUNITIES: LANGUAGE AND LEARNING STYLE	209	(34)
Case Study: Language and Learning Style in a Learning-Community Classroom	210	(7)
Case Analysis	216	(1)
Characteristics of a Learning Community	217	(3)
Rationale for Learning-Community Classrooms	218	(1)
Pedagogies: Old and New	219	(1)
Roles: Old and New	219	(1)
Place of Content Knowledge: Old and New	220	(1)
Assessment: Old and New	220	(1)
Perspectives on Language Acquisition	220	(2)
Language and the Family	221	(1)
Institutional Aspects of Language in the Family	221	(1)
Perspectives on Language Variation	222	(4)
Verbal Communication	222	(3)
Accents
Dialects
Bidialectalism
Sign Language	222	(3)
Nonverbal Communication	225	(1)
Proxemics
Kinesics
Paralanguage	225	(1)
Culture, Language, and Learning Style	226	(6)
Components of Learning Style	227	(1)
Multiple Intelligences	227	(1)
Origins of Learning Style	228	(1)
The Relation of Language and Learning Style to Culture	228	(2)
Communication Style	230	(2)
Formal versus Informal Communication
Emotional versus Subdued
Communication
Direct versus Indirect Communication
Objective versus
Subjective Communication
Responses to Guilt and Accusations	231	(1)
Perspectives on Bilingual Education and Second Language Acquisition	232	(6)
The Bilingual Education Backlash	233	(1)
Other Bilingual Education Issues	234	(1)
Second Language Acquisition	235	(1)
Ethical Issues: Local and Global	236	(4)
Critical Incident: Martina's Dilemmas	238	(1)
Summary	238	(1)
Chapter Review	238	(1)
Key Terms	239	(1)
Reflective Questions	239	(1)
Endnote	239	(1)
References	240	(3)
9 RELIGIOUS PLURALISM IN SECULAR CLASSROOMS	243	(28)
Case Study: Religion in a Secular Classroom	244	(2)
Rationale for Attending to Religion in Public Schools	246	(2)
Definitions of Religion	247	(1)
Religious Pluralism in the United States	248	(2)
Characteristics of a Classroom That Attends to Religious Pluralism	250	(4)
Pedagogies: Old and New	250	(1)
Roles: Old and New	251	(1)
Place of Content Knowledge: Old and New	252	(1)
Assessment: Old and New	252	(1)
Case Analysis	253	(1)
Perspectives on Religion and Schooling in the United States	254	(7)
Private Freedoms: Religion and Compulsory School Attendance	255	(1)
Private Freedoms: The Practice of Religious Beliefs in Classrooms	256	(2)
Public Freedoms: Public Funding for Religious Schools	258	(1)
Charter Schools, Home Schooling, and Voucher Programs	259	(1)
Public Freedoms: The Provision of Religious Instruction	260	(1)
Perspectives on Religious Identity	261	(4)
Religion as a Form of Personal Identity	261	(1)
The Influence of the Religious Right	262	(3)
Ethical Issues	265	(1)
Critical Incident: Celebrating the Holidays	265	(1)
Critical Incident: Suggested Reading?	266	(1)
Summary	266	(1)
Chapter Review	267	(1)
Key Terms	267	(1)
Reflective Questions	267	(1)
Endnote	268	(1)
References	268	(3)
10 DEVELOPING A COLLABORATIVE CLASSROOM: GENDER AND SEXUAL ORIENTATION	271	(6)
Case Study: Gender and Sexual Orientation in a Collaborative Classroom	272	(6)
Case Analysis	276	(1)
Rationale for Collaborative Teaching and Learning	277	(1)
Characteristics of a Collaborative Classroom	278	(5)
Pedagogies: Old and New	279	(2)
Roles: Old and New	281	(1)
Place of Content Knowledge: Old and New	282	(1)
Assessment: Old and New	283	(1)
Perspectives on Gender Identity	283	(4)
Gender Role Socialization	284	(1)
Gender Role Socialization in the Middle Class	285	(1)
Masculine and Feminine Behavior	286	(1)
Perspectives on Gender and Schooling	287	(2)
Schools as Socializing Agents	288	(1)
Gender Stereotypes in School	288	(1)
Gender as an Issue of Legal Equity in Schools	289	(4)
Legislation and Court Cases	289	(2)
Major Studies on Gender and Schooling in the Last Decade	291	(1)
Where We Are Now	292	(1)
Perspectives on Gender and Sexuality	293	(3)
Ethical Issues	296	(2)
Critical Incident: Responsibilities at Home	296	(1)
Critical Incident: Should She Go to College?	297	(1)
Critical Incident: Who's Using the Computer?	297	(1)
Summary	298	(1)
Chapter Review	298	(1)
Key Terms	298	(1)
Reflective Questions	298	(1)
Endnotes	299	(1)
References	300	(3)
11 CREATING DEVELOPMENTALLY APPROPRIATE CLASSROOMS: THE IMPORTANCE OF AGE AND DEVELOPMENTAL STATUS	303	(5)
Case Study: Age in Developmentally Appropriate Classrooms	304	(4)
Rationale for Developmentally Appropriate Educational Practice	308	(4)
Economic Aims for Schooling	309	(1)
Early Childhood Education and Developmentally Appropriate Practice	310	(1)
Constructivist Thought in Developmentally Appropriate Practice	311	(1)
Characteristics of a Developmentally Appropriate Classroom	312	(5)
Pedagogies: Old and New	312	(2)
Roles: Old and New	314	(2)
Place of Content Knowledge: Old and New	316	(1)
Assessment: Old and New	316	(1)
Perspectives on Age and Development	317	(5)
Sensitive Periods and Developmental Crises	317	(1)
Individual Differences and Developmental Domains	318	(1)
The Importance of Developmental Knowledge	319	(6)
Critical Incident: Responding to a Concerned Board Member	321	(1)
Critical Incident: The Disgruntled Parent	321	(1)
Summary	322	(1)
Chapter Review	322	(1)
Key Terms	322	(1)
Reflective Questions	322	(1)
Endnotes	322	(1)
References	323	(2)
12 CREATING INCLUSIVE CLASSROOMS: THE ABILITY/DISABILITY CONTINUUM AND THE HEALTH DIMENSION	325	(4)
Case Study: Schools That Include All Students	326	(3)
Rationale for Inclusive Classrooms	329	(2)
What Is Exceptionality?	331	(7)
The Ability/Disability Continuum	332	(1)
Historical Perspectives on Special Education	332	(3)
The Health Dimension	335	(3)
Characteristics of an Inclusive Classroom	338	(5)
Inclusion and Human Diversity	338	(1)
Pegagogies: Old and New	339	(1)
Roles: Old and New	340	(1)
Place of Content Knowledge: Old and New	341	(1)
Assessment: Old and New	342	(1)
Making Inclusive Teaching Work	343	(3)
The Importance of Collaboration	343	(1)
What Does Flexibility Involve?	344	(9)
Curriculum Materials
Instructional Strategies
Classroom Organization
Behavior Management	344	(2)
Ethical Issues in Inclusive Education	346	(3)
Critical Incident: Integrating the New Student with a Disability	348	(1)
Critical Incident: The Reluctant Parents	349	(1)
Summary	349	(1)
Chapter Review	349	(1)
Reflective Questions	349	(1)
Key Terms	350	(1)
Endnotes	350	(1)
References	350	(3)
13 THE ROLE OF SOCIAL CLASS AND SOCIAL STATUS IN TEACHING AND LEARNING	353	(7)
Case Study: Fulfilling the Promise in the Northeast Kingdom	354	(3)
Case Analysis	356	(1)
Pedagogies: Old and New	357	(1)
Roles: Old and New	358	(1)
Place of Content Knowledge: Old and New	358	(1)
Assessment: Old and New	359	(1)
Perspectives on Social Class and Social Status	360	(6)
Definitions of Social Class	360	(2)
Social Class and Minority Group Membership	362	(1)
The Working Poor	362	(1)
Social Class and Child-Rearing Practices	363	(1)
Social Status	364	(1)
The Importance of Teacher Expectations	365	(1)
Social Class and School Funding	366	(2)
Ethical Issues	368	(1)
Critical Incident: The Pull of Home	368	(1)
Critical Incident: Too Much Traveling	369	(1)
Summary	369	(1)
Chapter Review	369	(1)
Key Terms	370	(1)
Reflective Questions	370	(1)
Endnotes	370	(1)
References	370	(3)
14 ASSESSING PROGRESS: THE QUEST TO IMPROVE SCHOOLS FOR ALL CHILDREN	373	(6)
Case Study: Redesigning the Jefferson Schools' Math Assessment Program	374	(5)
Rationale for Broadened Definitions of Assessment	379	(6)
Accountability and the Educational Standards Movement	379	(2)
Assumptions about Standards	381	(1)
The Case for Standardized Testing	381	(2)
The Case against Standardized Testing	383	(1)
The Case for Multiple Forms of Assessment	384	(1)
Characteristics of Classrooms That Use Multiple Forms of Assessment	385	(3)
Pedagogies: Old and New	386	(1)
Roles: Old and New	386	(1)
Place of Content Knowledge: Old and New	386	(1)
Assessment: Old and New	387	(1)
Perspectives on Means for Assessing Student Learning	388	(7)
The Importance of Criteria	388	(1)
The Issue of Grading	389	(3)
Grading to Sort
Grading to Motivate
Grading as Feedback	391	(1)
Case Analysis	392	(3)
Perspectives on Multiple Forms of Assessment: Demand versus Support	395	(2)
Ethical Issues	397	(2)
Critical Incident: How Is My Child Really Doing?	399	(1)
Critical Incident: What about the State Assessment Tests?	399	(1)
Summary	399	(1)
Chapter Review	400	(1)
Kery Terms	400	(1)
Reflective Questions	400	(1)
Endnote	401	(1)
References	401
Glossary	G-1
Index	I-1
Photo Credits	C-1