Meeting the Needs of Multiethnic and Multiracial Children in Schools

by Wardle, Francis; Cruz-Janzen, Maria I.

• ISBN13: 9780205376087
• ISBN10: 0205376088
• Edition: 1st
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Allyn & Bacon

Summary

Both of these authors bring to this topic a wealth of personal experience and academic scholarship and insight. They courageously embrace new ideas and concepts of race and culture, both nationally and globally, and provide new and exciting ways of thinking, talking, learning and educating. Features: bull; bull;Authors encourage the reader to critically think about diverse family constellations and individual racial and ethnic identity. bull;Different models of multiracial identity development are reviewed. bull;Focus Questions at the beginning of each chapter help give students direction. bull;A variety of tools are provided to help students critically examine their own perceptions, and to evaluate materials, curricular approaches, and instructional methods. Author bios: Francis Wardle first became involved in issues regarding multiethnic and multiracial children when his four-year-old daughter came to him in tears, after a peer used race as a put down. Since then he has created the Center for the Study of Biracial Children, given presentations on multiethnic and multiracial issues throughout the US and Canada, written extensively on the topic, and been quoted in newspapers, magazines, TV programs, and radio stations including NPR. Currently Dr. Wardle teaches at Red Rocks Community College and the University of Phoenix/Colorado Campus, consults for the National Head Start Migrant Program, and writes for a variety of national publications. Marta I. Cruz-Janzen is Associate Professor of Multicultural Education at Florida Atlantic University. She received a Ph.D. in Curriculum & Instruction from the University of Denver, a Master of Arts and Master of Education in Human Development from Columbia University Teachers College, and a Bachelor of Science from Cornell University. Her dissertation, Curriculum and the Self-Concept of Biethnic and Biracial Persons received the University of Denver Phi Delta Kappa 1996-97 Dissertation of the Year Award. Marta has been a bilingual teacher and elementary school principal.

Author Biography

Francis Wardle first became involved in issues regarding multiethnic and multiracial children when his four-year-old daughter came to him in tears, after a peer used race as a put down. Since then he has created the Center for the Study of Biracial Children, given presentations on multiethnic and multiracial issues throughout the US and Canada, written extensively on the topic, and been quoted in newspapers, magazines, TV programs, and radio stations including NPR. Currently Dr. Wardle teaches at Red Rocks Community College and the University of Phoenix/Colorado Campus, consults for the National Head Start Migrant Program, and writes for a variety of national publications Marta I. Cruz-Janzen is Associate Professor of Multicultural Education at Florida Atlantic University. She received a Ph.D. in Curriculum & Instruction from the University of Denver, a Master of Arts and Master of Education in Human Development from Columbia University Teachers College, and a Bachelor of Science from Cornell University. Marta has been a bilingual teacher and elementary school principal

Table of Contents

Foreword	vii
Maria P. P. Root
Multiethnic and Multiracial Children	1	(19)
Who Are the Children?	2	(2)
Personal Journeys	4	(3)
No Longer Invisible	7	(1)
Diversity in the Classroom	8	(5)
Multicultural Education	9	(3)
Increasing Advocacy	12	(1)
Interracial Parents	13	(1)
Needs of Multiethnic and Multiracial Children	13	(5)
Responsibility of the Schools	15	(3)
Conclusion	18	(1)
Questions/Projects	19	(1)
Resources	19	(1)
Traditional Approaches	20	(28)
Single Race/Ethnicity Approach	21	(1)
Diversity within Traditional Racial Groups	22	(2)
Race, Ethnicity, and Culture	24	(5)
Understanding Race, Ethnicity, and Culture	25	(1)
The Process of Assimilation	26	(2)
What Is Race?	28	(1)
What Is Culture?	28	(1)
Group Membership	29	(4)
Non-Whites	32	(1)
Group Acceptance and Multiethnic/Multiracial Identity	32	(1)
Getting on the Same Page	33	(3)
Diversity and Culture	33	(2)
Race and Ethnicity	35	(1)
Approaches to Teaching Multicultural Education	36	(7)
The Five Dimensions of Multicultural Education	36	(4)
Approaches to Multicultural Education	40	(3)
Reforming Multicultural Education	43	(3)
The Problems with Traditional Approaches	43	(2)
Multicultural Education That's Truly Multicultural	45	(1)
Conclusion	46	(1)
Questions/Projects	46	(1)
Resources	47	(1)
Historical Developments	48	(28)
Development of a Racial System	50	(4)
Colonialists	50	(1)
Preoccupation with Race	50	(2)
Racial Boundaries	52	(1)
Immigration Acts and Court Rulings	53	(1)
False Equality	54	(1)
Origins of U.S. Racism	54	(3)
Racial Hierarchies	55	(1)
Proving Racial Superiority	56	(1)
Irish Americans	56	(1)
Today's Racism	57	(1)
Rejection of Racial Mixing	57	(3)
Negative Influences	58	(1)
Japanese Racial Purity	59	(1)
Latinos	60	(2)
The Term ``Hispanic''	60	(2)
Immigration	62	(7)
Japanese American Immigrants	64	(3)
Opposition to Non-White Immigrants	67	(1)
Puerto Ricans and Filipinos	68	(1)
Civil Rights Movement	68	(1)
New Restrictions	69	(1)
Racism and Segregation	69	(2)
Legal Segregation	70	(1)
World War II	70	(1)
Changes and Improvements in Education	71	(1)
Desegregation	71	(1)
Language Proficiency and the Rights of Disabled Students	71	(1)
Multiracial and Multiethnic Children in Schools	72	(2)
Multicultural Education	74	(1)
Conclusion	74	(1)
Questions/Projects	75	(1)
Resources	75	(1)
Categorizing People	76	(26)
Understanding Race, Racism, and Categorizing People	78	(7)
Slavery	79	(1)
Categorizing People	80	(1)
Shifting Identities	80	(2)
Justifying Racial Labels	82	(1)
Current Racial Categories	82	(3)
The Ethnic Category: Latino	85	(2)
The Race Myth	87	(4)
The Theory of Hybrid Degeneracy	87	(1)
The Problem with Race	88	(1)
Passing as White	88	(1)
Multiethnic and Multiracial Native Americans	89	(1)
Supporting the One-Drop Rule	90	(1)
After the Civil War	91	(2)
Attempts to Classify Blacks Differently	91	(1)
Hardening of the Lines	92	(1)
Mainstream Whites	93	(1)
Categorizing People in Other Nations	93	(3)
South Africa	93	(1)
Latin America and the Caribbean	94	(2)
The Legacy of Slaves and Slave Owners	96	(1)
Maintaining the Color Line	97	(2)
Group Solidarity	98	(1)
Today's Multiracial and Multiethnic Children	99	(1)
Where Do We Go from Here?	99	(1)
New Visibility	100	(1)
Conclusion	100	(1)
Questions/Projects	101	(1)
Resources	101	(1)
Identity Development of Multiethnic and Multiracial Children	102	(26)
Identity Development: A Definition	102	(1)
Identity Development Models	103	(9)
Poston's Model	108	(1)
Jacobs's Developmental Model	108	(1)
Phinney's Model of Ethnic Identity in Adolescents	109	(1)
Kerwin-Ponterotto's Model	110	(1)
Root's Approach	111	(1)
Wardle's Developmental and Ecological Model of Identity Development	112	(14)
Developmental Stages	112	(1)
Stage I: Early Childhood	113	(2)
Transition Period	115	(1)
Stage II: Adolescence	115	(3)
Ecological Components	118	(2)
Family	120	(2)
Group Antagonism	122	(1)
Cultural Contexts	123	(2)
Community	125	(1)
Integrating the Ecological Components	126	(1)
Conclusion	126	(1)
Questions/Projects	127	(1)
Resources	127	(1)
Families and Communities	128	(21)
The Multiethnic and Multiracial Family	129	(9)
The Child's Ethnic or Racial Identity	129	(3)
Religion	132	(2)
Selecting Schools and Early Childhood Programs	134	(1)
How Schools Can Support Multiracial and Multiethnic Families	135	(3)
Different Family Structures	138	(9)
Transracial Adoption	138	(3)
Foster Families	141	(1)
Blended Families	142	(2)
Single-Parent Families	144	(1)
Grandparents Raising Children	145	(1)
Teen Parents	146	(1)
Conclusion	147	(1)
Questions/Projects	148	(1)
Resources	148	(1)
Curricular Approaches	149	(29)
Early Childhood (up to 8 Years Old)	149	(4)
Goals for Early Childhood Curricula	150	(1)
Learning Environment	151	(1)
Curricular Content	151	(1)
Curricular Materials	152	(1)
Late Elementary (8 to 11 Years Old)	153	(8)
Goals for the Late Elementary Curriculum	154	(1)
Learning Environments	154	(2)
Curricular Content	156	(1)
Curricular Materials	156	(5)
Middle School	161	(3)
Goals	161	(1)
Learning Environment	162	(1)
Curricular Content	162	(1)
Curricular Materials	163	(1)
High School	164	(5)
Goals	165	(1)
Learning Environment	166	(1)
Curricular Content	167	(1)
Curricular Materials	168	(1)
Hidden Curriculum	169	(1)
Multicultural Model	170	(7)
Race/Ethnicity	170	(2)
Culture	172	(1)
Gender	173	(1)
Ability/Disability	173	(1)
Community	173	(1)
Family	174	(1)
Socioeconomic Status	174	(2)
Application of the Model	176	(1)
Conclusion	177	(1)
Questions/Projects	177	(1)
Resources	177	(1)
Instructional Strategies	178	(24)
The Impact of Standards on Instruction	179	(1)
The Influence of the Teacher	180	(8)
When the Teacher and Parent Disagree	182	(1)
Teachers and the Hidden Curriculum	182	(1)
Role of Teachers' Ethnicity and Race	183	(1)
Teachers as Products of Culture	184	(1)
Addressing Bias and Prejudice	185	(1)
Understanding Racism	186	(1)
Changing Teachers' Attitudes	187	(1)
Biased Instructional Materials	188	(6)
Forms of Bias in Curricular Material and Programs	188	(4)
Culturally Authentic Bias	192	(1)
Making Learning Meaningful	193	(1)
Specific Suggestions for Instructional Techniques	194	(7)
Support Different Learning Styles	194	(1)
Support Healthy Racial Identity Development	194	(3)
Provide Adult Role Models and Use the Community	197	(1)
Treat All Children as Unique Individuals	198	(1)
Don't Allow Biased Behavior or Language	198	(1)
Provide Small Groups and Cooperative Learning	199	(1)
Provide Lots of Opportunities to Explore Race and Racism in This Country	199	(1)
Don't Stereotype Any of Your Students	199	(1)
Create Appropriate Instructional Materials	200	(1)
Conclusion	201	(1)
Questions/Projects	201	(1)
Resources	201	(1)
Teaching Teachers	202	(21)
The Nature of Public Education	203	(1)
Preparing Future Teachers	204	(5)
Looking the Monster in the Eye	204	(1)
Teachers of Teachers	205	(2)
Critical Pedagogy	207	(1)
Curricular Content	208	(1)
Sociopolitical Construction of Multiethnic and Multiracial Persons	209	(4)
Multiethnic and Multiracial Students Need to See Themselves in Their Curricula	211	(1)
Teachers Need to Affirm Multiethnic and Multiracial Students' Strengths	212	(1)
What Teachers Must Know and Be Able to Do	213	(3)
Twenty-Five Recommendations for Teachers, Education Professors, and Educational Leaders	216	(4)
Conclusion	220	(1)
Questions/Projects	221	(1)
Resources	221	(2)
Appendix A Age-Related Issues for Interracial and Interethnic Families	223	(6)
Glossary	229	(5)
References	234	(7)
Index	241