bill stout, ed.d.. to provide all students with the skills, attitudes, and knowledge needed to...
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Multicultural Education inA World of Change
Bill Stout, Ed.D.
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Major Goal of Multicultural Education
To provide all students with the skills, attitudes, and knowledge needed to function within their community cultures, within and across other ethnic cultures.
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A Changing World
In the 19th century, most immigrants came from Europe. Today, most immigrants come from nations in Asia, Latin America, and the Caribbean. It is the largest influx of immigrants since the 1900’s.
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A Closer Look
It is projected the Hispanic population will grow by 187.9 percent between 2000 and 2050.
White population 32.4 212.9 percent for Asians 71.3 for African Americans (U.S. Census Bureau, 2000)
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Diversity in Classrooms and Schools
Minorities constitute the majority of students in more than 20 of the country’s largest school systems
The average achievement of minority students is lower than their European-American peers
Minority children are disproportionately referred to programs for children with learning disabilities, mental handicaps, and emotional and behavioral disorders
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Food for Thought
If you could fit the entire population of the
world into a village consisting of 100 people,
maintaining the proportions of all the people
living on Earth, that village would consist of:
57 Asians21 Europeans14 Americans (North, Central
and South) 8 Africans
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Food for Thought, (cont.)
There would be: 52 women and 48 men 30 Caucasians and 70 non-
Caucasians 30 Christians and 70 non-Christians 89 heterosexuals and 11
homosexuals
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Food for Thought, (cont.)
6 people would possess 59% of the wealth and they would all come from the USA
80 would live in poverty 70 would be illiterate 50 would suffer from hunger and
malnutrition 1 would be dying 1 would own an computer 1 (yes, only one) would have a
university degree
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Food for Thought, (cont.)
If we looked at the world in
this way, the need foracceptance andunderstanding would be
obvious.
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Getting Started
In making multicultural education a reality in
schools, a change process may need to take
place. Dr. Jody Spiro in her book, “The Leader
Change Handbook: Concepts and Trends”,
gives us insight into the change process.
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Getting Started, (cont.)
Action steps to be considered in the change
process: Be clear and specific as to the desired
outcome Start from where you are and analyze
all stakeholders Build in an early win Anticipate resistance Use collaborative planning Build in on-going monitoring
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Problematic Barriers
Lack of awareness of services Reluctance on the part of the
students to communicate their needs to others
A lack of classmate acceptance A general suspicion that culturally
diverse students are being deceptive about their needs
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The Eight Characteristics of Multicultural Schools
Banks (1999) described the following as characteristics of multicultural
schools (p. 17)
1. The teachers and school administrators have high expectations for all students and positive attitudes toward them. They also respond to them in positive ways.
2. The formalized curriculum reflects the experiences, cultures, and perspectives of a range of cultural and ethnic groups as well as both genders.
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The Eight Characteristics of Multicultural Schools, (cont.)
3. The teaching styles used by the teachers match the learning, cultural, and motivational styles of the students.
4. The teachers and administrators show respect for the students’ first languages and dialects.
5. The instructional materials used in the school show events, situations, and concepts from the perspectives of a range of cultural, ethnic, and racial groups.
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The Eight Characteristics of Multicultural Schools, (cont.)
6. The assessment and testing procedures used in the school are culturally sensitive and result in students of color being represented proportionately in class for the gifted and talented.
7. The school culture and the hidden curriculum reflect cultural and ethnic diversity
8. The school counselors have high expectations for students from different racial, ethnic, and language groups and help these students to set and realize positive career goals.
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Things to Consider about Cultural Characteristics (Diaz-Rico & Weed, 1995)
Time
Work
Goals
Space Dress and FoodRituals and Ceremonies
Leisure Gender Roles Status
Education InteractionCommunicatio
n
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Linguistic Diversity and Second Language Acquisition
A growing number of students entering school are learning English as a second language
Teachers hold four common misconceptions about how to reach these students Exposure and interaction will result in English language
learning All ELLs learn in the same way and rate Good teaching for native learners and ELLs are the same Effective instruction means non-verbal support
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Increasing Academic Success Through School Reflections (Cummins, 1992)
Minority students’ language and culture are incorporated in the school program
Minority community participation is encouraged
Instruction is used to motivate students to use language actively to generate knowledge
Professionals involved in student testing are advocates for minority students
Academic problems are located outside of the student instead of within the student
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Things to be Considered(Banks, 1981, 1997)
School policy and attitudes
School staff School culture Formalized
curriculum Assessment and
teaching procedures
Instructional materials
Learning styles for the school
Teaching styles and strategies
Language and dialects of the school
Counseling program
Community participation and input
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Diversity Classrooms and Schools
Understanding U.S. Macroculture (Banks & Banks, 1995) Equality of opportunities for individuals in
society Individualism Social Mobility through individual effort and
hard work Individualistic attitudes toward values and
behaviors Belief in nation’s superiority Orientation towards materialism
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Multicultural Planning Questions1. Do the lesson content and strategies promote
educational equity? For example, does the lesson content help to create an inclusive curriculum, one that attempts to maximize student participation in the overall class curriculum?
2. Do the lesson content and strategies make us of, or help to develop, collaborative, empowering relationships among parents, students, and teacher?
3. Do the lesson content and strategies promote cultural pluralism in society or intergroup harmony in the classroom?
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Multicultural Planning Questions, (cont.)
4. Does the lesson content help to increase the students’ knowledge of various cultural and ethnic groups, including their own?
5. Do the lesson content and strategies increase the students’ proclivity and ability to see and think with a multicultural perspective?
6. Does the lesson content (a) help to correct distortions in the historical, literary, or scientific record that may stem from the historical racism or other forces linked to the oppression and exploitation of specific ethnic and cultural groups, and (b) present material in a manner that suggests that racism related distortions are or may be part of the historical and scientific record the class is studying?
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Multicultural Planning Questions, (cont.)
7. Does the lesson content provide knowledge or skills, or promote attitudinal development, that will leave the students better equipped and more inclined to participate in, help improve the democratic institutions of their society?
8. Does the lesson content contribute to the students’ willingness to cross ethnic and cultural boundaries to participate and/or learn about different cultural ethnic groups?
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Guidelines for Teachers (Chamberlain, 2005)
Develop cultural consciousness
Be aware of your cultural background
Develop cultural variability
Set high expectations Resist the blame game Reflect on teaching
practices Gather information about
students Understand first and
second language acqusition
Understand the interaction among language, culture, and disability
Respect student’s cultural background
Use integrated approach to instruction
Build trust Use a variety of
instructional strategies
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Guidelines for Teachers, (cont.) Alternative test formats Extended time Alternative access to oral and written
material, and course substitutions Work with the student and ask what
accommodations they had in the past and which ones worked the best
Take time at the beginning to develop a rapport with the student you will be working with…get to know the student
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Guidelines for Teachers, (cont.) Encourage the
students to highlight directions
Make lists of important facts
Use index cards (summarize chapter sections)
Highlight key terms/phrases in the chapters
Teach the student to recopy their class notes before the end of the day
Break reports into smaller sections
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Guidelines for Teachers, (cont.) Develop a
homework schedule
Encourage the student to ask a peer if they could make a copy of their class notes
Help the student make an outline of the chapter
When giving explanations/reviewing the assignments, give one direction at a time (need time to process the request and their answer)
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Guidelines for Teachers, (cont.) Keep instructions
simple Ask the student to
repeat the directions
Be concrete when giving examples
Talk to the student, not “down to the students”
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Kentucky Teacher Standards (KTS): Diversity Profiencies
1.2 Connects content to life experiences of student.
2.2 Uses contextual data to design instruction relevant to students.
2.4 Plans instructional strategies and activities that address learning objectives for all students.
3.3 Values and supports student diversity and addresses individual needs.
4.2 Implements instruction based on diverse student needs and assessment data.
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Kentucky Teacher Standards (KTS): Diversity Proficiencies, (cont.)
5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups.
6.3 Integrates student use of available technology into instruction to enhance learning outcomes and meet diverse student needs.
8.1 Identifies students whose learning could be enhanced by collaboration.
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One Last Thought:
IF IT IS TO BE, IT IS UP TO ME
THE FUTURE IS HERE - ALMOST
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Resources
Banks, James A. (2008). An Introduction to Multicultural Education (pp. 91 – 93). Boston, MA: Pearson.
Burnette, Jane, & Warger, Cynthia (August 2000). Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education. Council for Exceptional Children. Retrieved August 8, 2009 from: http://www.cec.sped.org
Language Support for Students in the Home and in School. The Education Alliance. Retrieved August 8, 2009 from : http://www.alliance.brown.edu
New Strategies to Help Diverse Students Succeed. Council for Exceptional Children. Retrieved August 8, 2009 from: http://www.cec.sped.org
Strategies for Teaching Culturally Diverse Students. Teacher Vision. Retrieved August 8, 2009 from: http://teachervision.fen.com
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Resources
www.eric.hoagiestgifted.org/Strategies to reduce overrepresentation of culturally and linguistically diverse students in special education
www.teachervision.fen.com/teaching-methods/resources/Strategies for Teaching Culturally Diverse Students
www.maec.org.instprac.html. Effective Instructional Practices for Language Minority Students.
www.ericdigests.org/pre-9220/problems/empowering culturally and linguistically diverse students with learning problems