1. Supporting New Teachers: The “Extra” in Teaching Culturally Diverse Learners
Dr. Desha L. Williams & Scholars
Ian Frame, Santhi Prabahar, &
Bonnie Roydes
Kennesaw State University
Kennesaw, GA

2. Why is content and pedagogy not enough?
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3. What do you see?
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4. Traditional MAT program
18 hrs. - graduate mathematics content
9 hrs. – educational foundations
6 hrs. – educational research methods and application
6 hrs. – mathematics methods
9 hrs. – field experience
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5. Increasing Mathematics Teachers for ALL Students
Voices from Principals
Voices from Teachers
Using Manipulatives in Secondary Classrooms
Safe Spaces for LGBTQ Youth & ALL Youth
Social Justice Mathematics
Faces of Homelessness
Culturally Responsive Mathematics
Working with ELLs and Their Families
Working with Refugee Students
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6. State Mathematics Conference National Mathematics Conference
State TESOL Conference
University TESOL Conference
TESOL Endorsement
Books on Teaching Mathematics to ELLs, for Social Justice and through tenets of Cultural Responsiveness
Regional Noyce Conference
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7. Culturally Relevant/ Responsive Teaching
Santhi Prabahar
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8. Levels of Multicultural Change
Exclusive Lesson It teaches minor aspects of diversity at the lowest level
Inclusive Lesson
It adds diversity content but retains the traditional structure
Transformed Lesson
It challenges traditional views and encourages new reconceptualization and new ways of thinking
Kea, C. & Campbell-Whatley, G.
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9. Which lesson is Culturally Relevant?
Is it Culturally Relevant Teaching?
Can they be changed?
Teen Gun Statistics
Credit Card Debt
Polar Graph Project
Tower of Hanoi Game
M&M Math
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10. What is culturally relevant /response teaching?
"that empowers students intellectually, socially, emotionally and politically by using cultural referents to impart knowledge, skills and attitudes” (Ladson- Billings.G.,1990)
“In order to teach to the different learning styles of students, activities would reflect a variety of sensory opportunities-visual, auditory, tactile” (Gay, 2000).

11. Culturally relevant teaching in mathematics classroom
What?
Why?
Recognition of presence of Mathematics in every culture since we have had societies
Effect of mathematics on any culture and its people
Math instruction would incorporate everyday-life concepts, such as economics, employment, consumer habits, of various ethnic groups. 
It is an effective way to reach the intellectual and social needs of the students from different culture
Academic success
Cultural competence
Ability to critique the existing social order

12. What are teacher’s role?
Treat students as competent
Provide students instructional “scaffolding” in order for students move from what they know to what they need to know
Extend students’ thinking abilities
Possess in-depth knowledge of both students and subject matter
Teachers need to be reflective

13. How do we do that as teachers?
Acknowledgement of different ethnic groups’ heritages to be taught in the formal curriculum
Building bridges between home and school
Using wide variety of strategies that connected to the students’ learning style
Teaching students to praise their own culture and others
Implementing multicultural information, resources and materials as a teaching routine

14. How do we do that as teachers?
Student-centered teaching
Self-regulated learning
Teacher as a facilitator Know your students heritage and include their beliefs in the curriculum
Teaching social justice using math

15. What are some strategies we can use in mathematics curriculum?
Examples
Using movie clips or TV episodes to engage students learning.
M&M (fractions, percent, statistics etc..)
Jelly beans (fraction, percent, statistics etc…)
Hershey's Bar (fractions)
Using grocery shopping to find unit price
Include social problems like obesity , credit card debt and teen gun problems

16. Poverty & Homelessness in the Classroom
Ian Frame

17. Just what is the Poverty Threshold?
Financial Definition of Poverty
Number of People in Household
Estimated Poverty Threshold ($) 1
11,491 2
14,667 3
17,922 4
23,018 5
27,274 6
30,841
Just what is the Poverty Threshold?
Source: United States Census Bureau

18. Poverty in Atlanta Atlanta is the poorest city in the US for children
44.9% of children aged 6-17 in female- headed home with no spouse are in poverty
HUD 30% rule - $250/month on rent
Source: Metro Atlanta Taskforce for the Homeless

19. Defining and Identifying Homeless Students
Lack regular and adequate nighttime residence
Increased sleepiness
Regularly wearing same clothing
Deterioration in school work
Isolated or disconnected from classmates
Absences
Fleeing an abusive partner is the most common reason for homelessness
45% of homeless students do not attend school regularly
Source: National Association of School Psychologists

20. Defining and Identifying Homeless Students
Our address is new; I can’t remember it.
I don’t know where we live.
I’m living with relatives/friends right now until we get settled.
Fleeing an abusive partner is the most common reason for homelessness
45% of homeless students do not attend school regularly
Source: National Association of School Psychologists

21. Remediation Steps Relationship with students Basic necessities
Attendance & grading policy
Peanut Butter & Jelly Club

22. Peanut Butter & Jelly Club
Academic support
Quiet and safe workplace
PB & J and Milk
Total Startup Cost: $10.89

23. Creating Safe Spaces for LGBTQ Students
Bonnie Roydes
A Safe Space is a welcoming, supportive and safe environment for
lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students.

24. Some Encouraging Findings
A Few Statistics
Some Encouraging Findings
24% of lesbian, gay, and bisexual-identified youth in Massachusetts reported having attempted suicide at least once over the course of a year compared to 5% of their peers (Mass. Dept. of Ed., 2005)
In a nationwide survey, 85% of LGBT students reported being verbally harassed and 40% physically assaulted in the past year based on their sexual orientation (Kosciw, Greytak, Diaz, & Bartkiewicz, 2010).
30% of LGBT students in Massachussets reported missing at least one day of school in a month due to safety concerns (Kosciw et al., 2010).
According to a nationwide survey, 20-40% of homeless youth identified as LGBT (Ray, 2006).
A positive school climate reduces the negative effects of homophobic teasing (Robinson and Espelage, 2011).
LGBT students in schools with Gay- Straight Alliances (GSAs) are less likely to hear homophobic remarks daily or miss school because they feel unsafe (Georgia Safe Schools Coalition, 2009).
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25. 6/30/11

26. Who Are LGBTQ People? but wait, there’s more… 6/30/11
Lesbian: a woman whose enduring physical, romantic, and/or emotional attraction is to other women. Some lesbians may prefer to identify as gay, or as gay women. Gay: the adjective used to describe people whose enduring physical, romantic, and/or emotional attractions are to people of the same sex (e.g., gay man, gay people). Bisexual, Bi: an individual who is physically, romantically, and/or emotionally attracted to men and women. Transgender: an umbrella term (adj.) for people whose gender identity and/or gender expression differs from the sex they were assigned at birth. Transgender people may identify as female-to-male (FTM) or male-to-female (MTF). Transgender people may or may not decide to alter their bodies hormonally and/or surgically. Questioning: the adjective used to describe people who are unsure of their sexual orientation
but wait, there’s more…
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Source: GLAAD, 2010

27. LGBTQQIAAP…
Queer: traditionally a pejorative term, queer has been appropriated by some LGBT people to describe themselves. However, it is not universally accepted even within the LGBT community and should be avoided unless quoting or describing someone who self-identifies that way.
Intersex: describing a person whose biological sex is ambiguous. There are many genetic, hormonal, or anatomical variations that make a person's sex ambiguous (e.g., Klinefelter syndrome). The term intersex is not interchangeable with or a synonym for transgender.
Asexual: an individual who is not physically, romantically, or emotionally attracted to others.
Ally: a person who is not lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, or pansexual but who supports the LGBT(QQIAAP) community.
Pansexual: a person who is attracted to others without taking gender or biological sex into account.
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28. Steps ALL Teachers Should Take
Never assume heterosexuality
Starting the first day of school, establish your classroom as a supportive, welcoming, inclusive environment for all students
Immediately and directly intervene in teasing and bullying and address ignorant comments such as “That’s so gay”
Be a positive role model by using respectful language and not discriminating against LGBTQ students
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29. LGBTQ-Inclusive Math & Science Lesson Ideas
When teaching about sex chromosomes, discuss Klinefelter Syndrome (XXY)
When teaching statistics, use a data set about LGBTQ-identifying people
Frame word problems around diverse social scenarios
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30. Make Your Classroom a Known Safe Space
Step up and let your classroom be a known safe space for all students.
Go to for a Safe Space Kit (free download) that includes stickers, a poster, and more information on being an ally to your LGBT students.
Also look for a Safe Space training session at a university near you.
NOTE: I am not a representative of GLSEN and do not intend to advertise GLSEN or any organization
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31. More Inclusive Classroom Decor
From
Nelly Furtado, Kanye West
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32. Take Action at the Whole-School Level
Help to found or get involved in sponsoring an existing Gay-Straight Alliance (GSA) at your school – straight allies are especially needed & encouraged to do this!
Make sure your school anti-bullying and anti-discrimination policies contain LGBTQ-inclusive language. If not, lobby to have them changed.
Correct other faculty and staff members if they make ignorant comments like “That’s so gay” or discriminate against LGBTQ students
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33. Videos "That's so gay“ PSA -- Hilary Duff "That's so gay" PSA -- NBA
Student-Made PSA
"That's so gay" -- teacher/student discussion
Will show the teacher/student discussion and ask audience to react. If time permits, will show the NBA one as well. The NBA one features NBA players Grant Hill and Jared Dudley. If we have time to kill at the end, we can show the other ones.
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34. All links and resources found at:
(Case sensitive)
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