1. Cultural Diversity

2. Issues in Diversity Gender Gender Language Groups Language Groups Race Race Ethnicity Ethnicity Rural / Urban Rural / Urban Special Needs Special Needs –physical disabilities –mental disabilities

3. Ethnic & Racial Diversity in the United States In 1950 minorities made up 11% of the U.S. population. In 1950 minorities made up 11% of the U.S. population. This figure increased to 30% by 2000. This figure increased to 30% by 2000. By 2014, 40% of the Illinois population will be none-white. By 2014, 40% of the Illinois population will be none-white. By 2030, 50% of the US population will be non-white. By 2030, 50% of the US population will be non-white. By 2030, Caucasians will be the largest minority in the U.S. By 2030, Caucasians will be the largest minority in the U.S.

4. Stereotypes -- An Example How do people walk? How do people walk? How do rich people walk? How do rich people walk? How do rich women walk? How do rich women walk?

5. Stereotypes are broadly held. Can you name stereotypes for these groups? Can you name stereotypes for these groups? African Americans African Americans Arabs Arabs Asian Americans Asian Americans Catholics Catholics Fundamentalist Christians Fundamentalist Christians Jews Jews Latino Americans Latino Americans Native Americans Native Americans Polish Americans Polish Americans WASPs WASPs

6. Stereotypes are generally considered offensive. How do you feel about “your” ethnic and/or cultural and/or religious grouping stereotype? How do you feel about “your” ethnic and/or cultural and/or religious grouping stereotype?

7. Minority Status and Identity Development Minority management of cultural differences: Minority management of cultural differences: –assimilation (melting pot) –accommodation (vegetable soup) –separation (rejection of dominant group) Cultural identity development -- Cross 1980, 1987 Cultural identity development -- Cross 1980, 1987 –pre-encounter stage (minority group members notice differences between selves and majority culture, but differences are not considered important) –encounter stage (minority member encounters discrimination in vivid form) –immersion stage (minority members immerse themselves in the ways of their ethnic group) –internalization stage (appreciate selves, but realize that differences don’t always correspond to group membership)

8. Multiculturalism Awareness of Differences Awareness of Differences Respect for Differences Respect for Differences Affirmation of Differences Affirmation of Differences

9. The Multicultural Classroom Hold everyone to the same standards. Hold everyone to the same standards. Use ethnic names in examples. Use ethnic names in examples. Select course text books carefully. Select course text books carefully. Ensure equal opportunity for all. Ensure equal opportunity for all. Get to know your students. Get to know your students. Assess each student’s needs. Assess each student’s needs. Celebrate student differences. Celebrate student differences. Teach in a cultural / historical context when possible and appropriate. Teach in a cultural / historical context when possible and appropriate. See “Affirming Differences” by Sonia Nieto, ch. 12 See “Affirming Differences” by Sonia Nieto, ch. 12

10. Clinical Experience Visit a high school physics classroom with a culturally diverse population. Visit a high school physics classroom with a culturally diverse population. –Note the presence of members of unique cultural and ethnic groups. –Identify the varied educational needs of students from different cultural and ethnic groups. –In lab, recitation, or tutoring session, take advantage of any opportunity to work with students of culturally diverse backgrounds. –Prepare a written report of your findings and activities. Perform a cultural sensitivity assessment of a high school physics textbook. Perform a cultural sensitivity assessment of a high school physics textbook.

11. Significant Problems with the Multiculturalism Movement Cultural “illiteracy” results from a lack of common understanding which can affect understanding. Cultural “illiteracy” results from a lack of common understanding which can affect understanding. A common basis is needed for effective communication. For example, consider the first stanza of the Aussie classic “Waltzing Matilda.” A common basis is needed for effective communication. For example, consider the first stanza of the Aussie classic “Waltzing Matilda.” Once a jolly swagman camped by a bilibong under the shade of a kulibar tree, he sang as he sat and waited for his biliboil, you’ll come a waltzing Matilda with me! Multiculturalism can actually disenfranchise those who do not learn to speak a common language. Multiculturalism can actually disenfranchise those who do not learn to speak a common language.

12. References Cross, W. E., Jr. (1980). Models of psychological nigrescence: A literature review. In R. L. Jones (Ed.), Black psychology. New York: Harper & Row. Cross, W. E., Jr. (1980). Models of psychological nigrescence: A literature review. In R. L. Jones (Ed.), Black psychology. New York: Harper & Row. Cross, W. E., Jr. (1987). A two-factor theory of black identity: Implications for the study of identity development in minority children. In J. S. Phinney & M. R. Rotheram (Eds.), Children’s ethnic socialization. Beverly Hills: Sage Publications. Cross, W. E., Jr. (1987). A two-factor theory of black identity: Implications for the study of identity development in minority children. In J. S. Phinney & M. R. Rotheram (Eds.), Children’s ethnic socialization. Beverly Hills: Sage Publications.