Presentation on theme: "Creating Classrooms that Address Race and Ethnicity"— Presentation transcript:
1Creating Classrooms that Address Race and Ethnicity Chapter SixCreating Classrooms that Address Race and Ethnicity
2Roots of Racial and Ethnic Conflict in American Society Causes may be political, economic, religious, linguistic, cultural, or racial.Conflict is usually due to a sense of injustice in the distribution of material, social, or cultural resources.A knowledge of the sources and dimensions of conflict is necessary for understanding.
3We Have Been Different from the Beginning Columbus introduced European culture in the 1490s.The Spanish, the French, the Portuguese, and the English colonized the Americas.The English emerged as dominant, in part due to English immigrants’ desires for religious freedom.
4Religious Tolerance Short-Lived White, English-born Protestants were dominant by the turn of the 19th century.Fear and persecution of “different” kinds of immigrants became prevalent, particularly with respect toRoman CatholicsThe Irish
5The Civil War EraRace in education became an issue after the Civil War.Freedmen’s Schools were developed to educate the children of freed slaves.Public education for black children was most often segregated, more often in the south than the north, but in the north as well.Violence often characterized the development of black schools.
6Legislative and Judicial Landmarks Plessy v. Ferguson (1896) – “Separate but equal” facilities for the races in schools and elsewhere is constitutional.Brown v. Board of Education (1954) – “Separate but equal” doctrine is inherently unequal and unconstitutional.
7The Civil Rights Movement and the Schools The Equal Pay Act (1963)The Voting Rights Act (1963)The Civil Rights Act (1964)The Bilingual Education Act (1968)Title IX, Educational Amendments (1972)Education of All Handicapped Children Act (1975)
8Characteristics of Classrooms that Address Race and Ethnicity Pedagogies: Old and NewTeachers do not shy away from the deep-seated influence that race plays in people’s lives.Teachers understand the historical significance of race.Teachers are aware that majority children may not understand the role race plays in their lives.
9Roles: Old and NewTeachers understand their roles as active agents of change.Teachers reach out to individuals and community groups that represent various ethnic and racial groups.Students interact with community groups working to change the status quo.
10Place of Content Knowledge: Old and New The history of diversity in the U.S. is a critical element.The concept of “race” is often used incorrectly.Genotype—shared genetic materialPhenotype—visible traits, e.g. skin colorTextbooks are often inaccurate and dated.Content materials are often biased (intentionally or unintentionally).
11Assessment: Old and New Assessment instruments may be developed and normed with only one race or ethnic group in mind.Assessments should consider the sociocultural context of the learner.Biases and stereotypesPrior experience of the learnerAssessments should be varied.
12Curriculum Transformation: the Case of Prejudice It is human nature to surround oneself with others who provide social acceptance and help in times of need.Individuals begin to think that the familiar behaviors of their group are good and natural.It follows, then, that others may be perceived as “less good” and “less natural.”These judgments may become harsh, discriminatory, and involve rejection.
13The Functions of Prejudice (Katz) Adjustment: prejudicial attitudes that aid in adjusting to a complex world will be maintainedEgo-defensive: prejudicial attitudes that protect self-conceptsValue-expressive: prejudicial attitudes that demonstrate one’s own virtuesKnowledge: prejudicial attitudes that offer decision-making criteria about members of outgroups
14Prejudice Formation Three components of prejudice: Cognitive component: the process of categorizationAffective component: the feelings that accompany one’s thoughts about members of outgroupsBehavioral component: discriminatory practices towards members of outgroupsContinued…
15How Children Learn Prejudice Observation of respected elders: socializationGroup membership: desire to mimic ingroup attitudes in order to belongThe media: reinforcement of stereotypesReligious fundamentalism: belief that one holds the “truth,” that others are at best wrong, and at worst, dangerous
16Extreme Cases of Prejudice Hate groups: any organized body that denigrates select groups of people based on their ethnicity, race, religion, or sexual orientation and/or advocates the use of violence against such groupsContinued…
17White privilege: what occurs when members of the dominant group (in the U.S., whites) are taught that racism is something that puts others at a disadvantage, but are not taught to see the corresponding advantage their color brings to themRacial Profiling: law enforcement practice of targeting someone for investigation in public spaces on the basis of a statistical profile of his or her race, ethnicity, or national origin
18Prejudice ReductionCritical to reducing prejudice and establishing an interculturally sensitive classroom is the teacher’s understanding of, and ability to integrate, intercultural awareness and prejudice reduction activities into the curriculum.Intercultural sensitivity is not “natural”— cross-cultural contact has historically been accompanied by bloodshed, oppression, or genocide.
19Educational Strategies to Reduce Prejudice Improving social contact and intergroup relationsEqual status contact: when those who are brought together perceive they are of equal statusSuperordinate goals: when the purpose of bringing people together cannot be accomplished without the participation of allContinued…
20Encouragement of intergroup interaction: should become a positive school norm Personal familiarity: people must have the opportunity to get to “know” the other person in ways that render the stereotypic image clearly inaccurate or inappropriate
21Some Cautions in Applying the Contact Hypothesis Many schools are monocultural, providing little opportunity for intergroup contact to occur; in such cases it is best to stress the diversity that is present, e.g., socioeconomic or gender diversity.Equal status contact within the school may conflict with that which occurs outside the school.
22The Importance of Critical Thought Increasing Cognitive SophisticationImproving students’ critical thinking skillsQuestioningAnalyzingSuspending judgment until all available information is collected and studied
23Ten Criteria in the Development of Critical Thought Intellectual CuriosityObjectivity; reliance on evidenceOpen-mindednessFlexibility in thinkingIntellectual skepticismIntellectual honestyAbility to be systematicPersistenceAbility to be decisiveAttentiveness to other points of view
24Elements of Classrooms that Encourage Critical Thought Students feel respected and safe.The classroom is a “community of inquiry.”There is a balance between teacher-talk and student-talk.Students are taught to think about their own thinking.
25Improving Self-Confidence and Self-Acceptance A sense of self-worth and self-confidence supports the reduction of prejudice.Students feel secure and accepted.Student participation is valued.Students know the boundaries and limits of behavior.
26Increasing Empathy for and Understanding of Others Long-term gains in prejudice reduction require educational activity that actively engages the emotions.Writing stories or acting out dramatizations of cross-cultural situationsAny activity that enables students to “step into the shoes” of anotherClassroom simulations that generate “culture shock”
27Something to Think About …let’s think about the consequences of silence. I think about Hitler. He got into power by people around him being silent and not challenging him. When you are silent, you are giving tacit approval of the messages you hear around you…your simple comments can go quite far in making change.--John Gray