1. EDUC 205- Diversity in Education: Teaching for Diverse Populations
Professor Marini Smith
Spring 2016
Week of February 9, 2016

2. Name Tent
Please take a moment to write your name on the piece of construction paper and fold it to create a name tent.

3. Agenda
Introduction/Syllabus M & M’s Self-Share Classmate Scavenger Hunt How Culturally Connected Are You? Mindset Philosophy Diversity Exercise: My Groups

4. Introductions- Who Am I?
A little about me:
Have been in education for the past 18 years as a teacher’s assistant, elementary teacher and high school English teacher, literacy coach, EL Specialist, AVID/AP Specialist, assistant principal
BA in Child Development from CSULA, MA in Education w/emphasis in Psychology from Pepperdine, and doctorate from USC, where my research focused on motivation and attribution retraining
Joined LASC faculty as a full time Education Instructor Fall 2012
Other details:
Born and raised in LA
LOVE to travel- been to over a dozen countries
Love photography, films, party planning, eating good food, and I watch way too much reality TV
Have a 4 year old son named Noah, two-year-old son named Colson, and two stepdaughters. I love being a mom!

7. M & M’s Self- Share Please take your desired amount of M & M’s
For each color represented, share the following with the group:
Blue- What I did over the summer…
Yellow- My favorite teacher and why…
Red- Someone who inspires me…
Orange- Something I am proud of…
Brown- My favorite ________ is….
Green- The world would be a better place if it had more __________ and less ____________.

8. How Culturally Connected Are You? Give One--Get One
Name the last movie you saw that dealt with the student’s culture.
Name the last book you read cover to cover that dealt with the student’s culture.
Name the last time you ate authentic food (in a restaurant or home cooked) that dealt with the student’s culture.
What artifact, apparel, or jewelry do you have that deals with that student’s culture?

9. Student Scavenger Hunt
You have ten minutes to meet your classmates Determine which classmates have characteristics that appear on your scavenger hunt hand-out Obtain your classmates’ contact info!

10. Chapter 1 Foundations of Multicultural Education
Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
any public performance or display, including transmission of any image over a network;
preparation of any derivative work, including the extraction, in whole or in part, of any images;
any rental, lease, or lending of the program.

11. Chapter 1 Learning Outcomes
Prepare your classroom to accommodate a diverse population that will treat all students equitably. Examine the role that culture plays in the lives of students and their families. Consider whether cultural pluralism is a reasonable and achievable goal in the classroom.

12. Chapter 1 Learning Outcomes
Recognize why the question, “Who are my students?” is so important to effective instruction. Prepare yourself to tackle the obstacles to social justice in order to create a just and equal classroom. Implement characteristics of multicultural education in the classroom.

13. Diversity in the Classroom
Racial diversity: Students of color now comprise approximately 40% of all students in PreK-12th grade public schools in the United States.
Religious diversity: Not only are schools ethnically and racially diverse, but they are increasingly religiously diverse.
Cultural diversity: Cultural factors impact student learning and behavior.

14. Multicultural Education
Multicultural supports:
Diversity
Culture
Social justice
Equality
Democracy

15. Provides acceptable patterns of behavior
Determines how we think, feel, and behave in society.
Imposes order and meaning on our experiences.
Allows us to predict how others will behave in certain situations.
Culture

16. Characteristics of Culture
It is learned
It is shared
It is an adaptation
It is dynamic

17. Manifestations of Culture
Culture is manifested through
Values
Nonverbal communication
Language

18. Ethnocentrism
Overcoming ethnocentrism means respecting other cultures and functioning in multiple cultural groups. Overcoming ethnocentrism means viewing other cultures as equally viable alternatives. Ethnocentric individuals see their own traits as superior to others.

19. Cultural Relativism
“Never judge another man until you have walked a mile in his moccasins.” –Native American proverb
Cultural relativism is an attempt to understand other cultural systems in their own terms in the context of their own cultural beliefs.
Understanding another culture first begins by clearly understanding one’s own culture.

20. Dominant Culture WASP influence: White, Anglo-Saxon, and Protestant
Individualism: the belief that every individual is his or her own master, with a goal of self-actualization.
Freedom: not having others determine our values, ideas, or behaviors because we are free to choose these as we please.

21. Pluralism in Society Structural Involuntary
Otherness: cultural groups that are different from our own
Assimilation: process by which groups adopt or change the dominant culture
Structural
Involuntary

22. Cultural Pluralism
Cultural pluralism: Allows multiple distinctive groups to function separately and equally without requiring any assimilation into the dominant society
Many immigrant groups have maintained their own unique ethnic groups or enclaves

23. Multiculturalism
Allows different cultural groups to maintain their unique cultural identities while participating equally in the dominant culture Understanding multiculturalism can help teachers select appropriate instructional strategies and provide authentic learning activities

24. Cultural Identity
Our identities in any single group are influenced by our historical and lived experiences and membership in other groups.
The interaction of these various group memberships within society begins to determine an individual’s cultural identity.
Identity is fluid and shifts across time.

25. Cultural Borders
Cultural borders are boundaries based on cultural differences that may limit an individual’s understanding of persons from a different cultural background. As we learn to function comfortably in different cultures, we may be able to cross cultural borders, bringing the students’ cultures into the classroom.

26. Biculturalism
Individuals who have competencies in two or more different cultures and can function proficiently in them are considered bicultural or multicultural.

27. Equality and Social Justice in a Democracy
The concepts of equality and individualism are fundamental and core values in this country.
They sometimes oppose each other; we speak for equality for all and yet demand the right for individualism and the ability to achieve one’s own happiness and pursue personal resources.
Egalitarianism is the belief in social, political, and economic rights and privileges for all people

28. Meritocracy
Inequalities are the natural outcome of individual differences
Everyone has the opportunity to be successful if they just work hard enough
Equal educational opportunity applies meritocracy to education

29. Equality
Patterns of inequality are a reflection of how resources and political power, and cultural and social dominance are built into the entire political-economic system.
Equality suggests fairness in the distribution of the conditions and goods that affect the well-being of all children and families.

30. Every citizen is treated justly and fairly and with dignity.
Social Justice
Every citizen is treated justly and fairly and with dignity.
Students are educated on a level playing field.
Schools in poor areas have the same resources as schools in affluent areas.

31. Obstacles to Social Justice
Prejudice is the aversion to members of certain cultural groups. It manifests itself in fear, anger, hatred, and distrust.
Stereotype occurs when generalizations are applied to a group without consideration of individual differences within the group.
Developing activities that reduce prejudice would be an appropriate education strategy for teachers.

32. More Obstacles to Social Justice
Discrimination focuses on behaviors and occurs on both the individual and institutional levels.
The privileged curriculum can result in teachers being unable to see the inequities that many students outside the dominant group face.
Classroom resources and practices must be evaluated to ensure that discrimination does not occur.

33. Fundamentals of Multicultural Education
Cultural differences have strength and value. Schools should be models for the expression of human rights and respect for differences. Social justice and equality for all people should be of paramount importance.

34. Fundamentals of Multicultural Education
Attitudes and values necessary for participation in a democratic society should be promoted in schools. Educators working with families and communities can create an environment that is supportive of multiculturalism, equality, and social justice.

35. Evolution of Multicultural Education
Multicultural education has its roots in the early work of African American scholars, intercultural education, and ethnic studies. The civil rights movement brought a renewed interest in ethnic studies, discrimination, and intergroup relations. Schools are now held accountable for providing equitable learning environments for students.

36. Multicultural Education Today
Multicultural education encompasses critical pedagogy, antiracist education, and critical race theory. Multicultural education promotes critical thinking to ensure that education serves the needs of all groups equitably. No Child Left Behind requires standardized testing of students to determine how effective a school is in helping students learn.

37. Multicultural Proficiencies for Teachers
Multiple InTASC standards address multicultural proficiencies state that teachers should demonstrate. It is important for teachers to develop dispositions that support diversity and differences.

38. Reflecting on Multicultural Teaching
Teachers who reflect on and analyze their own practice report improvement in teaching. Effective teachers are able to change their teaching strategies when students are not learning. Self-reflection is a critical skill for improving your teaching.