1. C H A P T E R 5 Sociocultural Diversity © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

2. 5.2 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Learning Goals 1.Discuss how variations in cultural, socioeconomic, and ethnic background might raise special classroom needs. 2.Describe some ways to promote multicultural education. 3.Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

3. 5.3 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sociocultural Diversity Culture and Ethnicity Socioeconomic Status Language Issues Culture

4. Cross-Cultural Studies –Provide information about the degree to which people are similar. –Elucidate behaviors specific to certain cultures. Culture refers to the behavior patterns, beliefs, and all other products of a particular people that are passed on from generation to generation. 5.4 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

5. Individualism vs. Collectivism Individualism Gives priority to personal goals Values include feeling good Personal distinction Fosters independence Collectivism Gives priority to support group Personal goals are subordinated Encourages interdependence of group members Supports harmonious relationships 5.5 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

6. Socioeconomic Status (SES): The categorization of people according to their economic, educational, and occupational characteristics Socioeconomic Status Educating students from low-SES backgrounds requires strategies that address issues such as discipline, motivation, parent involvement, mentoring, and the untapped knowledge these students can access. 5.6 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

7. Of the 16% of U.S. children who live in poverty: 50% live in female-headed households 40% live in African-American households 40% live in Latino households Children in Poverty 5.7 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

8. Negative Impact of Poverty on Children and Schools Poor Schools Have fewer resources Old, poorly maintained buildings Less-experienced teachers Encourage more rote learning Provide environments not conducive to learning 5.8 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Poor Students Poor language development Less cognitively stimulating home environments Lower achievement scores Lower graduation rates Lower % college bound

9. Ethnicity 5.9 Ethnicity refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and background. For children of color, educational segregation is still a reality that affects the school experience. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

10. Prejudice An unjustified negative attitude toward an individual because of his/her membership in a group. 5.10 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

11. Bilingual Education Offers academic subjects in a student’s native language. Gradually introduces English instruction. Bilingual children have heightened cognitive development. 5.11 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

12. 5.12 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sociocultural Diversity Multicultural Education Issues- Centered Education Culturally Relevant Teaching The Issue of Whether a Core of “White” Values Should Be Taught Empowering Students Improving Relationships Among Children From Different Ethnic Groups

13. The Multicultural Classroom 5.13 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Is sensitive to racist material/interactions Includes historical descriptions of diverse cultures in course content Is sensitive to students’ cultural views Views all students positively, regardless of ethnic background

14. Multicultural Education Values diversity and provides equal opportunity Empowers students by providing intellectual and coping skills to succeed Promotes prejudice reduction to eliminate negative stereotypical views Includes equity pedagogy to incorporate diverse materials and strategies such as: –What is multicultural education? –Empowering students to succeed –Addressing the necessity of teaching a core of White Anglo-Protestant values 5.14 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

15. 5.15 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Reflection & Observation Reflection: What experiences have you had with students different from yourself? Observation: How does this teacher help students understand diverse perspectives? How might you adjust this lesson for younger students? Or, What are some other strategies that you might use?

16. 5.16 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sociocultural Diversity Gender Gender-Role Classification Gender Stereotyping Similarities and Differences Eliminating Gender Bias Views of Gender Development Gender in Context

17. Gender Gender refers to the sociocultural dimensions of being female or male. Gender roles are the social expectations that prescribe how males and females should think, act, and feel. 5.17 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

18. Biological Views on Gender Development Genetic, biochemical, and anatomical differences are present. The direct/indirect influences suggest that biology is not destiny. The brain’s plasticity allows experiences to modify its growth. 5.18 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

19. Sociological Views on Gender Development Psychoanalytic Theory—By denying attraction to the opposite-sex parent, the child identifies with the same-sex parent and adopts his/her characteristics. Social Cognitive Theory—A child’s gender occurs through observation and imitation of gender behavior as well as reinforcement of the behavior. 5.19 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

20. Cognitive Views on Gender Development Cognitive Development Theory—Once a child develops a consistent concept of gender, the child organizes his/her world on the basis of gender. Gender Schema Theory—A child’s attention and behavior are guided by a motivation to conform to gender-based standards and stereotypes. 5.20 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

21. Gender Differences Research has identified some substantial gender differences in physical abilities, reading and writing skills, aggression, and self-regulation. caution Caution should be exercised because gender stereotyping can have significant consequences when it diminishes social status and acceptance in groups. 5.21 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

22. Visuospatial Ability of Males and Females 5.22 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

23. Sexual Harassment Sexual harassment is a form of power and dominance of one person over another, which can result in harmful consequences for the victim. Quid Pro Quo School employee threatens to base an education decision (grades) on a student’s submission to unwelcome sexual conduct. Hostile Environment A student is subjected to unwelcome sexual conduct that is so severe and pervasive that it limits the student’s ability to benefit from his or her education. 5.23 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

24. 5.24 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Enter the Debate Should teachers treat boys and girls differently? YESNO

25. 5.25 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Crack the Case These Boys 1.What are the issues in this case? 2.Based on the ideas and information presented in your text to this point, discuss what you believe to be happening in this classroom and the possible influences on Mrs. Jones’ ideas of gender. Cite research and theories of gender development. 3.What influences do you believe Mrs. Jones’ behavior will have on her students? Why?

26. 5.26 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Crack the Case These Boys 4.What should Mrs. Jones do at this point? Why? What sort of outside assistance might help her? 5.If you were a student teacher in this classroom, what, if anything, would you do? Why? 6.What will you do in your own classroom to minimize gender bias?