1. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 1 CHAPTER 5 Sociocultural Diversity

2. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 2 Sociocultural Diversity Culture and Ethnicity Socioeconomic Status Language Issues Culture

3. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 3 1.1 Culture and Ethnicity Cross-Cultural Studies: Involves comparisons, providing information about the degree to which –people are similar –certain behaviours are specific to certain cultures Culture: the behaviour patterns, beliefs, and all other products of a particular people that are passed on from generation to generation.

4. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 4 1.2 Culture and Ethnicity: Describing Differences in Cultures 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. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 5 1.3 Culture and Ethnicity Socioeconomic Status (SES): categorization of people according to their economic, educational, and occupational characteristics People with lower SES tend to have less education, less power, less access to community institutions (such as schools) and fewer economic resources.

6. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 6 1.4 Culture and Ethnicity:Poverty in Canada The “Poverty Line”: $25,668 for family of 3 in a large city 16% of all Canadians live under the poverty line, but some groups are over-represented. Most affected are: Aboriginal People - 30% Visible minorities - 27% People with disabilities - 24% AND Families - 55% of all single-parent families are led by mothers, and 60% of these families live in poverty.

7. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 7 1.6 Outcomes for Students from Low SES Backgrounds Students in low income neighbourhoods have: –Lower literacy, achievement, graduation and post- secondary attendance rates –Fewer co-curricular activities, clubs –More hunger and violence in their lives Community and school projects have evolved to meet some needs: –The Apple Growers of Ontario started Applecheck, which provides school-based nutrition programs in the Greater Toronto Area with fresh apples for students

8. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 8 1.7 Teaching Strategies for Working with Children in Poverty Work cooperatively with parents Provide a dynamic curriculum Avoid creating tension between students Provide students with mentors Plan ahead to work around challenges that come with poverty (e.g. no computers at home, hunger, lack of clothing appropriate to climate)

9. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 9 1.8 Culture and Ethnicity Ethnicity refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and background. In Canada: -race refers to skin colour -origin or ancestry to the roots or ethnic background of a person -identity to an individual’s self-perception of his/her ethnic background

10. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 10 1.9 Culture and Ethnicity Prejudice An unjustified negative attitude toward an individual because of his/her membership in a group; negatively affects student learning.

11. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 11 1.11 Culture and Ethnicity: BilingualImmersionHeritage Definition/ objective Use of 2 languages as a medium of instruction. Public Education to be available in both English & French Intent is to produce bilingual students Students develop language skills AND a sensitivity for the culture LanguageHelp students acquire proficiency in any 2 languages, in Canada, usually English & French Includes Cree, Urdu, Italian, among others ModelsCore French, French Immersion Early, middle, late, partial, full immersion Encourages students to take pride in own culture Type of Program

12. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 12 2.1 Multicultural Education Canada’s Multiculturalism Act (1985) is our policy to: –Facilitate the acquisition, retention, and use of all languages that contribute to our multicultural heritage –Provide education that values diversity and includes the perspective of a variety of cultural groups

13. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 13 2.2 The Objectives of Multicultural Education in Canada 1.To build personal and collective confidence among members of all ethnic groups. 2.To promote tolerance and positive inter- group attitudes. 3.To support the absence of prejudice toward ethnic minorities. “Multicultural literacy” is an essential goal in the educational process.

14. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 14 2.3 Teaching Strategies for Multicultural Education Learn about distinct cultural and ethnic groups Provide a culturally and ethnically diverse curriculum Be sensitive to students’ cultural and ethnic backgrounds Be sensitive to parents’ cultural and ethnic backgrounds

15. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 15 3.1 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. Gender stereotypes are broad categories that reflect beliefs about what behaviour is appropriate for males and females

16. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 16 3.2 Gender Sexual harassment is a form of power and dominance of one person over another, which can result in harmful consequences for the victim. In a study of students in grades 8-11, sexual harassment was reported by 83% of females and 79% of males (Bracey, 1997). Sexual harassment includes: –Sexual comments, jokes, gestures, or looks –Calling someone gay, lesbian, or another name –Touching, grabbing or pinching in a sexual manner –Intentionally brushing up against someone in a sexual way

17. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 17 3.3 Teaching Strategies for Eliminating Gender Bias Provide a gender-fair curriculum. Discuss gender bias with students. Be an effective role model.