![or otherwise. For information regarding
permissions, request forms and the appropriate contacts within
the Pearson Education Global Rights &
Permissions Department, please visit
www.pearsoned.com/permissions/.
Library of Congress Cataloging-in-Publication Data
Names: Gollnick, Donna M. | Chinn, Philip C., 1937-
Title: Multicultural education in a pluralistic society / Donna
M. Gollnick,
National Council for the Accreditation of Teacher Education,
Philip C.
Chinn, California State University, Los Angeles.
Description: Tenth Edition. | Boston : Pearson, [2017] | Includes
bibliographical references and index.
Identifiers: LCCN 2015033057 | ISBN 9780134054674
Subjects: LCSH: Multicultural education--United States. |
Social
sciences—Study and teaching (Elementary)--United States. |
Cultural
pluralism—Study and teaching (Elementary)--United States. |
Social
sciences—Study and teaching (Secondary)--United States. |
Cultural
pluralism—Study and teaching (Secondary)--United States.
Classification: LCC LC1099.3 .G65 2017 | DDC 370.1170973--
dc23
LC record available at http://lccn.loc.gov/2015033057
10 9 8 7 6 5 4 3 2 1
LLV:
ISBN 10: 0-13-405491-1
ISBN 13: 978-0-13-405491-9
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For this assignment, you are to use 1) your textbook; and, 2) at l.docx
- 1. For this assignment, you are to use 1) your textbook; and, 2) at least one other outside source (You may want to use more than one outside source, and that will be great!). You are to provide APA Style citations in the paragraphs of your essay, and you are to have a Reference Section at the end of your essay in which you list the bibliographic information about your sources in APA Style. This means that you will have at least two references, including your textbook and one outside source, and possibly more if you use additional outside sources, which is always recommended. Every paragraph needs to include at least one APA citation in it. DO NOT include any direct quotations from any source. Do not copy any information directly from any source. Put everything into your own words, and then cite and reference the sources appropriately. In each of your six paragraphs, you need to have at least one citation (and hopefully more than one) that corresponds to one of the references that will be listed in your Reference Section at the end of the essay. As you read the following six questions, you'll no doubt recognize them as being questions that are ordinarily just personal reflection questions, but in this assignment, I'm asking for you to not only reflect personally on the questions, but I'm also asking you to kick it up a notch, to raise the caliber of your responses to a more academic level by including information from sources to make your responses more substantive and "meaty". In other words, you may start with a brief statement or two reflecting your personal, "first person" response, but then, you need to follow up those statements by including research- based information to support what you have said. By doing so, that in itself will demonstrate your development in thinking, reflecting, and writing, something which I hope that this course
- 2. is helping you to achieve :) 1) What do I know now that I didn’t know before I took this class? 2) What can I do now that I couldn’t do before I took this class? 3) What could I teach others to know or do that I couldn’t teach them to know or do before I took this class? 4) What are my most significant challenges going forward related to becoming an effective and culturally responsive teacher (or other professional)? 5) What must I do to overcome these challenges? 6) What am I committed to doing to further my knowledge, dispositions, and skills related to multicultural diversity? Donna M. Gollnick Chief Academic Officer, TEACH-NOW Philip C. Chinn California State University, Los Angeles Multicultural Education in a Pluralistic Society T e n T h e d i T i o n Boston • Columbus • Indianapolis • New York • San Francisco Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montréal • Toronto
- 3. Delhi • Mexico City • São Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo A01_GOLL4674_10_SE_FM_ppi-xx.indd 1 23/10/15 4:50 PM Vice President/Editorial Director: Jeffrey Johnston Executive Editor: Meredith D. Fossel Editorial Assistant: Maria Feliberty Marketing Managers: Christopher Barry/Krista Clark Senior Development Editor: Christina Robb Program Manager: Miryam Chandler Project Manager: Karen Mason Manufacturing Buyer: Deidra Skahill Text Designer: Cenveo® Publisher Services Manager, Rights and Permissions: Johanna Burke Full-Service Project Management: Cenveo® Publisher Services Cover and Chapter opener photo credits: ilolab/Shutterstock; Zurijeta/Shutterstock; Rawpixel/Shutterstock; RyFlip/Shutterstock; ZouZou/Shutterstock; Monkey Business Images/Shutterstock; Blend Images/Shutterstock; and karelnoppe/Shutterstock. Acknowledgments of third party content appear on the page with the material, which constitutes an extension of this copyright page. Copyright © 2017, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording,
- 4. or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/. Library of Congress Cataloging-in-Publication Data Names: Gollnick, Donna M. | Chinn, Philip C., 1937- Title: Multicultural education in a pluralistic society / Donna M. Gollnick, National Council for the Accreditation of Teacher Education, Philip C. Chinn, California State University, Los Angeles. Description: Tenth Edition. | Boston : Pearson, [2017] | Includes bibliographical references and index. Identifiers: LCCN 2015033057 | ISBN 9780134054674 Subjects: LCSH: Multicultural education--United States. | Social sciences—Study and teaching (Elementary)--United States. | Cultural pluralism—Study and teaching (Elementary)--United States. | Social sciences—Study and teaching (Secondary)--United States. | Cultural pluralism—Study and teaching (Secondary)--United States. Classification: LCC LC1099.3 .G65 2017 | DDC 370.1170973-- dc23 LC record available at http://lccn.loc.gov/2015033057 10 9 8 7 6 5 4 3 2 1 LLV: ISBN 10: 0-13-405491-1 ISBN 13: 978-0-13-405491-9 eText:
- 5. ISBN 10: 0-13-405564-0 ISBN 13: 978-0-13-405564-0 eText with LLV: ISBN 10: 0-13-405467-9 ISBN 13: 978-0-13-405467-4 A01_GOLL4674_10_SE_eText-FM.indd 2 23/10/15 4:47 PM http://www.pearsoned.com/permissions/ http://lccn.loc.gov/2015033057 This book is dedicated to Dr. Haywood Wyche and Michele Clarke, my best friends and my inspiration DMG Dr. Frances Kuwahara Chinn and Dylan Philip Chinn-Gonzalez, my best friend and my newest grandchild PCC A01_GOLL4674_10_SE_FM_ppi-xx.indd 3 23/10/15 4:50 PM About the Authors Donna M. Gollnick is the Chief Academic Officer of TEACH-NOW, an online teacher education program. She
- 6. was previously a senior consultant for the new teacher education accrediting organization, the Council for Accreditation of Educator Preparation (CAEP), and the Senior Vice Presi- dent of the National Council for the Accreditation of Teacher Education (NCATE), where she managed the accreditation of colleges and universities across the United States. She has been promoting and writing about multicultural education and equity in teacher education and schools since the 1970s and is a past president of the National Association for Multicul- tural Education (NAME). Dr. Gollnick is the coauthor of Introduction to the Foundations of American Education, Seventeenth Edition, and Introduction to Teaching: Making a Difference in Student Learning, Second Edition. Philip C. Chinn is a professor emeritus at California State University, Los Angeles, where he taught multicul- tural education, special education, and served as Special Education Division chair. He served as special assistant to the Executive Director for Minority Affairs at the Council for Exceptional
- 7. Children (CEC), where he coordinated the first national conferences on the Exceptional Bilin- gual Child and the Exceptional Black Child. He served as vice president of the National Associa- tion for Multicultural Education (NAME) and co-editor of Multicultural Perspectives, the NAME journal. NAME named their Multicultural Book Award in his honor. He has co-authored two special education texts. He also served on the California State Advisory Commission for Special Education. iv A01_GOLL4674_10_SE_FM_ppi-xx.indd 4 23/10/15 4:50 PM Brief Contents ChAPter 1 Foundations of Multicultural education 1 ChAPter 2 race and ethnicity 26 ChAPter 3 Class and Socioeconomic Status 57
- 8. ChAPter 4 Gender 84 ChAPter 5 Sexual Orientation 109 ChAPter 6 exceptionality 130 ChAPter 7 Language 156 ChAPter 8 religion 180 ChAPter 9 Geography 209 ChAPter 10 the Youth Culture 235 ChAPter 11 education that Is Multicultural 258 v A01_GOLL4674_10_SE_FM_ppi-xx.indd 5 23/10/15 4:50
- 9. PM A01_BEEB3820_06_SE_FM.indd 4 09/01/15 3:49 pm This page intentionally left blank Preface xv ChAPter 1 Foundations of Multicultural education 1 Diversity in the Classroom 2 Culture 4 Critical Incidents in Teaching: Celebrating Ethnic Holidays 5 Characteristics of Culture 5 The Dominant Culture 6 Cultural Identity 8 Pluralism in Society 9 Assimilation 10 Ethnocentrism 11 Cultural Relativism 11
- 10. Multiculturalism 12 Equality and Social Justice in a Democracy 12 Meritocracy 13 Equality 14 Social Justice 14 Obstacles to Equality and Social Justice 15 Multicultural Education 18 Evolution of Multicultural Education 19 Focus Your Cultural Lens: Debate/Should Ethnic Studies Be Taught? 21 Multicultural Education Today 22 Multicultural Proficiencies for Teachers 23 Reflecting on Multicultural Teaching 24 Summary 25 ChAPter 2 race and ethnicity 26 Immigration 27 A Brief History of Immigration in the United States 27 The Control of Immigration 29
- 11. Unauthorized Immigrants 31 Refugees and Asylees 32 Education of Immigrants 33 vii Contents A01_GOLL4674_10_SE_FM_ppi-xx.indd 7 23/10/15 4:50 PM Ethnicity 33 Ethnic Identity 34 Acculturation 35 Race 35 Critical Incidents in Teaching: Student Conflict between Family and Peer Values 36 Identification of Race 37 Racial Diversity 38 Racial Identity 39 The Struggle for Civil Rights 41
- 12. The Civil Rights Movement 41 Brown v. Board of Education 42 Post-Brown Turnaround 43 Racial and Ethnic Discrimination 46 Intergroup Relations 46 Hate Groups 47 School-to-Prison Pipeline 48 Focus Your Cultural Lens: Debate/To Suspend or Not Suspend? 49 Affirming Race and Ethnicity in Classrooms 50 Acknowledging Race and Ethnicity in Schools 51 Confronting Racism in Classrooms 52 Incorporating Race and Ethnicity in the Curriculum 52 Closing the Opportunity Gap 54 Summary 56 ChAPter 3 Class and Socioeconomic Status 57 Class 58 Class Identity 58
- 13. Social Stratification 59 Socioeconomic Status 59 Income 59 Critical Incidents in Teaching: Impact of Socioeconomic Status on School Events 61 Wealth 61 Occupation 62 Education 63 Power 64 Class Differences 65 The Unemployed and Homeless 66 The Working Class 68 The Middle Class 69 The Upper Middle Class 70 The Upper Class 71 viii Contents A01_GOLL4674_10_SE_FM_ppi-xx.indd 8 23/10/15 4:50 PM
- 14. Contents ix Economic Inequality 72 Racial and Ethnic Inequality 72 Gender Inequality 74 Age Inequality 74 Teaching for Equality 76 Teacher Expectations 78 Tracking 78 Focus Your Cultural Lens: Debate/Detracking 80 Curriculum for Equality 81 School Funding 82 Summary 82 ChAPter 4 Gender 84 Male and Female Differences 85 Differences Based on Nature 85 Socially Constructed Differences 86 Gender Identity 88
- 15. Masculinity and Femininity 88 Transgender Identity 89 Influence of Ethnicity and Religion 90 Struggles for Gender Equity 90 Early Struggles for Gender Equity 91 The Second Wave 91 Today’s Challenges 92 The Boy Crisis 93 The Cost of Sexism and Gender Discrimination 93 Jobs 94 Income 96 Sexual Harassment 98 Critical Incidents in Teaching: The Boys’ Code 99 Bringing Gender Equality to the Classroom and Beyond 100 Title IX 101 Improving Academic Achievement 102 Nonsexist Education 103
- 16. Focus Your Cultural Lens: Debate/Separate Education for Boys and Girls 105 Single-Sex Education 105 Gender Equity: A Universal Issue 106 Summary 108 A01_GOLL4674_10_SE_FM_ppi-xx.indd 9 23/10/15 4:50 PM x Contents ChAPter 5 Sexual Orientation 109 Sexual Identity 110 Sexual Differences 110 Diversity of Sexual Orientations 111 Self-Identity 112 Critical Incidents in Teaching: Same-Sex Parents 113 Struggles for Sexual Equity 114 Fighting for Sexual Equity 115 Continuing Challenges for Equity 119
- 17. Heterosexism’s Toll on Students and Adults 120 A Targeted Minority 120 The School Climate 121 LGBTQ Teachers 122 Schools That Value Sexual Diversity 124 Queering the Curriculum 124 Conflict About LGBTQ-Inclusive Curriculum 126 Supporting LGBTQ Students 126 Focus Your Cultural Lens: Debate/Sexual Orientation in the Curriculum 127 Summary 129 ChAPter 6 exceptionality 130 Students with Disabilities and Students Who Are Gifted and Talented 131 Labeling 132 Historical Antecedents 133 Litigation 134 Brown v. Board of Education 134
- 18. PARC v. The Commonwealth of Pennsylvania 135 Mills v. Board of Education 135 Legislation 136 Section 504 136 Public Law 94-142 136 Americans with Disabilities Act 137 Individuals with Disabilities Education Act (IDEA) 138 Idea Amendments 139 Idea Funding 140 Post–P.L. 94-142 Litigation 140 Laws and Funding for Gifted and Talented Students 141 Exceptional Individuals and Society 142 Exceptional Cultural Groups 143 A01_GOLL4674_10_SE_FM_ppi-xx.indd 10 23/10/15 4:50 PM Contents xi Disproportionate Placement in Special Education 145
- 19. Reporting of Students with Disabilites 145 Need for Disaggregated Data 148 California Proposition 227 and Special Education 148 Teaching Children with Exceptionalities 149 Communication Needs 150 Acceptance Needs 150 Freedom to Grow 150 Critical Incidents in Teaching: How to Address a Major Student Behavior Issue 151 Normalization and Inclusion 152 Focus Your Cultural Lens: Debate/Is Full Inclusion Feasible for All Children with Disabilities? 154 Summary 154 ChAPter 7 Language 156 Language and Culture 157 Language as a Socializing Agent 158 Language Diversity 159 The Nature of Language 159
- 20. Cultural Influences 159 Language Differences 160 Bilingualism 161 Accents 161 Dialects 162 Bidialectalism 163 Perspectives on Standard English 164 Perspectives on African American English 164 Critical Incidents in Teaching: Attitudes toward African American Vernacular English 165 Sign Language 166 Nonverbal Communication 166 Second-Language Acquisition 168 English Language Learner Characteristics 169 The Role of First Language in Second Language Acquisition 169 Official English (English-Only) Controversy 171 Differentiating Instruction for All Language Learners 171
- 21. Language and Educational Assessment 172 Bilingual Education 173 English as a Second Language 175 Focus Your Cultural Lens: Debate/Curtailing Bilingual Education 178 Summary 178 A01_GOLL4674_10_SE_FM_ppi-xx.indd 11 23/10/15 4:50 PM ChAPter 8 religion 180 Religion and Culture 181 Religious Composition of Schools 181 The First Amendment and the Separation of Church and State 182 Religion as a Way of Life 183 The Importance of Religion in Our Lives 183 Freedom of Religious Expression 183 Religious Pluralism in the United States 184 A Changing Religious Landscape 185
- 22. The End of Christian America? 187 Protestantism 188 Catholicism 190 Judaism 191 Islam 193 Critical Incidents in Teaching: Ship Them Back to Where They Came From? 194 Buddhism 196 Hinduism 197 Other Denominations and Religious Groups 198 Interaction of Religion with Gender, Gay and Lesbian Issues, and Race 198 Religion and Gender 198 Religion and Gay and Lesbian Issues 200 Religion and Race 201 Separating Church and State and Other Issues 203 School Prayer 204 School Vouchers 204 Censorship 205
- 23. Focus Your Cultural Lens: Debate/School Prayer 206 Classroom Implications 207 Summary 208 ChAPter 9 Geography 209 Geography and Culture 210 What Is Geography? 210 Our Place in the World 211 Regional Diversity in the United States 211 Regional Differences in Education 213 Rural, Urban, and Suburban Areas 216 Rural Areas 216 Urban Areas 218 Critical Incidents in Teaching: Moving from the City to a Rural Community 219 Suburban Areas 222 xii Contents A01_GOLL4674_10_SE_FM_ppi-xx.indd 12 23/10/15 4:50 PM
- 24. Migration 223 Migration Worldwide 225 Migration in the United States 225 Globalization 225 Economics 226 Environment 227 Resistance by Indigenous People 228 Incorporating Students’ Cultural and Geographic Differences into the Classroom 229 Teaching Immigrant Students 230 Honoring Family Cultures 231 Incorporating Global Perspectives 231 Working with Families and Communities 231 Focus Your Cultural Lens: Debate/Incorporating Global Perspectives in the Curriculum 232 Summary 233 ChAPter 10
- 25. the Youth Culture 235 The Culture of Youth 236 Young Adulthood 236 The Millennials: The Me Generation 237 Childhood 239 Social Class and Poverty 240 Children, Ethnic Awareness, and Prejudice 240 Child Abuse 241 Childhood Obesity 243 Adolescence 244 Relationship with Parents 244 At-Risk Youth and High-Risk Behavior 244 Substance Abuse 245 Adolescent Sexual Behaviors 246 Other High-Risk Behaviors 247 Adolescent Suicide 247 Adolescent Self-Injury 249 Bullying 249
- 26. Youth Violence 250 Focus Your Cultural Lens: Debate/Zero Tolerance 252 Street Gangs 253 America’s Youth in Today’s Classrooms 254 Critical Incidents in Teaching: Honor Student and Star Athlete 255 Summary 256 Contents xiii A01_GOLL4674_10_SE_FM_ppi-xx.indd 13 23/10/15 4:50 PM ChAPter 11 education that Is Multicultural 258 Making Teaching Multicultural 259 Placing Students at the Center of Teaching and Learning 260 Student Voices 261 Engaging Students 261 Climate That Promotes Human Rights 262 School Climate 263
- 27. Hidden Curriculum 264 Messages to Students 264 Student and Teacher Connections 265 Student and Teacher Communications 266 Belief That All Students Can Learn 266 Focus on Learning 267 High Expectations 268 Caring 269 Culturally Responsive Teaching 269 Multicultural Curriculum 269 Critical Incidents in Teaching: Teaching about Thanksgiving 271 Culture in Academic Subjects 271 Multiple Perspectives 272 Inequity and Power 273 Focus Your Cultural Lens: Debate/Teaching “Black Lives Matter” 274 Social Justice and Equality 275 Thinking Critically 275
- 28. Fostering Learning Communities 276 Teaching as a Political Activity 276 Preparing to Teach Multiculturally 276 Know Yourself and Others 276 Reflect on Your Practice 277 Summary 278 Glossary 279 References 287 Author index 305 Subject index 309 xiv Contents A01_GOLL4674_10_SE_FM_ppi-xx.indd 14 23/10/15 4:50 PM Preface A decade from now, we may look back at the period around 2015 as a turning point in address- ing racism in the United States. As this book went to print, in the summer of 2015, marchers from diverse racial, ethnic, and economic groups across the country were chanting “Black Lives Matter” after nine African Americans had been murdered in the Emanuel African Methodist
- 29. Episcopal Church in Charleston, South Carolina, and a number of unarmed African American youth and men had been killed by police over the previous year. Calls for the removal of the Confederate f lag as a symbol of hate from public places came from leaders across political parties and racial groups. Times will tell whether these events have led to a public outcry by people of all races that will change policies and practices that are racist and discriminate against people of color. The tenth edition of Multicultural Education in a Pluralistic Society examines issues of race, diversity and equity in society, how they are ref lected in schools, and their impact on students and teachers. In order to explore these issues, the book introduces future teachers to the dif- ferent cultural groups to which we and our students belong and the importance of building on the cultures and experiences of students to help them learn at high levels. What Is New in the tenth edition? NEW! The tenth edition is available as an enhanced Pearson e- text* with the following features: • Video Margin Notes: Our new digital format allows us to illustrate issues and introduce readers to cultural groups in ways that were unimaginable in the past. Each chapter includes two to five videos to allow readers to listen to experts, watch footage of diverse classrooms, and listen to and watch effective teachers
- 30. talk about and prac- tice strategies that promote multicultural education. • Chapter Quizzes: Quiz questions align with learning outcomes and appear as a link at the end of each chapter in the e-text*. Using multiple-choice questions, the quiz- zes allow readers to test their knowledge of the concepts, research, strategies, and practices discussed in each section. NEW! New opening scenarios in Chapters 1 and 5 introduce issues surrounding language diversity and sexual identity in classrooms. NEW! Chapters 1, 2, and 11 include new Focus Your Cultural Lens features on the politics of teaching ethnic studies, the use of suspensions in schools, and teaching “Black Lives Matter.” NEW! New Critical Incidents are introduced on handling a student behavior issue (Chapter 7), verbal attacks on Muslims in a classroom (Chapter 8), and moving from the city to a rural community (Chapter 9). xv *These features are only available in the Pearson eText, available exclusively from www.pearsonhighered.com/etextbooks or by ordering the Pearson eText plus Loose-Leaf Version (ISBN 0134054679) or the Pearson eText Access Code Card (ISBN 013405492X). A01_GOLL4674_10_SE_FM_ppi-xx.indd 15 23/10/15 4:50 PM
- 31. http://www.pearsonhighered.com/etextbooks xvi Preface NEW! With disproportionately large numbers of African American and Latino men incarcerated in the nation’s prisons, Chapter 2 on ethnicity and race explores the school to prison pipeline that contributes to many youth entering the juvenile justice system as a result of actions taken in schools. NEW! Data from the Clinton Foundation and Bill and Melinda Gates Foundation’s No Ceilings, the Full Participation Report informs a Chapter 4 discussion of the dramatic changes that have improved conditions for girls and women in the world since the 1995 United Nations Fourth World Conference on Women in Beijing. NEW! The growing interest in dual language immersion programs and the softening in some states of their previous opposition to bilingual education programs are introduced in Chapter 7 on language. NEW! New sections on global restrictions on religion, the changes introduced by Pope Francis, and Islamic extremists have been added to Chapter 8 on religion along with a discussion of the rise in the number of Americans and Canadians indicating no religious affiliation. The discussion of the interaction between religion and presidential and congressional elections has been expanded in this edition. NEW! Changing racial and ethnic demographics and significant regional differences related to health and well-being, politics, religion, and
- 32. education are explored in Chapter 9 on geography. NEW! The impact of the most technologically advanced group of students to appear in our classrooms is examined in Chapter 10 on age. The chapter now includes a section on the Sandy Hook tragedies and chronicles the problems faced by the gunman who instigated the incident. UPDATED! Chapters reflect recent events and research that have impacted the topics addressed throughout the book. UPDATED! All tables, figures, and references reflect the latest data and thinking about the issues explored throughout the book. Why Study Multicultural education? The United States is one of the most multicultural nations in the world. The population includes indigenous peoples—American Indians, Aleuts, Inuit, and Hawaiians—and others who themselves or whose ancestors arrived as immigrants from other countries. Our students bring their unique ethnicities, races, socioeconomic statuses, religions, and native languages to the classroom. They differ in gender identity, sexual orientation, age, and physical and mental abilities. They have come from different parts of the world and have different experiences based on the communities in which they have grown up. As we move further into this century, the population will become increasingly more diverse. Children of color comprised just over half of the school-aged population in 2014, and this percentage will continue to grow over time.
- 33. The culture and the society of the United States are dynamic and in a continuous state of change. Understanding the impact of race, class, gender, and other group memberships on our students’ lives will make us more effective teachers. Education that is multicultural pro- vides an environment that values diversity and portrays it positively. Students are valued regardless of their gender, sexual orientation, race, ethnicity, native language, religion, socio- economic status, or disability. We should have high expectations for all of our students and both encourage and support them in meeting their educational and vocational potential. To deliver multicultural education, we must develop instructional strategies that build on the cultures of our students and their communities. We must make the curriculum authentic and meaningful to students to engage them in learning. Making the curriculum multicultural helps students and teachers think critically about institutional racism, classism, sexism, ablism, age- ism, and heterosexism. A01_GOLL4674_10_SE_FM_ppi-xx.indd 16 23/10/15 4:50 PM Preface xvii About the tenth edition Students in undergraduate, graduate, and in-service courses will find this text helpful in
- 34. examining social and cultural conditions that impact education. It provides the foundation for understanding diversity and using this knowledge effectively in classrooms and schools to help students learn. Other social services professionals will find it helpful in understanding the complexity of cultural backgrounds and experiences as they work with families and children. As in previous editions, we approach multicultural education with a broad perspective of the concept. Using culture as the basis for understanding multicultural education, we discuss the cultural groups to which we belong and the impact those group memberships have on us and how we are treated in society and in schools. We also emphasize the importance of an equitable education for all students. Educators should both be aware of and confront racism, sexism, classism, heterosexism, and discrimi- nation based on abilities, age, religion, and geography. Schools can eradicate discrimination in their own policies and practices if educators are willing to confront and eliminate their own racism, sexism, and other biases. To rid our schools of such practices takes a committed and strong faculty. The tenth edition helps readers develop the habit of self-ref lection that will help them become more effective teachers in classrooms that provide equity for all students. Multicultural Education in a Pluralistic Society provides an overview of the different cultural
- 35. groups to which students belong. The first chapter examines the pervasive inf luence of culture, the importance of understanding our own and our students’ cultural backgrounds and experi- ences, and the evolution of multicultural education. The next nine chapters examine ethnicity and race, socioeconomic status, gender, sexual orientation, exceptionality, language, religion, geography (that is, the places we live), and age. The final chapter contains recommendations for using culturally responsive and social justice pedagogies in the implementation of education that is multicultural. The chapters in this edition have been revised and reorganized to ref lect current thinking and research in the area. In particular, the first chapter provides the founda- tional framework that supports our thinking about multicultural education. The final chapter integrates critical pedagogy with research on teaching effectively. Each chapter opens with a scenario to place the topic in an educational setting. We have tried to present different perspectives on a number of issues in the most unbiased manner possible. We are not without strong opinions or passion on some of the issues. How- ever, in our effort to be equitable, we attempt to present different perspectives on the issues and allow the reader to make his or her own decisions. There are some issues related to racism, sexism, ableism, and so on, that are so important to the well- being of society that we do provide our positions, which we recognize to be our biases. Readers should be aware of several caveats related to the language used in this text.
- 36. Although we realize that the term American is commonly used to refer to the U.S. popula- tion, we view American as including other North and South Americans as well. Therefore, we have tried to limit the use of this term when referring to the United States. Although we have tried to use the terms black and white sparingly, data about groups often have been categorized by the racial identification, rather than by national origin such as African or European American. In many cases, we were not able to distinguish ethnic identity and have continued to use black, white, or persons of color. We have limited our use of the term minority and have focused more on the power relationships that exist between groups. We use His- panic and Latino interchangeably to refer to persons with Spanish-speaking heritages who have emigrated from countries as diverse as Mexico, Cuba, Argentina, Puerto Rico, Belize, and Colombia. A01_GOLL4674_10_SE_FM_ppi-xx.indd 17 23/10/15 4:50 PM xviii Preface Features in the Tenth Edition Each chapter includes the following features that illustrate how concepts and events play out in a classroom or school. Chapter-Opening
- 37. Classroom Scenarios Each chapter opens with a class- room scenario to place the chap- ter content in an educational setting. Questions at the end of each scenario encourage readers to think about the scenario and ref lect on the decisions they would make. Critical Incidents in Teaching This feature presents both real-life and hypothetical situations that occur in schools or classrooms, providing read- ers with the opportunity to examine their feelings, attitudes, and possible actions or reactions to each scenario. Socioeconomic Status 61 better in 1973 than in 1940. Beginning in 1973, however, the cost of living (i.e., the cost of housing, utilities, food, and other essentials) began to increase faster than incomes. Except for the wealthy, all families felt the financial pressure. No longer did they have extra income to purchase nonessentials. No longer was one full-time worker in a family enough to maintain a reasonable standard of living. The 1990s saw another upswing in the economy that resulted in an annual median family income of $68,9311 in 2007. Following the 2008 recession, the median income of a family dropped to $63,152; it had rebounded only to $63,815 by 2013. When both husband and wife worked, the median income of the
- 38. family increased to $94,299 (U.S. Census Bureau, 2014m). Income sets limits on the general lifestyle of a family, as well as on their general welfare. It controls the consumption patterns of a family—the amount and quality of material posses- sions, consumer goods, and luxuries—and it influences savings, housing, and diet. It deter- mines whether families are able to afford college educations or new cars. Most low-income and middle-income families are barely able to cover their expenses from one paycheck to the next. If they lose their source of income, they could be homeless within a few months. Higher incomes provide security for families so that they will not need to worry about paying for the essentials and will have access to health care and retirement benefits. Wealth Although the difference in income …