Chapter ThreeChapter Three

The Multicultural ClassroomThe Multicultural Classroom

The Multicultural CurriculumThe Multicultural Curriculum

Teachers can help to overcome Teachers can help to overcome superficial differences to create a superficial differences to create a multicultural, democratic society. multicultural, democratic society.

The new curriculum will consist of The new curriculum will consist of a wide variety of teaching a wide variety of teaching strategies that embrace the strategies that embrace the diverse cultures in the classroom. diverse cultures in the classroom.

Teachers will determine bias and Teachers will determine bias and carefully monitor all students in the carefully monitor all students in the classroom to assure that diversity classroom to assure that diversity is valued.is valued.

Creating a Multicultural Creating a Multicultural ClassroomClassroom

Use multicultural books and materialsUse multicultural books and materials Show an appreciation of cultural, racial, Show an appreciation of cultural, racial,

and ethnic differences and ethnic differences Avoid stereotypesAvoid stereotypes Acknowledge differences in children Acknowledge differences in children Discover the diversity within the classroom Discover the diversity within the classroom

(know your students and their (know your students and their backgrounds) backgrounds)

Accept and embrace all of your studentsAccept and embrace all of your students

Challenging the Status Quo: Challenging the Status Quo: Subcultures in the ClassroomSubcultures in the Classroom

GenderGender RaceRace ClassClass Religion/cultureReligion/culture Other SubculturesOther Subcultures Exceptionalities Exceptionalities

Gender Gender While there are physical differences While there are physical differences

between men and women, most are the between men and women, most are the result of environment.result of environment.

Early researchers reinforced prejudices Early researchers reinforced prejudices because they found significant differences because they found significant differences between boys’ and girls’ standardized math, between boys’ and girls’ standardized math, verbal, and spatial skills examinations. verbal, and spatial skills examinations.

Recent research has demonstrated that Recent research has demonstrated that these measured differences are beginning these measured differences are beginning to disappear. to disappear.

Promoting Gender EqualityPromoting Gender Equality In the past, some teachers “bought into” gender In the past, some teachers “bought into” gender

stereotypes and assumed that boys had a stereotypes and assumed that boys had a “natural” superiority in subjects such as math “natural” superiority in subjects such as math and science. and science.

Young boys were “called on” first to answer Young boys were “called on” first to answer questions in class and given verbal and questions in class and given verbal and nonverbal encouragement. nonverbal encouragement.

As teachers we need to recognize the powerful As teachers we need to recognize the powerful role we play in the classroom, and avoid gender role we play in the classroom, and avoid gender stereotyping. stereotyping.

This will promote a classroom environment that This will promote a classroom environment that encourages both males and females to excel encourages both males and females to excel and participate in all subjects. and participate in all subjects.

Race and EthnicityRace and Ethnicity

Racial and ethnic prejudice emerges as a Racial and ethnic prejudice emerges as a result of power relationships that develop result of power relationships that develop as part of the socialization process. as part of the socialization process.

As young people grow they often establish As young people grow they often establish personal identity by excluding others who personal identity by excluding others who are not like them. are not like them.

This sense of “otherness” can lead to This sense of “otherness” can lead to feelings of either domination or feelings of either domination or submission. submission.

The “Cycle of Poverty”The “Cycle of Poverty”

Many racial and ethnic minority children live in Many racial and ethnic minority children live in poverty.poverty.

These children often accept the beliefs and These children often accept the beliefs and values of the dominant white society including values of the dominant white society including negative stereotypes about themselves. negative stereotypes about themselves.

They have little access to quality education that They have little access to quality education that limits their employment options, which in turn limits their employment options, which in turn leads to more poverty and hopelessness. leads to more poverty and hopelessness.

Breaking the Cycle of PovertyBreaking the Cycle of Poverty

American teachers must create a American teachers must create a classroom of inclusiveness.classroom of inclusiveness.

Teachers need to help students develop Teachers need to help students develop an appreciation of diversity. an appreciation of diversity.

By teaching students to value the histories By teaching students to value the histories of all people and their cultures, we will of all people and their cultures, we will achieve the goal of democratic classrooms achieve the goal of democratic classrooms and help all children learn and succeed. and help all children learn and succeed.

ClassClass As children begin to mature, they often As children begin to mature, they often

recognize differences in the class position (or recognize differences in the class position (or family income) of their schoolmates. family income) of their schoolmates.

Individuals from working-class or even lower- Individuals from working-class or even lower- middle-class families may be discriminated middle-class families may be discriminated against. against.

Researchers have shown that nearly two million Researchers have shown that nearly two million people living below the poverty line work full people living below the poverty line work full time. time.

Like sexism and racism, classism can be a Like sexism and racism, classism can be a potent form of exclusion, ridicule, and prejudice. potent form of exclusion, ridicule, and prejudice.

Minimizing the Effects of ClassismMinimizing the Effects of Classism

American teachers can minimize classism by the American teachers can minimize classism by the selection of curricular materials and in their own actions selection of curricular materials and in their own actions in the classroom. in the classroom.

Carefully choose reading materials that emphasize the Carefully choose reading materials that emphasize the accomplishments of working class or poor people.accomplishments of working class or poor people.

Make positive historical references to the labor struggles Make positive historical references to the labor struggles of working people.of working people.

Lead frank discussions about the power of advertising Lead frank discussions about the power of advertising and the shallowness of material obsession. and the shallowness of material obsession.

Never refer to poor people as “lower class.” Never refer to poor people as “lower class.”

Religion and CultureReligion and Culture

Prejudice based on religion and culture is Prejudice based on religion and culture is often subtle and guarded. often subtle and guarded.

Its impact can be just as potent in Its impact can be just as potent in excluding individuals from the “in group” or excluding individuals from the “in group” or making individuals vulnerable to ridicule.making individuals vulnerable to ridicule.

Religious and cultural preferences may be Religious and cultural preferences may be virtually invisible in the classroom during virtually invisible in the classroom during most of the school year, but can appear most of the school year, but can appear during holiday celebrations. during holiday celebrations.

Minimizing Religious and Minimizing Religious and Cultural PrejudiceCultural Prejudice

Include content from all cultures, both Include content from all cultures, both ethnic and religious, into the curriculum. ethnic and religious, into the curriculum.

Show interest and enthusiasm about the Show interest and enthusiasm about the diverse cultures represented in your diverse cultures represented in your classroom. classroom.

Discuss various cultures in an engaging Discuss various cultures in an engaging way. way.

Other Subcultures: Geography, Other Subcultures: Geography, Community and LifestyleCommunity and Lifestyle

Differences in speech or dress due to our Differences in speech or dress due to our region or community can be the basis of region or community can be the basis of prejudice in the classroom. prejudice in the classroom.

Those with different sexual orientations Those with different sexual orientations may also be discriminated against.may also be discriminated against.

Teachers should demonstrate through Teachers should demonstrate through their own actions that toleration for their own actions that toleration for different attitudes, behaviors, and lifestyles different attitudes, behaviors, and lifestyles is essential in our multicultural society. is essential in our multicultural society.

Exceptionalities Exceptionalities

Since the early 1980s, students with Since the early 1980s, students with exceptionalities have increasingly been exceptionalities have increasingly been mainstreamed into regular classrooms.mainstreamed into regular classrooms.

Today there are more than 6 million students in Today there are more than 6 million students in the U.S. who are considered “exceptional.” the U.S. who are considered “exceptional.”

These include individuals identified as mentally These include individuals identified as mentally retarded, learning disabled, visually or speech retarded, learning disabled, visually or speech impaired, hearing impaired, emotionally or impaired, hearing impaired, emotionally or behaviorally disturbed, or physically impaired. behaviorally disturbed, or physically impaired.

Minimizing Prejudice Against Minimizing Prejudice Against Exceptional ChildrenExceptional Children

Create a classroom environment that is positive, Create a classroom environment that is positive, open and understanding of the problems and open and understanding of the problems and possibilities of exceptional children. possibilities of exceptional children.

Remember that exceptional children need love, Remember that exceptional children need love, friendship, acceptance, and a place to learn. friendship, acceptance, and a place to learn.

Become a positive role model for your students, Become a positive role model for your students, by exhibiting openness, acceptance and by exhibiting openness, acceptance and understanding. understanding.