| Preface |
|
xvii | |
| Acknowledgments |
|
xxv | |
| About the Author |
|
xxvi | |
| Part I: The Case for Multicultural Education |
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1 | (166) |
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1 Multicultural Schools: What, Why, and How |
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2 | (35) |
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What Is Multicultural Education? |
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3 | (7) |
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3 | (1) |
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3 | (1) |
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A Conceptual Model of Multicultural Education |
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4 | (8) |
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The Example of Jesus Martinez |
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6 | (1) |
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The Example of Sam Johnson's General Science Class |
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7 | (3) |
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The Core Values in Multicultural Education |
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10 | (2) |
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Why Is Multicultural Education Essential? |
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12 | (7) |
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The Call for Academic Excellence and Equity: Closing the Opportunity Gap |
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13 | (3) |
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The Existence of a Multiethnic Society |
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16 | (1) |
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The Existence of an Interconnected World |
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17 | (1) |
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Equity in Education and Democratic Values |
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18 | (1) |
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Multicultural Schools: What Are They? |
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19 | (10) |
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Desegregation Is Not Sufficient |
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19 | (1) |
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Positive Teacher Expectations |
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20 | (2) |
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A Learning Environment That Supports Positive Interracial Contact |
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22 | (4) |
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The Example of Isaac Washington |
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24 | (1) |
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The Example of Marcia Patton |
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25 | (1) |
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Culturally Competent Teaching |
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26 | (2) |
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A Multicultural Curriculum |
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28 | (1) |
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The Critics of Multicultural Education |
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29 | (2) |
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Potential for Conflict and Divisiveness |
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29 | (1) |
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Liberal Bias and Cultural Relativism |
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29 | (1) |
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Superficial Conception of Culture |
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29 | (1) |
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30 | (1) |
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30 | (1) |
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31 | (1) |
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32 | (2) |
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Selected Sources for Further Study |
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34 | (1) |
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34 | (3) |
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2 Culture, Race, and the Contexts for Multicultural Teaching |
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37 | (44) |
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What Is Culture and How Can It Affect Teaching and Learning? |
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37 | (13) |
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38 | (2) |
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The Importance of a Worldview |
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40 | (6) |
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High-and Low-Context Cultures |
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46 | (4) |
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What Is Race and How Does It Differ from Culture? |
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50 | (4) |
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The Social Construction of Race |
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50 | (4) |
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What Do We Mean by Ethnic Groups? |
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54 | (4) |
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The U.S. Census Categories: A Problematic Focus on "Race" |
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54 | (2) |
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Diversity within Ethnic Groups: Demographics and Multi-Racial Identities |
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56 | (1) |
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When Is an Ethnic Group a Minority Group? |
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57 | (1) |
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Theories of Ethnic Identity: How Can Teachers Benefit? |
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58 | (6) |
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The Negro-to-Black Conversion Experience |
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59 | (2) |
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The Banks Typology of Ethnic Identity Development |
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61 | (1) |
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White Racial Identity Development |
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62 | (1) |
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Implications for Teachers |
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63 | (1) |
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Guidelines for Understanding Cultural Differences in the Classroom: Longstreet's Aspects of Ethnicity |
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64 | (10) |
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66 | (2) |
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68 | (2) |
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70 | (1) |
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71 | (2) |
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73 | (1) |
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74 | (2) |
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76 | (1) |
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Selected Sources for Further Study |
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77 | (1) |
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77 | (4) |
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3 Race Relations and the Nature of Prejudice |
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81 | (42) |
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What Is Prejudice and How Does It Relate to Predilection, Discrimination, and Racism? |
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81 | (12) |
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83 | (9) |
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92 | (1) |
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The Nation's Racial Climate: How Prevalent Are Prejudice and Racism? |
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93 | (5) |
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Current Public Opinion: Black, Latino, and White Perspectives |
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94 | (1) |
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Current Indicators of the Nation's Racial Climate |
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95 | (3) |
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White Privilege and Becoming Antiracist |
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98 | (7) |
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99 | (2) |
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Talking about Racism and Whiteness |
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101 | (2) |
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Antiracism and Teaching for Social Justice |
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103 | (2) |
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The Case of Africa: An Illustration of How Racial Prejudice Develops and Permeates the Curriculum |
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105 | (8) |
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Common Misconceptions about Africa |
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107 | (4) |
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Some Effects of Misconceptions about Africa |
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111 | (2) |
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Social Justice Teaching: Seeking an End to Racial Prejudice, Stereotypes, and Discrimination |
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113 | (4) |
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Affirm Students' Ethnic Identity |
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114 | (1) |
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Clarify the Possibilities of Multiple Loyalties: To Family, Community, Nation, Ethnic Group, and Humankind |
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114 | (1) |
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Affirm Diversity within Ethnic Groups |
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115 | (1) |
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Address Racism in the Curriculum |
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116 | (1) |
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117 | (2) |
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119 | (1) |
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Selected Sources for Further Study |
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120 | (1) |
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121 | (2) |
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4 Affirming Religious Pluralism in U.S. Schools and Society |
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123 | (44) |
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123 | (10) |
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Origins of Religious Freedom and the First Amendment |
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125 | (2) |
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127 | (1) |
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127 | (3) |
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Increasing Ethnic Diversity within Christianity and in Other Faiths |
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130 | (1) |
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Teaching About Religion in the Public Schools |
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131 | (2) |
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Religious Pluralism and Prejudice: Hate Crimes on the Rise |
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133 | (7) |
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Persistent Religion-Based Hate Crimes |
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133 | (2) |
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The Example of Mr. Singh and the Sikh Children at Summer Camp |
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134 | (1) |
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Jewish Americans: Accommodation in the Face of Persistent Anti-Semitism |
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135 | (1) |
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136 | (1) |
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137 | (3) |
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Reducing Anti-Semitism with Knowledge About Jewish History and Religion |
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140 | (4) |
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Jewish American History and Religion: A Brief Overview |
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140 | (4) |
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Reducing Islamophobia with Knowledge About Muslim American History and Religion |
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144 | (7) |
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Indigenous and Immigrant Origins |
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144 | (1) |
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African American Muslims in Early America |
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145 | (2) |
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147 | (1) |
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148 | (1) |
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Muslim Practices: The Five Pillars of Islam |
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149 | (1) |
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Sunni-Shia: One Faith, Multiple Branches |
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150 | (1) |
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From Prejudice to Pluralism: What Can Teachers Do? |
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151 | (9) |
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The Example of Elizabeth Sheldon at Heartland Public Schools |
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151 | (2) |
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The Example of Lois Clark at Larkspur Middle School |
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153 | (1) |
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Using the Conceptual Framework of Multicultural Education to Affirm Religious Pluralism |
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154 | (6) |
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160 | (2) |
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162 | (1) |
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Selected Sources for Further Study |
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163 | (1) |
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164 | (3) |
| Part II: Roots of Cultural Diversity in the United States: The Conflicting Themes of Assimilation and Pluralism |
|
167 | (170) |
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5 Immigration and Cultural Pluralism: Anglo-European American Perspectives |
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168 | (37) |
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U.S. Immigration Today: What Are the Issues? |
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168 | (9) |
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America as an Indispensable Beacon of Freedom and Pluralism |
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169 | (1) |
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Impact of the 1965 Nationality Act |
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170 | (2) |
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Misconceptions About Immigrant Impact on U.S. Economy Promote Anti-Immigrant Policies |
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172 | (2) |
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Undocumented Workers and Deferred Action for Childhood Arrivals (DACA) |
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174 | (1) |
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Global Refugee Crisis: The International Homeless |
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175 | (1) |
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Global Terrorism, Rising Xenophobia, and Anti-Immigrant Hysteria |
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176 | (1) |
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Anglo-European Immigrants and the Core U.S. American Culture |
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177 | (6) |
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U.S. Citizenship for Free White Men |
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178 | (2) |
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Origins and the Establishment of the White Anglo-Saxon Protestant (WASP) Core Culture |
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180 | (2) |
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Early Waves of Immigrants from Western and Northern Europe |
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182 | (1) |
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The Classic Era: A Massive Migration of Immigrants from Eastern and Southern Europe |
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182 | (1) |
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Immigration in the Contemporary Era (1965-Present) |
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183 | (8) |
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Impact of the Immigration and Nationality Act Amendments of 1965 |
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183 | (2) |
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Contemporary and Classic Immigration Eras: How Are They Alike and How Do They Differ? |
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185 | (2) |
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Greater Diversity Among Immigrants Today |
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187 | (1) |
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New Settlements: From Megalopolis to the Heartland |
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188 | (1) |
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Will the New Second Generation Assimilate? |
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189 | (2) |
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European American Immigrant Perspectives on Cultural Assimilation: Xenophobia, Settlements, and Ethnic Identity |
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191 | (5) |
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Ethnic Pluralism and European Americans |
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192 | (2) |
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Russian and Ukrainian Refugees in Portland, Oregon |
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194 | (2) |
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Multicultural Teaching at Riverview Middle School |
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196 | (3) |
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197 | (1) |
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Using the Conceptual Framework of Multicultural Teaching and "Lies About Irish Immigrant Slavery" to Address Xenophobia |
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197 | (2) |
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199 | (1) |
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200 | (1) |
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Selected Sources for Further Study |
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201 | (1) |
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201 | (4) |
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6 Colonialism, Involuntary Immigration, and the American Dream: American Indian and African American Perspectives |
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205 | (42) |
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Colonialism and Involuntary Immigration |
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205 | (6) |
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American Indians and Colonial Conquest |
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206 | (2) |
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African Americans and Enslavement |
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208 | (3) |
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American Indian Perspectives |
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211 | (10) |
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Origins: Roots of Diversity |
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211 | (2) |
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Federal Indian Policy and the Loss of Native Land |
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213 | (3) |
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Self-Determination Policy |
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216 | (3) |
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Indian Boarding Schools and Deculturalization |
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219 | (1) |
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The American Indian Movement (AIM) |
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219 | (2) |
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African American Perspectives |
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221 | (9) |
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Emancipation, Sharecropping, and Tenancy |
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221 | (3) |
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The Great Migration North |
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224 | (2) |
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The Civil Rights Movement |
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226 | (4) |
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Implications for Teaching |
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230 | (11) |
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An Overview of John Ogbu's Typology of "Voluntary" and "Involuntary" Immigrant Minorities |
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230 | (10) |
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Standing Rock Resistance Today Is Rooted in Indigenous Values that Are Centuries Old |
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240 | (1) |
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Connecting Hip-Hop with Academic Content and the Standards |
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240 | (1) |
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241 | (1) |
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242 | (1) |
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Selected Sources for Further Study |
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243 | (1) |
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244 | (3) |
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7 Colonialism, Immigration, and the American Dream: Latino Perspectives |
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247 | (32) |
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Supporting Immigrant Children and Youth in Times of Rising Deportation Fears |
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247 | (5) |
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Tragedy in Jennifer Bradley's First Grade Classroom at Rocky Mountain Elementary School: A Case Example |
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248 | (1) |
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The Disappearance of Esiquio Lopez, Top Student at Rocky Mountain High School |
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249 | (1) |
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Multicultural Teaching and Supporting Latino Immigrant Youth |
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250 | (2) |
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The Diverse Origins of Latinos in the United States |
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252 | (8) |
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Caribbean Latinos: Puerto Ricans, Cubans, and Dominicans |
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254 | (4) |
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258 | (2) |
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Mexican Americans: Borderlands History Can Help Us Understand Current Immigration Issues |
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260 | (9) |
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260 | (2) |
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Second Wave: 1942-The Present |
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262 | (2) |
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264 | (3) |
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Latino Immigrant Youth and The Dream Act |
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267 | (2) |
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Latinos in the Heartland: Are They Integrating into U.S. Society? |
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269 | (4) |
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Mexican Immigrants in San Antonio, Texas |
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269 | (1) |
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Cuban Emigres in Phoenix, Arizona |
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269 | (1) |
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Mexican Immigrants in Leadville, Colorado |
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270 | (1) |
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Mexican Immigrants in Garden City, Kansas |
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271 | (2) |
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273 | (2) |
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275 | (1) |
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Selected Sources for Further Study |
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275 | (1) |
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276 | (3) |
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8 Contemporary Immigration and the American Dream: Asian American Perspectives |
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279 | (28) |
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Immigrants from China and Japan |
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279 | (10) |
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Overview of Asian American Demographics |
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279 | (3) |
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282 | (2) |
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284 | (1) |
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285 | (4) |
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Immigrants from the Philippines and South Central Asia |
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289 | (5) |
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289 | (1) |
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Asian Indian and Pakistani Americans |
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290 | (4) |
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Immigrants from Korea and Vietnam |
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294 | (4) |
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294 | (2) |
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296 | (2) |
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What Is the Model Minority Stereotype, and What Can Teachers Do about It? |
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298 | (2) |
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300 | (2) |
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302 | (1) |
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Selected Sources for Further Study |
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303 | (1) |
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304 | (3) |
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9 U.S. Immigrants from the Middle East: Arab American Perspectives |
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307 | (30) |
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Multiple Perspectives on the Middle East and the Arab World |
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307 | (4) |
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The "Middle East": What's in a Name? |
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307 | (2) |
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Common Mistakes about the Middle East |
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309 | (1) |
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Who Are the Arab Americans? |
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310 | (1) |
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The Cultural and Historical Heritage of Arab Americans |
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311 | (11) |
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A Shared Cultural Heritage |
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311 | (7) |
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Roots of Arab-Israeli Conflict |
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318 | (4) |
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Arab American Origins and Demographics |
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322 | (5) |
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First Wave of Immigrants: Christian Majority |
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322 | (1) |
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Second and Third Waves of Immigrants: Muslim Majority |
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323 | (2) |
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What Are the Demographics? |
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325 | (2) |
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Misperceptions and Stereotypes about Arab Americans and the Arab World: What Can Teachers Do? |
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327 | (6) |
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Marvin Strong at Heartland Public Schools |
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327 | (3) |
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"Cultures of Debate" in Carlos Riveras's Literature Classes |
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330 | (3) |
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333 | (1) |
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334 | (1) |
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Selected Sources for Further Study |
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335 | (1) |
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335 | (2) |
| Part III: Reaching All Learners: Perspectives on Culture, Gender, Class, and Exceptionalities |
|
337 | (138) |
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10 The Promise of Culturally Competent Teaching |
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338 | (37) |
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What Is Culturally Competent Teaching? |
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339 | (6) |
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Culturally Competent Teachers |
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339 | (2) |
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Principles of Culturally Relevant Teaching |
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341 | (1) |
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Examples of Culturally Relevant Teaching |
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342 | (2) |
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Does Culturally Relevant Teaching Enhance Student Learning? |
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344 | (1) |
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Funds of Knowledge Research and Teaching |
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345 | (3) |
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The Funds of Knowledge Project |
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345 | (2) |
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Creating Positive School/Family Connections |
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347 | (1) |
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Learning Styles and Culturally Responsive Teaching |
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348 | (8) |
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348 | (1) |
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Why Be Concerned about Learning Styles? |
|
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349 | (1) |
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The Continuum of Global/Field Sensitive Learners and Analytic/Field Independent Learners |
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350 | (1) |
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Students' Need for Structure: The High Need to Low Need Continuum |
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351 | (5) |
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Connections between Cultural Styles and Learning Styles |
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356 | (5) |
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Wade Boykin's Conceptual Framework of African American Cultural Styles |
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356 | (3) |
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Asa Hilliard on African American Core Culture, Behavioral Styles, and Learning |
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359 | (1) |
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Learning Styles of Indigenous and Asian American Students |
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360 | (1) |
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361 | (1) |
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Why Isn't Culturally Relevant Teaching Common Practice? |
|
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361 | (3) |
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Immigrant Youth and Teachers Caught in School Structures and Societal Contexts of Poverty and Violence |
|
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362 | (13) |
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The Example of Kevin Armstrong |
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363 | (1) |
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Kevin Armstrong (Revisited) and Jimmy Miller |
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364 | (2) |
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Example 2: Kevin Reconsidered \. |
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365 | (1) |
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The Example of Jimmy Miller |
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365 | (1) |
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A Blueprint for Culturally Competent Practice |
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366 | (1) |
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Teachers Can Make a Difference |
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367 | (2) |
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369 | (1) |
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370 | (1) |
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Selected Sources for Further Study |
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371 | (1) |
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372 | (3) |
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11 How Does Gender Make a Difference? |
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375 | (26) |
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The Children Are Watching: How Society Shapes the Gender Socialization of Children and Youth in the U.S. |
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375 | (5) |
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The 2016 Presidential Election |
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375 | (1) |
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Media Consumption by Tweens and Teens |
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376 | (1) |
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Conceptions of Masculinity and Femininity |
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377 | (3) |
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Gender Differences in the Classroom |
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380 | (7) |
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Are Girls Catching Up? Were They Ever Behind? |
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380 | (2) |
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Research in Psychology and Moral Development |
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382 | (1) |
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Socialization and the Gender Gap in School Success |
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383 | (1) |
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Gender Differences in Academic Achievement |
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384 | (3) |
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Creating Safe Schools for LGBT Students |
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387 | (5) |
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Changing and Challenging Terminology |
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387 | (1) |
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Teachers' Uncertainty Over LGBT Issues in the News and Media |
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388 | (1) |
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Sex Role Socialization and "Compulsory Heterosexuality" |
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389 | (1) |
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The Call for Safe Schools |
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390 | (2) |
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Affirming Social Justice and Gender Equity in the Classroom |
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392 | (4) |
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392 | (1) |
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John Maki's Student Teaching at Heartland Middle School at a Time of Hope and Fear |
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392 | (4) |
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396 | (1) |
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397 | (1) |
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Selected Sources for Further Study |
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397 | (1) |
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398 | (3) |
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12 The Impact of Poverty on American Children and Youth |
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401 | (34) |
|
Child Poverty in America: What Are the Facts? |
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401 | (6) |
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What Is the Federal Poverty Level? |
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401 | (1) |
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Demographics of Child Poverty in America |
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402 | (1) |
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Over-representation of Racial and Ethnic Minority Children |
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403 | (2) |
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Programs to Address Hunger and Poverty |
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405 | (2) |
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Causes and Impact of Child Poverty |
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407 | (8) |
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Multiple Perspectives on the Causes of Poverty in the U.S. |
|
|
407 | (4) |
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How Does Poverty Affect U.S. Children? |
|
|
411 | (4) |
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Critical Conditions and Challenges of Teaching in High-Poverty Schools |
|
|
415 | (8) |
|
Socio-Demographics Make a Difference |
|
|
415 | (2) |
|
The Example of Warren Benson's Classroom |
|
|
416 | (1) |
|
The Concentration of Poverty in American Schools Predicts Racial Achievement Gaps |
|
|
417 | (6) |
|
|
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423 | (1) |
|
Cooperative Team Learning: A Proven Way to Reach all Learners |
|
|
423 | (6) |
|
The Case for Cooperative Learning |
|
|
425 | (1) |
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Three Widely Used Team Learning Methods |
|
|
426 | (3) |
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429 | (1) |
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430 | (1) |
|
Selected Sources for Further Study |
|
|
431 | (1) |
|
|
|
432 | (3) |
|
13 The Challenges of Special Education in Inclusive Classrooms |
|
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435 | (40) |
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How Does the Individuals with Disabilities Act (IDEA) Shape Special Education? |
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435 | (9) |
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Six Principles of the Individuals with Disabilities Act (IDEA) |
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436 | (1) |
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Who Qualifies for Special Education Under IDEA? |
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437 | (2) |
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How Has Insufficient Funding of the Individuals with Disabilities Education Act (IDEA) Impacted Special Education? |
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439 | (5) |
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Children and Youth with Disabilities: Does Identification Become a Label? |
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444 | (7) |
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Students with Intellectual Disabilities: Lessons from the Special Olympics |
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445 | (1) |
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Children with Fetal Alcohol Spectrum Disabilities (FASDs): The Importance of Early Intervention for All Children |
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446 | (1) |
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Children and Youth with Learning Disabilities |
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447 | (1) |
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What about Gifted and Talented Learners? |
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448 | (3) |
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Racial, Cultural, Gender, and Socioeconomic Disparities in Special Education |
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451 | (5) |
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The Example of Max Britten |
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454 | (2) |
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Students with Disabilities and the Juvenile Justice System |
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456 | (6) |
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A Brief History and Overview of Youth with Disabilities and Juvenile Justice |
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457 | (1) |
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The "School-to-Prison Pipeline" |
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458 | (2) |
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Restorative Justice Practices as an Alternative to Exclusion from School |
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460 | (2) |
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Reaching All Learners in Inclusive Classrooms |
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462 | (6) |
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Maria Montana's Classroom |
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463 | (5) |
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468 | (2) |
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470 | (1) |
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Selected Sources for Further Study |
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471 | (1) |
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471 | (4) |
| Part IV: Teaching in a Multicultural Society |
|
475 | (73) |
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14 Teaching in Linguistically Diverse Classrooms |
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476 | (28) |
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English-Language Learners in U.S. Schools |
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|
477 | (1) |
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Bilingual Education: Policies and Programs |
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478 | (6) |
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478 | (3) |
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Programs to Meet the Needs of English-Language Learners |
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481 | (3) |
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What We Know about Literacy and Language Learning |
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|
484 | (3) |
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Basic Interpersonal Skills (BICS) and Cognitive Academic Language Proficiency (CALP) |
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484 | (1) |
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What We Know about African American Language (AAL) |
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485 | (1) |
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Classroom Considerations for English-Language Learners |
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486 | (1) |
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Culturally Responsive Teaching: Implications for English-Language Learners |
|
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486 | (1) |
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Principles and Practices for Working with English-Language Learners |
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487 | (11) |
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Language and Literacy Learning through Reading, Writing, and Drama |
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488 | (2) |
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Parents as Partners in Language Learning |
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490 | (1) |
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Culturally Relevant Texts in the Classroom and Academic English Mastery |
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491 | (1) |
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Academic English Mastery through Thematic Integrated Units |
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492 | (1) |
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A Curricular Emphasis on Issues of Language and Power |
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493 | (5) |
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498 | (1) |
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499 | (1) |
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Selected Sources for Further Study |
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|
500 | (1) |
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501 | (3) |
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15 Curriculum Transformation: A Multicultural Curriculum Development Model for Teacher Decision Making |
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504 | (44) |
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Rethinking the Curriculum: Content, Values and Goals |
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505 | (4) |
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From Eurocentrism to Multiple Perspectives |
|
|
505 | (1) |
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Core Values and Goals of a Multicultural Curriculum |
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506 | (2) |
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Sam Johnson's Classroom Revisited |
|
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508 | (1) |
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The Multicultural Curriculum Model: Goals, Assumptions, and Content |
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509 | (20) |
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Goal One: Understanding Multiple Historical Perspectives |
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509 | (7) |
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Goal Two: Developing Cultural Consciousness |
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|
516 | (2) |
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Goal Three: Developing Intercultural Competence |
|
|
518 | (4) |
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Goal Four: Combating Racism, Sexism, Prejudice, and Discrimination |
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|
522 | (3) |
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Goal Five: Raising Awareness of the State of the Planet and Global Dynamics |
|
|
525 | (2) |
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Goal Six: Developing Social Action Skills |
|
|
527 | (2) |
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Using the Multicultural Curriculum Development Model to Create a Curriculum |
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529 | (8) |
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The Core Values and Interactive Nature of the Goals |
|
|
529 | (1) |
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Developing a Course Rationale |
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|
530 | (5) |
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The Importance of Fair-Minded Critical Thinking |
|
|
535 | (1) |
|
Curriculum Reform and the Conceptual Framework of Multicultural Teaching (Figure 1.1) |
|
|
536 | (1) |
|
Implementing the Multicultural Curriculum Development Model in the Centerfield School District |
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|
537 | (3) |
|
The Centerfield Schools Setting |
|
|
537 | (1) |
|
Phase 1: University Seminar on Multicultural Teaching for Team Leaders |
|
|
537 | (2) |
|
Phase 2: Summer Institute: Unification of the Content Areas through Social Justice Standards and the Model of Multicultural Curriculum Development |
|
|
539 | (1) |
|
Phase 3: Collaborative Action Research to Assess Classroom Impact |
|
|
540 | (1) |
|
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|
540 | (2) |
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|
542 | (1) |
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|
542 | (2) |
|
Selected Sources for Further Study |
|
|
544 | (1) |
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|
545 | (3) |
| Appendix A: Curriculum Transformation: Sample Lessons |
|
548 | (16) |
| Appendix B: Linking Global and Multicultural Education |
|
564 | (1) |
| Glossary |
|
565 | (12) |
| Name Index |
|
577 | (2) |
| Subject Index |
|
579 | |
