PSYC 3800 Chapter 5-6: Week 5 - Culture and Diversity
22 Aug 2016
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Department
Course
Professor
CHAPTER 6
Today’s Diverse Classrooms (social class, race, ethnicity, gender)
Culture and group membership
culture = the knowledge, rules, traditions, attitudes, and values that guide the behaviour of a group of people, and allow them to
solve the problems of living in their environment
knowledge, skills, rules, norms, practices, traditions, self-definitions, institutions, language, and values
is based on heroes, myths, dress, language, games, holidays, gender roles, facial expressions, music, literature, foods,
personal space, etc. etc.
many differences are unseen, but understood (e.g. eye contact, personal space)
groups can be defined along regional, ethnic, religious, racial, gender, social, class, etc.
Cautions about interpreting cultural differences
two main cautions
1. we consider things individually, but all of them intersect in different ways
2. group membership is not a destiny
cultural conflicts and compatibilities
some cultural differences are obvious (e.g. food, dress), but others are subtle
when differences are subtle, misunderstandings and conflicts can arise
dangers in stereotyping
even positive stereotypes can have negative impacts
seeing people as ‘perpetual foreigners’
Economic and Social Class Differences
Social class and SES
levels of wealth, power, and prestige are not always consistent
people are typically aware of their social standing
can lead to classism
socioeconomic status = relative standing in the society based on income, power, background, and prestige
people aren’t always conscious of this
cannot be calculated by any one factor (it’s an intersect)
Poverty and school achievement
correlation of SES and school achievement is about .30 to .40
and poor children are twice as likely to be kept back in school
intersection of factors
poor health care, dangerous / unhealthy environments, limited resources, family stress, interrupted schooling, exposure to
violence, overcrowding, homelessness, discrimination, and more
health, environment and stress
issues with prenatal and postnatal care and nutrition
most adolescent mothers receive no prenatal care
children in poverty experience higher levels of stress hormones (interfering with cranial blood flow)
poor children are 4x as likely to experience stress, which in turn is related to increased school absences, decreased attention,
reduced motivation, reduced neurogenesis, etc.
low expectations — low self-esteem
low-SES students (wearing old clothes, knowing less about pop culture) may be assumed to be not bright
low expectations can lead to less resources, then lower expectations, and on and on
peer influences and resistance cultures
resistance culture = group values and beliefs about refusing to adopt the behaviours and attitudes of the majority culture
includes resisting behaviours that would make them successful(studying, cooperating with teachers, attendance)
but some students are extremely resilient
home environment and resources
lack of access to high-quality preschool care
less time reading, more screen time
less access to books / computers / libraries / trips / museums, etc.
summer setbacks
children from poorer homes lose ground over the summer
tracking: poor teaching
tracking = assignment to different classes and academic experiences based on achievement
they are actually taught differently
Ethnicity and Race Differences in Teaching and Learning
Terms: ethnicity and race
ethnicity = a cultural heritage shared by a group of people
history, homeland, language, traditions, religion
race = a group of people who share common biological traits that are seen as self-defining by the people of the group
only about .012% of the genetic code is different based on race
minority group = a group of people who have been socially disadvantaged (not necessarily numerically)
Ethnic and racial differences in school achievement
some ethnic groups consistently score differently in regards to the average, and on standardized tests
though this gap is narrowing over time
criticism for assuming the scores of white, middle-class students as the norm
so maybe the gap is teacher education, health care, SES — leads to opportunity gaps
are the differences discrimination? cultural mismatching? or related to poverty?
we need more research on minority students
The legacy of discrimination
history
Brown v. Board of Education of Topeka
Aboriginal residential schools (v. current reserve schools to teach the students more about their culture)
putting people in the same building does not mean they receive the same education
prejudice = prejudgment, or irrational generalization about an entire category of people
developed early on through the use of in- and out-groups
children can develop it with or without the same views from their parents
prejudice is also a set of cultural values: presented through family, friends, teachers, media, etc.
stereotype = schema that organizes knowledge or perceptions of a category
continuing discrimination
discrimination = treating particular categories of people unfairly
minorities in Canada are underrepresented in math, science,e and engineering programs in tertiary education
families of minority students have to be vigilant about discrimination
Stereotype threat = extra emotional and cognitive burden that one’s performance in an academic situation might confirm a stereotype that
others hold
short-term effects: test performance
indication of gender on answer sheets tended to lower math scores for women (small, but there)
all groups can be susceptible to stereotype threats, even non-minorities
anxiety links the stereotype and performance
long-term effects: disidentification
disengaging from education (e.g. ‘math is for nerds’)
combatting stereotype threat
once given the information that their abilities (and intelligence!) are improvable, achieved higher GPAs and reported greater
enjoyment of & engagement in school
higher scores
Gender in Teaching and Learning
Sex and gender
terms and definitions
gender = refers to traits and behaviours
sex = biological differences
gender identity = person’s self-identification as male or female
sexual identity = complicated construction of beliefs, attitudes, and behaviours
sexual orientation
during adolescence, about 8% boys and 6% girls report engaging in same-sex activity OR feeling attraction to the same sex
males are more likely to experiment in adolescence, girls in college
biological and social factors
Gender roles = expectations about how males/females should behave
developed as early as 2yo
affected by biology
but they are also treated differently
even toys can affect this
gender schemas = organized cognitive structures that include gender-related information that influences who children think and
behave
developed by 5yo
Gender bias in curriculum
gender biases = different view of males and females, often favouring one gender over the other
e.g. boys are more aggressive and argumentative
e.g. girls are expressive and affectionate
appears in books, videos, virtual worlds, social media, YouTube, computer programs, DVDs, video games, etc
especially television
Gender bias in teaching
teachers have more interaction with boys
asking questions, giving feedback, commenting, etc
schooling expectations are also more relevant for girls than boys
boys need smaller classes, more discussions, better discipline, minoring programs, and male teachers
should we implement single-sex classrooms?
Multicultural Education: Creating Culturally Compatible Classrooms
Multicultural education = education that promotes equity in the schooling of all students
1. prejudice reduction
2. empowering school culture and social structure
3. equity pedagogy
4. content integration
5. knowledge construction process
Culturally relevant pedagogy
Larson-Billings studied excellent teachers in a California school district
nominated by both parents and principles
culturally relevant pedagogy = excellent teaching for students from visible minorities
multicultural education rests on three propositions
1. students must experience academic success
2. students must develop/maintain their cultural competence
3. students must develop a critical consciousness to challenge the status quo
culturally responsive teaching = teaches to and through the strengths of the students in question
three steps for teaching visible minorities (Delpit)
1. teachers must be convinced of the inherent capability, humanity, and spiritual character of their students (they must believe in
the children)
2. teachers must with the foolishness that high test scores or scripted lessons are evidence of good learning and good teaching
3. teachers must learn who their students are and the legacies they bring
Fostering resilience
resilience = the ability to adapt successfully in spite of difficult circumstances and threats to development
resilient students
internal — good interpersonal skills, confidence, positive attitudes toward school, ethnic pride, high expectations
external — interpersonal relationships, social support (esp. parental or parental figure)
involvement in school, community, or religious activities
self-agency strand of resilient classrooms
academic self-efficacy
behavioural self-control
academic self-determination
relationship strand of resilient classrooms
caring teacher-student relationships
effective peer relations
effective home-school relationships
Diversity in learning
social organization — how people interact to accomplish a particular goal
different cultures interact in different ways
it is important to provide choice and variety in grouping structures
cultural values and learning preferences
some cultures see necessities where we do not (e.g. we emphasize general literacy at first, Chinese parents criticize any
imperfect reading like spelling and grammar)
Aboriginal languages often don’t have many written sources, and instead emphasize visual-motor and spatial skills
individualist vs. collectivist cultures
sociolinguistics = student of formal and informal rules for how, when, about what, to whom, and how long to speak in conversations
within cultural groups
understanding this will help you understand why communication sometimes breaks down
see Chapter 5.2 below
sources of misunderstanding
some children are simply better than others at reading the classroom situation
cultural differences sometimes means greater periods of waiting before speaking, or interrupting (/overlapping), etc.
Teaching every student
know your students
respect your students
teach your students
CHAPTER 5.2 (155-161)
Language Development
What develops? Language and cultural differences
there are over 6000 natural languages
plus made-up ones, like Dothraki, or Klingon
generally, cultures develop words for the more important concepts
English has more than 3000 words for colour
Himba people of Namibia have 5 words for colour (though they can see the same variations)
languages change to reflect changing cultural needs and values
the puzzle of language
language can developed through biological, cultural, and experiential factors
children learn language as they develop the abilities to make sense of what they hear, and identifying patterns and rules
When and how does language develop?
newborn infants can discriminate nearly every phonetic contrast (up to 12mo)
and then focus on the ones they hear a lot
babies in the womb are sensitive to rhythms and sounds
but happens slowly for bilingual babies, because they remain more cognitively flexible
two process support early language development in child/adult interactions
joint attention = when the child & adult attend to the same object/event at the same time
child-directed speech (CDS) = form of language characterized by short sentences with simple constructions and delivered in
higher pitched, more prosodic, and exaggerated tones (like when you talk to a baby)
Milestones in Early Childhood Language
Age Range Milestone
2-3yo Identifies body parts, calls self “me”, 450word vocab, short sentences, form some plurals
3-4yo Can tell stories, 4-5 word sentences, 1000 word vocab, knows nursery rhymes
4-5yo 4-5 word sentences, past tense, 1500 word vocab, asks a lot of questions
5-6yo+ 5-6 word sentences, 10,000 word vocab, spatial relations, opposites, uses all sentences
Parts of speech
sounds and pronunciation
by 5, most children have mastered the sounds
young children can understand more words, but use those that are easier to pronounce
vocabulary and meaning
expressive vocabulary (words used) vs. receptive vocabulary
2600 vs 20,000 words
estimated that students in early elementary learn 20+ words a day
may have issue with abstract words, sarcasm
grammar and syntax
once learning rules, children may overregularize (= applying the rules to everything, e.g. our car is broked)
syntax = the ordering of words in phrases or sentences
often have issues with passive voice
pragmatics = the rules for how to be an effective communicator
children demonstrate this when they simplify their language for their younger counterparts
rules for the appropriate use of language varies across cultures and communities
metalinguistic awareness = understanding about one’s own use of language
developed around 5yo
Emergent literacy = skills and knowledge that are the foundation for the development of reading and writing
what are the most important skills?
1. those relating to understanding sounds and codes (e.g. knowing that sounds are associated with letters, that words are made
of sounds)
2. oral language (expressive and receptive vocab, syntax, ability to understand and tell stories)
building a foundation
1. conversations with adults develops knowledge about language
2. joint reading develops knowledge
The Impact of Teachers’ Expectations on Diverse Learners’ Academic Outcomes (Sirota & Bailey)
Introduction
both black and white teachers expect white children to perform better
even those who speak ESL
children’s academic outcomes are strongly influenced by teachers’ perceptions
Teachers’ perceptions of black and white children’s capacity to learn
black students’ academic achievements have historically been poorer than white children
restricted learning opportunities, inequitable funding
segregation, institutional racism
black middle-school children are especially influenced by their teachers’ perceptions
black adolescents were viewed negatively
as were those with lose SES
Expectations for other minority children
teachers hold higher standards, and have more positive perceptions of Asian students
this is based on racism yo
teachers hold negative perceptions of ELL Students (cf. white students)
teachers judged Hispanic children less positively (cf. white students)
Preservice teachers’ views of minority students
many preservice teachers enter the field without understanding minority children’s background experience and needs
saw minority children as less teachable
Conclusion
teachers can hinder opportunities for children to learn
as well as their actual achievement
wrongful subjection to disciplinary actions by their teachers
and joining advanced level classes
discrimination leads to
lower self-esteem, decreased motivation, increased racial mistrust, problem behaviours, more anger, more depression
vicious cycle (think that minority children don’t learn well, grade them more harshly, they do poorly, reinforces the stereotypes)
CHAPTER 6
Today’s Diverse Classrooms (social class, race, ethnicity, gender)
Culture and group membership
culture = the knowledge, rules, traditions, attitudes, and values that guide the behaviour of a group of people, and allow them to
solve the problems of living in their environment
knowledge, skills, rules, norms, practices, traditions, self-definitions, institutions, language, and values
is based on heroes, myths, dress, language, games, holidays, gender roles, facial expressions, music, literature, foods,
personal space, etc. etc.
many differences are unseen, but understood (e.g. eye contact, personal space)
groups can be defined along regional, ethnic, religious, racial, gender, social, class, etc.
Cautions about interpreting cultural differences
two main cautions
1. we consider things individually, but all of them intersect in different ways
2. group membership is not a destiny
cultural conflicts and compatibilities
some cultural differences are obvious (e.g. food, dress), but others are subtle
when differences are subtle, misunderstandings and conflicts can arise
dangers in stereotyping
even positive stereotypes can have negative impacts
seeing people as ‘perpetual foreigners’
Economic and Social Class Differences
Social class and SES
levels of wealth, power, and prestige are not always consistent
people are typically aware of their social standing
can lead to classism
socioeconomic status = relative standing in the society based on income, power, background, and prestige
people aren’t always conscious of this
cannot be calculated by any one factor (it’s an intersect)
Poverty and school achievement
correlation of SES and school achievement is about .30 to .40
and poor children are twice as likely to be kept back in school
intersection of factors
poor health care, dangerous / unhealthy environments, limited resources, family stress, interrupted schooling, exposure to
violence, overcrowding, homelessness, discrimination, and more
health, environment and stress
issues with prenatal and postnatal care and nutrition
most adolescent mothers receive no prenatal care
children in poverty experience higher levels of stress hormones (interfering with cranial blood flow)
poor children are 4x as likely to experience stress, which in turn is related to increased school absences, decreased attention,
reduced motivation, reduced neurogenesis, etc.
low expectations — low self-esteem
low-SES students (wearing old clothes, knowing less about pop culture) may be assumed to be not bright
low expectations can lead to less resources, then lower expectations, and on and on
peer influences and resistance cultures
resistance culture = group values and beliefs about refusing to adopt the behaviours and attitudes of the majority culture
includes resisting behaviours that would make them successful(studying, cooperating with teachers, attendance)
but some students are extremely resilient
home environment and resources
lack of access to high-quality preschool care
less time reading, more screen time
less access to books / computers / libraries / trips / museums, etc.
summer setbacks
children from poorer homes lose ground over the summer
tracking: poor teaching
tracking = assignment to different classes and academic experiences based on achievement
they are actually taught differently
Ethnicity and Race Differences in Teaching and Learning
Terms: ethnicity and race
ethnicity = a cultural heritage shared by a group of people
history, homeland, language, traditions, religion
race = a group of people who share common biological traits that are seen as self-defining by the people of the group
only about .012% of the genetic code is different based on race
minority group = a group of people who have been socially disadvantaged (not necessarily numerically)
Ethnic and racial differences in school achievement
some ethnic groups consistently score differently in regards to the average, and on standardized tests
though this gap is narrowing over time
criticism for assuming the scores of white, middle-class students as the norm
so maybe the gap is teacher education, health care, SES — leads to opportunity gaps
are the differences discrimination? cultural mismatching? or related to poverty?
we need more research on minority students
The legacy of discrimination
history
Brown v. Board of Education of Topeka
Aboriginal residential schools (v. current reserve schools to teach the students more about their culture)
putting people in the same building does not mean they receive the same education
prejudice = prejudgment, or irrational generalization about an entire category of people
developed early on through the use of in- and out-groups
children can develop it with or without the same views from their parents
prejudice is also a set of cultural values: presented through family, friends, teachers, media, etc.
stereotype = schema that organizes knowledge or perceptions of a category
continuing discrimination
discrimination = treating particular categories of people unfairly
minorities in Canada are underrepresented in math, science,e and engineering programs in tertiary education
families of minority students have to be vigilant about discrimination
Stereotype threat = extra emotional and cognitive burden that one’s performance in an academic situation might confirm a stereotype that
others hold
short-term effects: test performance
indication of gender on answer sheets tended to lower math scores for women (small, but there)
all groups can be susceptible to stereotype threats, even non-minorities
anxiety links the stereotype and performance
long-term effects: disidentification
disengaging from education (e.g. ‘math is for nerds’)
combatting stereotype threat
once given the information that their abilities (and intelligence!) are improvable, achieved higher GPAs and reported greater
enjoyment of & engagement in school
higher scores
Gender in Teaching and Learning
Sex and gender
terms and definitions
gender = refers to traits and behaviours
sex = biological differences
gender identity = person’s self-identification as male or female
sexual identity = complicated construction of beliefs, attitudes, and behaviours
sexual orientation
during adolescence, about 8% boys and 6% girls report engaging in same-sex activity OR feeling attraction to the same sex
males are more likely to experiment in adolescence, girls in college
biological and social factors
Gender roles = expectations about how males/females should behave
developed as early as 2yo
affected by biology
but they are also treated differently
even toys can affect this
gender schemas = organized cognitive structures that include gender-related information that influences who children think and
behave
developed by 5yo
Gender bias in curriculum
gender biases = different view of males and females, often favouring one gender over the other
e.g. boys are more aggressive and argumentative
e.g. girls are expressive and affectionate
appears in books, videos, virtual worlds, social media, YouTube, computer programs, DVDs, video games, etc
especially television
Gender bias in teaching
teachers have more interaction with boys
asking questions, giving feedback, commenting, etc
schooling expectations are also more relevant for girls than boys
boys need smaller classes, more discussions, better discipline, minoring programs, and male teachers
should we implement single-sex classrooms?
Multicultural Education: Creating Culturally Compatible Classrooms
Multicultural education = education that promotes equity in the schooling of all students
1. prejudice reduction
2. empowering school culture and social structure
3. equity pedagogy
4. content integration
5. knowledge construction process
Culturally relevant pedagogy
Larson-Billings studied excellent teachers in a California school district
nominated by both parents and principles
culturally relevant pedagogy = excellent teaching for students from visible minorities
multicultural education rests on three propositions
1. students must experience academic success
2. students must develop/maintain their cultural competence
3. students must develop a critical consciousness to challenge the status quo
culturally responsive teaching = teaches to and through the strengths of the students in question
three steps for teaching visible minorities (Delpit)
1. teachers must be convinced of the inherent capability, humanity, and spiritual character of their students (they must believe in
the children)
2. teachers must with the foolishness that high test scores or scripted lessons are evidence of good learning and good teaching
3. teachers must learn who their students are and the legacies they bring
Fostering resilience
resilience = the ability to adapt successfully in spite of difficult circumstances and threats to development
resilient students
internal — good interpersonal skills, confidence, positive attitudes toward school, ethnic pride, high expectations
external — interpersonal relationships, social support (esp. parental or parental figure)
involvement in school, community, or religious activities
self-agency strand of resilient classrooms
academic self-efficacy
behavioural self-control
academic self-determination
relationship strand of resilient classrooms
caring teacher-student relationships
effective peer relations
effective home-school relationships
Diversity in learning
social organization — how people interact to accomplish a particular goal
different cultures interact in different ways
it is important to provide choice and variety in grouping structures
cultural values and learning preferences
some cultures see necessities where we do not (e.g. we emphasize general literacy at first, Chinese parents criticize any
imperfect reading like spelling and grammar)
Aboriginal languages often don’t have many written sources, and instead emphasize visual-motor and spatial skills
individualist vs. collectivist cultures
sociolinguistics = student of formal and informal rules for how, when, about what, to whom, and how long to speak in conversations
within cultural groups
understanding this will help you understand why communication sometimes breaks down
see Chapter 5.2 below
sources of misunderstanding
some children are simply better than others at reading the classroom situation
cultural differences sometimes means greater periods of waiting before speaking, or interrupting (/overlapping), etc.
Teaching every student
know your students
respect your students
teach your students
CHAPTER 5.2 (155-161)
Language Development
What develops? Language and cultural differences
there are over 6000 natural languages
plus made-up ones, like Dothraki, or Klingon
generally, cultures develop words for the more important concepts
English has more than 3000 words for colour
Himba people of Namibia have 5 words for colour (though they can see the same variations)
languages change to reflect changing cultural needs and values
the puzzle of language
language can developed through biological, cultural, and experiential factors
children learn language as they develop the abilities to make sense of what they hear, and identifying patterns and rules
When and how does language develop?
newborn infants can discriminate nearly every phonetic contrast (up to 12mo)
and then focus on the ones they hear a lot
babies in the womb are sensitive to rhythms and sounds
but happens slowly for bilingual babies, because they remain more cognitively flexible
two process support early language development in child/adult interactions
joint attention = when the child & adult attend to the same object/event at the same time
child-directed speech (CDS) = form of language characterized by short sentences with simple constructions and delivered in
higher pitched, more prosodic, and exaggerated tones (like when you talk to a baby)
Milestones in Early Childhood Language
Age Range Milestone
2-3yo Identifies body parts, calls self “me”, 450word vocab, short sentences, form some plurals
3-4yo Can tell stories, 4-5 word sentences, 1000 word vocab, knows nursery rhymes
4-5yo 4-5 word sentences, past tense, 1500 word vocab, asks a lot of questions
5-6yo+ 5-6 word sentences, 10,000 word vocab, spatial relations, opposites, uses all sentences
Parts of speech
sounds and pronunciation
by 5, most children have mastered the sounds
young children can understand more words, but use those that are easier to pronounce
vocabulary and meaning
expressive vocabulary (words used) vs. receptive vocabulary
2600 vs 20,000 words
estimated that students in early elementary learn 20+ words a day
may have issue with abstract words, sarcasm
grammar and syntax
once learning rules, children may overregularize (= applying the rules to everything, e.g. our car is broked)
syntax = the ordering of words in phrases or sentences
often have issues with passive voice
pragmatics = the rules for how to be an effective communicator
children demonstrate this when they simplify their language for their younger counterparts
rules for the appropriate use of language varies across cultures and communities
metalinguistic awareness = understanding about one’s own use of language
developed around 5yo
Emergent literacy = skills and knowledge that are the foundation for the development of reading and writing
what are the most important skills?
1. those relating to understanding sounds and codes (e.g. knowing that sounds are associated with letters, that words are made
of sounds)
2. oral language (expressive and receptive vocab, syntax, ability to understand and tell stories)
building a foundation
1. conversations with adults develops knowledge about language
2. joint reading develops knowledge
The Impact of Teachers’ Expectations on Diverse Learners’ Academic Outcomes (Sirota & Bailey)
Introduction
both black and white teachers expect white children to perform better
even those who speak ESL
children’s academic outcomes are strongly influenced by teachers’ perceptions
Teachers’ perceptions of black and white children’s capacity to learn
black students’ academic achievements have historically been poorer than white children
restricted learning opportunities, inequitable funding
segregation, institutional racism
black middle-school children are especially influenced by their teachers’ perceptions
black adolescents were viewed negatively
as were those with lose SES
Expectations for other minority children
teachers hold higher standards, and have more positive perceptions of Asian students
this is based on racism yo
teachers hold negative perceptions of ELL Students (cf. white students)
teachers judged Hispanic children less positively (cf. white students)
Preservice teachers’ views of minority students
many preservice teachers enter the field without understanding minority children’s background experience and needs
saw minority children as less teachable
Conclusion
teachers can hinder opportunities for children to learn
as well as their actual achievement
wrongful subjection to disciplinary actions by their teachers
and joining advanced level classes
discrimination leads to
lower self-esteem, decreased motivation, increased racial mistrust, problem behaviours, more anger, more depression
vicious cycle (think that minority children don’t learn well, grade them more harshly, they do poorly, reinforces the stereotypes)
Document Summary
Today"s diverse classrooms (social class, race, ethnicity, gender) Ethnicity and race di erences in teaching and learning. Multicultural education = education that promotes equity in the schooling of all students: prejudice reduction, empowering school culture and social structure, equity pedagogy, content integration, knowledge construction process. Teaching every student know your students respect your students teach your students. Language and cultural di erences there are over 6000 natural languages plus made-up ones, like dothraki, or klingon generally, cultures develop words for the more important concepts. English has more than 3000 words for colour. Identi es body parts, calls self me , 450word vocab, short sentences, form some plurals. Can tell stories, 4-5 word sentences, 1000 word vocab, knows nursery rhymes. 4-5 word sentences, past tense, 1500 word vocab, asks a lot of questions. 5-6 word sentences, 10,000 word vocab, spatial relations, opposites, uses all sentences.
