Unit 2 small group discussion
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Unit 2 small group discussion

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Unit 2 small group discussion Unit 2 small group discussion Presentation Transcript

  • Cultural Differences in Education Paula , Enrique, and Kate Binns
  • Discrimination in Schools Today • “Discrimination always helps somebody…” – Asians are good at math. – Jews are good with money. – African-Americans are good rappers. • “…how people are excluded or deprived of rights or opportunities as a result of the normal operations of the institution.” (Nieto,44)
  • Schools reflect communities. • Despite desegregation of schools, schools are even more segregated due to the mobility of population with higher economic status. • Less funding available • “Rigid Tracking” • Less experienced teachers • Lower expectations View slide
  • Students reflect their environment. • Students rise to teacher expectations. • White teachers have less eye contact with nonwhite students. • Different standards for female students • Public racial embarrassment • Lower expectations for students of low socioeconomic status View slide
  • The Pygmalion Effect Link to video in the event it fails to play
  • Chapter 7 Lesbian, Gay, Bisexual and Transgendered Students.
  • Being LGBT in School • Student experience high levels of discrimination within the school environment. • LGBT students are at high risk • Drug Use • Alcohol • Suicide
  • Being LGBT in School • True Testimonials from Students who were either Lesbian, Gay, or Bisexual (Transgender student not available) • Discriminated for being LGBT • Usually kept it a secret from family • Came out and told friends, or other LGBT individuals • Many teachers did not support or agree these individuals • No support groups or programs in or out of school
  • Being LGBT in School • Cognitive , Emotional and Social Isolation • Identity assumptions– Adolescent Men Identified earlier than Adolescent Women • Increase Awareness and Sensitivity • Professional Training for educators and school personnel • Services • Curriculum development
  • Austin Police Video: “It Gets Better” Link if embedded video fails to play
  • Chapter 4 Ebonics What Should Teachers Do?
  • Ebonics • Vernacular spoken by many African American • It is the language of their ancestors and caretakers. • According to Delpit “it is the language through which they first encountered love, nurturance and joy”. • It is part of their identity and community.
  • The problem • Students who do not have access to the Standard English are less likely to succeed in school and guarantee a future of unemployment. • Due to the perception that students can’t handle challenging curriculum, many times teachers water down the curriculum.
  • Fox News and Black English Link if the above video fails to play
  • Cultural Responsive Instruction • Culturally Responsive Instruction - It is important to learn as much about the families’ culture to more accurately interpret the meaning of the children’s behavior and prevent cultural stereotyping or unrealistic expectations. • Culturally Responsive Teaching- respect student’s linguistic diversity and values, beliefs and builds curriculum around mutual respect and trust.
  • In conclusion • According to the author, “ it is the teacher’s job to provide access to the national Standard English as well as to understand the language the children speak sufficiently to celebrate its beauty”. Water is to fish……as language is to humans.
  • References
  • Discussion Institutional discrimination is a reality in our society and is reflected in our school system. Teachers expectations are formed by the environment they teach in and students rise to meet, but not exceed, teacher expectations. With this in mind, how have you experienced discrimination either as an educator or student?