This document discusses diversity in family types and structures in Jamaican classrooms. It begins by defining families as social systems made up of subsystems like parent-child dyads and larger units. It then outlines several diverse family structures including single-parent, blended, unmarried biological parents, and those headed by non-parent relatives. The document stresses the importance of teachers being sensitive to different family types to promote student well-being and academic success. It also examines how culture, ethnicity, social class, and economic factors influence family diversity and can impact student experiences. Finally, it provides some strategies teachers can use to manage diversity, like maintaining diverse classroom libraries and setting expectations of mutual respect.
1. DIVERSITY IN THE JAMAICAN
CLASSROOM
Family Types/Expectations
Group Members: Danielle Anglin (SJ136954), Sade
Lecturer: Miss Robinson
Course: Emerging Professional
2. Nature of Family Types
As a social system, the family can be thought of as a group of
subsystems categorised in terms of generation, gender and role.
Divisions of labour among family members define specific
subunits.
Each family member is a participant in many subsystems such as
dyadic (involving more than two people).
The father and child represent one dyadic subsystem, the mother
and father another.
The mother-father-child represent one polyadic subsystem, the
mother and two siblings another (Belsky, Rovine & Fish,1989).
3. Other Diverse Family Structures
Single parent (divorced or never-married)
Foster parent(s) (or state as legal guardian)
Adoptive parent(s)
Blended (biological parent and another parent
figure to whom she/he may or may not be
married)
Unmarried biological parents
Polyandrous parents (multiple romantic partners
in household)
Non-parent relative(s) as guardian(s)
(grandparent, aunt, etc.)
4. Family Diversity in the Classroom
Students' family structures differ now more than in the
past.
Thus, it’s essential for teachers to be attentive to all types
of families when it comes to communication, assignments
and many other aspects of classroom life.
Regardless of the type of family, students do best when
educators remain sensitive to and welcoming of their
differences.
Acceptance by both adults and classmates at school
promotes students' social-emotional well-being, which
absolutely influences academic excellence.
6. Culture
Cultures differ on many issues involving families,
such as what the father’s role in the family should be,
the extent to which support systems are available to
families
and how children should be disciplined.
Children’s and adolescents’ healthy social
development is most successfully promoted by love
and some moderate parental control.
7. Ethnicity
Jamaican children socialise more with
extended families than do White Americans
adolescents.
Single-parent families compared to two-
parent households have more limited
resources of time, money and energy.
Lack of resources may prompt a single-
parent to encourage early autonomy among
children (Spencer & Dornbusch, 1990).
8. Ethnic (cont’d)
Poor families often raise competent youth,
they may have a lesser capacity for supportive
and involved parenting (McLoyd, in press).
Working class and low-income parents
emphasize on obedience and neatness.
Middle-class families emphasize on self-control
and stoppage of satisfaction.
Jamaican families are not on welfare but have
children who stay in school and out of trouble.
9. Social
In dealing with peers, coping with difficult
teachers and discussing taboo subjects such as
sex, siblings may be more influential in the
socialization process than children.
Parental demands and high standards
established for first-borns result in these
children excelling in academic and
professional endeavours.
11. Economy
Teachers have lower expectations for children
from low-income families than for children
from middle-income families.
A teacher who knows that a child comes from
a lower-class background may spend less time
trying to help the child solve a problem,
and may expect that the child will get into
trouble.
The teacher may think that the parents in low-
income families are not interested in helping the
child, so she make fewer efforts to talk to them.
12.
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15. Ways to Manage Issues of Diversity in
the Classroom
Offer books that address a range of family
experiences.
Present visual diversity.
Set expectations of respect.
16. Offer Books thatAddress a Range of
Family Experiences
Maintain a diverse classroom library as to
encourage students to read books about
different types of families.
Try to find books that appeal to students'
family situations, whether they have divorced
parents or multigenerational guardians.
17. Present Visual Diversity
Hang classroom posters celebrating
differences in family structure.
Whether it is a drug-prevention or other
health-promotion poster, or a poster of a
family reading a book, educators can
communicate acceptance non-verbally.
18. Set Expectations of Respect
Create a culture of respect in the classroom .
Let students know that they are not allowed to
disrespect another individual's lifestyle,
despite, their differences.
If any situations occur in terms of student’s
behaviour, tackle them immediately, by
ensuring to re-educate rather than simply
punishing.
Strive to make a classroom environment where
every child feels appreciated and understood.
