Developing a Multicultural Curriculum By Bill Howe

1. April 16–18, 2015 National Conference
Hartford, Connecticut
Developing a Multicultural
Curriculum

2. Presenter
2
Dr. William A. Howe
Education Consultant
CT State Department of Education
165 Capitol Avenue, Room 222
Hartford, CT 06106
Phone: (860) 713-6752 / Fax: (860) 713-7025
email: william.howe@ct.gov
Past-President of the
National Association for Multicultural Education

3. LEARNING OBJECTIVES
1. Develop a deeper understanding
of culture and how it
influences how we learn.
2. Gain an understanding of
multicultural education, its
implementation, and how it can
increase academic achievement.
3. Learn how to enhance a school
culture in order to foster
effective, practical teaching
& learning.

4.  Defining the Need for CULTURALLY RESPONSIVE
EDUCATION
 Importance of Being Multilingual
 Working With Bias
 Constructivist Listening
 Seven Key Social Skills
 Seven Cultural Competence Skills
 Multicultural Education
 Lesson Planning
COURSE OVERVIEW

5. FamilyStatus
Sexual
Orientation
Adapted from
Loden & Rosener,
1991
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6. THE #1 RESPONSIBILITY OF SCHOOLS
Ensure that all students
feel safe,
both physically
and emotionally,
in order
for learning to occur
at its optimum.

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8. Defining the Need
CULTURALLY RESPONSIVE
EDUCATION
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9. RESEARCH ON COMPANIES
The #1 reason
why people are
fired
from their job is:
the inability to get
along with others.

10. RESEARCH FROM YALE STUDY
The #1 reason
why people are
fired
from their first job is:
the inability to get
along with others.

11. RESIDENCE ADVISORS’ STUDY
The #1 reason
why first year college
students have a bad
experience living in a
dormitory is:
the inability to get
along with others.

12. IN THE OLD DAYS
Teachers educated students in reading,
writing and arithmetic to prepare for
jobs in agriculture and manufacturing.

13. TODAY AND THE FUTURE
Teachers must prepare
students to work in a global
workplace and compete with
job seekers internationally.

14. THE GLOBAL OUTLOOK
Forty percent of the
S&P 500’s biggest
corporations
do ... more than 60
percent of their
business abroad
Big Money on Rise, Average Worker Losing.
Hartford Courant 11/13/10

15. 3 MOST POPULOUS COUNTRIES
#1 China: 1,330,044,544
#2 India: 1,147,995,904
#3 USA: 303,824,640

16. 3 TOP ECONOMIC SUPER POWERS
#1 USA -
$14,624,180,000,000
#2 China -
$10,084,370,000,000
#3 Japan-
$4,308,630,000,000

17. THINKING GLOBALLY
There are as many
people studying
English in China as
there are people in
the U.S.
Seven of the ten
most watched T.V.
shows in the world
are American
 We must prepare students
to be more knowledgeable
globally.

18. 3RD GRADE READING LEVEL
Research suggests
that if children aren’t
reading by 3rd grade, it
is unlikely they will
ever catch-up.
Juell, 1988, National Reading Council, 1998
National Children’s Reading Foundation,
2008

19. A DIPLOMA, A TICKET AND A BLINDFOLD …

20. HOW WELL WOULD YOUR GRADUATES
do living in ……
 Beijing ?
 Dubai ?
 New Delhi ?
 Tokyo ?
New York ?

21. BECOMING MULTICULTURAL

22. SCHOOLS & FAMILIES MUST DO A
BETTER JOB
preparing students for a diverse
world where cultural
competence is becoming
increasing valuable

23. Multi-lingual
THE IMPORTANCE OF BECOMING
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25. THE 10 MOST SPOKEN LANGUAGES IN THE
WORLD
1. Mandarin – 14.4%
2. Spanish – 6.15%
3. English – 5.43%
4. Hindi - 4.70%
5. Arabic – 4.43%
6. Portuguese – 3.27%
7. Bengali – 3.11%
8. Russian – 2.33%
9. Japanese – 1.90%
10. Punjabi – 1.44%

26. CHINA WILL SOON BECOME
The #1
English-
speaking
country in
the world.

27. SOUTH AFRICA
has 11
official
languages

28. BEING MULTILINGUAL:
Workers who can
speak
English & Spanish
are GOLD
Workers who can speak English,
Spanish, Mandarin & are culturally
competent are PLATINUM

29. WORKING EFFECTIVELY WITH STUDENTS FROM
CULTURALLY DIVERSE BACKGROUNDS
Today, one of every five children in the United
States is from an immigrant family.
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30. By 2040 one of every three U.S. children
is projected to be from an immigrant
family.
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31. Nearly 80 percent of the new immigrants
are people of color from Latin America,
Asia, and the Caribbean.
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32. Approximately 75 percent of the new
immigrants are of Spanish-speaking origin,
although children speaking more than 100
different languages are entering U.S.
schools.
Aproximadamente el 75 por ciento
de los nuevos inmigrantes son de
origen Hispano
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33. With BIAS
UNDERSTANDING & WORKING
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36. ABLE-ISM – NOT SO SUBTLE

37. “Look at the angle that he was in,” says New Westminster
mom Anne Belanger, her voice a whisper as she fought
back tears. “He’s ostracized. He wants to be part of
the gang so much.”

38. RACIAL MICROAGGRESSIONS
 Such incidents
have become a
common-place
experience for
many people of
color because they
seem to occur
constantly in our
daily lives.
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39. RACIAL MICROAGGRESSIONS …
Are the brief and everyday
slights, insults, indignities and
denigrating messages
sent to people of color by well-
intentioned White people who are
unaware of the hidden messages being
communicated.

40. RACIAL MICROAGGRESSIONS …
These messages may be sent verbally
("You speak good English."), nonverbally
(clutching one's purse more tightly) or
environmentally (symbols like the
confederate flag or using American Indian
mascots). Such communications are
usually outside the level of conscious
awareness of perpetrators.

41. AVERSIVE RACISM
Many well-intentioned White people
consciously believe in and profess
equality, but unconsciously act in a racist
manner, particularly in ambiguous
situations.

42. When a White couple (man and women)
passes a Black man on the sidewalk, the
woman automatically clutches her purse
more tightly, while the White man checks
for his wallet in the back pocket.
(Hidden Message: Blacks are prone to
crime and up to no good.)

43. A third generation Asian American is
complimented by a taxi cab driver for
speaking such good English.
(Hidden Message: Asian Americans are
perceived as perpetual aliens in their
own country and not "real Americans.")

44. Police stop a Latino male driver for no
apparent reason but to subtly check his
driver's license to determine immigration
status.
(Hidden message: Latinas/os are illegal
aliens.)

45. American Indian students at the
University of Illinois see Native American
symbols and mascots - exemplified by
Chief Illiniwek dancing and whooping
fiercely during football games.
(Hidden Message: American Indians are
savages, blood-thirsty and their culture
and traditions are demeaned.)

46. EMPATHY DEFICIT
Researchers at the University of Michigan
Institute for Social Research reported that
college students now are 40 percent less
empathetic than they were in 1979, with the
steepest drop coming in the last 10 years.
Students today are generally less likely to
describe themselves as "soft-hearted" or have
"tender concerned feelings for others" and
more likely to admit that "other people's
misfortunes" usually don't bother them.
(Boston Globe, Oct 17, 2010)

48. I BELIEVE WE CAN CHANGE THE WORLD IF WE
START LISTENING TO ONE ANOTHER AGAIN.
Simple, honest, human conversation.
Not mediation, negotiation, problem
solving, debate, or public meetings. Simple,
truthful conversation where we each feel
heard, and we each listen well. This is how
great changes begin, when people begin
talking to each other about their
experiences, hopes, and fears. “
From Turning to One Another: Simple Conversations to Restore Hope to the Future, by Margaret
Wheatley.
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49. “Most people don’t listen with the
intent to understand; they listen
with the intent to reply”
……… Stephen Covey

50. 80% of awake time is spent communicating.
 We spend 45% of awake time listening.
75% of the words are ignored, misunderstood
or forgotten
Most Adults Listen Actively for 17 seconds

51. LISTENING TECHNIQUES
ACTIVE CONSTRUCTIVE
 The listener must
take care to attend to
the speaker fully, and
then repeats, in the
listener’s own words,
what he or she thinks
the speaker has said.
 “I agree to listen and
think about what you
say in exchange for
you doing the same
for me.”
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52. CONSTRUCTIVIST LISTENING GUIDELINES
Each Person
• Has equal time to talk.
• Does not interrupt, give advice or break
in with a personal story.
• Agrees that confidentiality is
maintained.
• Focus on what the speaker is saying
others

53. DIFFICULT CONVERSATIONS
Learning the words - how to talk
about
perspectives, perceptions
differences, and attitudes.

54. FACILITATING CONDITIONS/STRATEGIES
Becoming culturally skilled and competent in
facilitating difficult dialogues on race is a
constant lifelong journey. Understand that
everyone will commit racial blunders or make
insensitive statements.
The issue is how your recover, not how you
cover up.
(Derald Wing Sue)

55. PEOPLE OF COLOR VIGNETTE #6
During a radio interview with the author of
a book on Buddhist meditation practice,
the talk show host asked whether the
author had attempted to reach out
to people of color. The author responded
by saying, "Yes, I'm offering the
meditation workshops in both prisons
and juvenile halls."
Question : Do you see any problem with the

56. Seven Critical Skills
SOCIAL SKILLS
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57. Understanding Cultural
Differences in Seven Key
Social Skills
An Asian Pacific American
Perspective

58. Basic Asian Values
• Family and Education
• Reserve Conformity and
Harmony
• Benevolence and
Obligation
• Endurance and Sacrifice
• Loss of Face, Shame, and
Honor
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59. A Lifelong Burden
For many women and people
of color it feels like a
lifelong burden
to have to make other
people
feel comfortable with
them.
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60. 7 Key Social Skills
Influenced by Culture
1. Speaking Up
2. Small Talk
3. Smiling
4. Being Assertive
5. Hand-Shaking
6. Eye Contact
7. Self-Promotion
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61. Seven Critical Skills
CULTURAL COMPETENCE
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62. CULTURAL COMPETENCE
 the ability to think, feel and act in ways
that are respectful of cultural diversity.

63. CULTURAL COMPETENCE SKILL #1
 Demonstrates real empathy for the
- feelings,
- values,
- needs, and
- insights of other people.

64. CULTURAL COMPETENCE SKILL #2
 Demonstrates good will.
In her/his interactions,is
flexible, positive, pleasant and sincere.

65. CULTURAL COMPETENCE SKILL #3
 Seeks out and learns more about
other people, including their
perceptions and expressions, and
how they can learn from them.

66. CULTURAL COMPETENCE SKILL #4
 Able to deal with ambiguity.
Holds off making judgments until essential
facts are determined and possible outcomes
are assessed.
Understands the societal context in which
decisions are made.

67. CULTURAL COMPETENCE SKILL #5
 Gives praise that is both acceptable
and sincere.

68. CULTURAL COMPETENCE SKILL #6
 Invites trust by keeping confidences.
Tries to avoid embarrassing him/herself
or others.

69. CULTURAL COMPETENCE SKILL #7
 Uses creative feedback from others and
gives it as well.
 Uses caution if criticism is necessary.

70. in Instructional Materials (Sadker & Sadker,
SEVEN FORMS OF BIAS
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71. 1. INVISIBILITY: WHAT YOU DON’T SEE MAKES A
LASTING IMPRESSION.
 Textbooks published prior to the 1960s
largely omitted African Americans,
Latinos, and Asian Americans from both
the narrative and illustrations. Many of
today’s textbooks are improved, but far
from perfect. Women, those with
disabilities, LGBTQ people continue to be
missing from many of today’s texts

72. 2. STEREOTYPING:
SHORTCUTS TO BIGOTRY.
 The stereotype assigns a rigid set of
characteristics to all members of a group, at
the cost of individual attributes and
differences. While stereotypes can be positive,
they are more often negative. Some typical
stereotypes include:
 Men portrayed as assertive and successful in their
jobs, but rarely discussed as husbands or fathers.
 Women as caregivers
 Jewish people as rich

73. 3. IMBALANCE AND SELECTIVITY: A TALE
HALF TOLD.
 Curriculum may perpetuate bias by presenting
only one interpretation of an issue, situation, or
group of people. Such accounts simplify and
distort complex issues by omitting different
perspectives.
 Literature is drawn primarily from western,
male authors.
 Math and science courses typically reference
European discoveries and formulas.

74. 4. UNREALITY: ROSE COLORED GLASSES.
 tendency of instructional materials to gloss over
unpleasant facts and events in our history. By
ignoring prejudice, racism, discrimination,
exploitation, oppression, sexism, and inter-group
conflict, we deny students the information they
need to recognize, understand, and perhaps some
day conquer societal problems. Examples include:
 The notion that technology will resolve persistent
social problems.

75. 5. FRAGMENTATION AND ISOLATION: THE PARTS
ARE LESS THAN THE WHOLE.
 A "special" chapter or insert appearing in a text? For
example, a box describing "Ten Black Achievers in
Science." Fragmentation emerges when a group is
physically or visually isolated in the text. Often, racial
and ethnic group members are depicted as interacting
only with persons like themselves, isolated from other
cultural communities.

76. 6. LINGUISTIC BIAS:
WORDS COUNT.
 Language can be a powerful conveyor of bias, in both
blatant and subtle forms. Linguistic bias can impact
race/ethnicity, gender, accents, age, (dis)ability and
sexual orientation.
 Such words as forefathers, mankind, and
businessman serve to deny the contributions (even
the existence) of females.
 The bias against non-English speakers.

77. 7. COSMETIC BIAS:
"SHINY" COVERS.
 The relatively new cosmetic bias suggests that a text is
bias free, but beyond the attractive covers, photos, or
posters, bias persists. This "illusion of equity" is really a
marketing strategy to give a favorable impression to
potential purchasers who only flip the pages of books.
 A science textbook that features a glossy pullout of
female scientists but includes precious little narrative of
the scientific contributions of women.
 A music book with an eye-catching, multiethnic cover
that projects a world of diverse songs and symphonies
belies the traditional white male composers lurking
behind the cover.

78. Defining
MULTICULTURAL EDUCATION
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79. KEY DEFINITIONS
 Multicultural Education –
incorporating of diversity into everyday
teaching and learning.
 “Becoming a Multicultural Educator” (Howe & Lisi, 2014)

80. KEY DEFINITIONS
 Global education – study of people and
their cultures in other countries
 “Becoming a Multicultural Educator” (Howe & Lisi, 2014)

81. KEY DEFINITIONS
 Assimilation – the process of people
losing their cultural identity in order to
become part of, or fit into a new cultural
group.
 “Becoming a Multicultural Educator” (Howe & Lisi, 2014)

82. KEY DEFINITIONS
Racism - prejudice plus power.
 “Becoming a Multicultural Educator” (Howe & Lisi, 2014)

83. KEY DEFINITIONS
 Diversity – differences between people
due to race, ethnicity, socioeconomic
class, gender, language, ability, sexual
orientation, religion, and so forth.
 “Becoming a Multicultural Educator” (Howe & Lisi, 2014)

84. KEY DEFINITIONS
 Social justice education –
the achievement of equity in education
through the process of teaching and
learning; also, engaging students in
learning problem-solving processes to
confront social justice issues.
 “Becoming a Multicultural Educator” (Howe & Lisi, 2014)

85. Multicultural/Global Bridge
Multiethnic
Multicultural
Global
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86. TWO KEY ISSUES IN MULTICULTURAL
EDUCATION*
1. Bias And Multiple Perspectives
2. Changing Content & Process

87. JAMES A. BANKS (1995)
 "Multicultural education is a field of study …whose
major aim is to create equal educational
opportunities for students from diverse racial,
ethnic, social-class, and cultural groups. One of its
important goals is to help all students to acquire
the knowledge, attitudes, and skills needed to
function effectively in a pluralistic democratic
society and to interact, negotiate, and
communicate with peoples from diverse groups in
order to create a civic and moral community that
works for the common good."

88. Multicultural
Education
Deals with the extent to
which teachers use
examples and content from a
variety of cultures and
groups to illustrate key
concepts, principles,
generalizations, and theories
in their subject area or
discipline.
Content Integration Knowledge Construction Process
Relates to the extent to which teachers help
students understand, investigate, and determine
how the implicit cultural assumptions, frames of
reference, perspectives, and biases within a
discipline influence the ways in which knowledge
is constructed within in.
An Equity Pedagogy
Exists when teachers
modify their teaching in
ways that facilitate the
academic achievement of
students from diverse
racial, cultural, and social
class groups. This includes
using a variety of teaching
styles that are consistent
with the wide range of
learning styles within
various cultural and ethnic
groups.
Prejudice Reduction
Focuses on the characteristics of
students’ racial attitudes and how they
can be modified by teaching methods
and materials.
Empowering School Culture & Social Structure
Grouping & labeling practices, sports participation,
disproportionality in achievement, & the interactions of the staff
and students across ethnic and racial lines are among the
components of school culture that must be examined to create a
school culture that empowers students from diverse racial,
ethnic, & cultural groups.
The 5 Dimensions of
MCE by James Banks
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89. BANKS (1993A) FOUR APPROACHES FOR
INTEGRATING MULTICULTURAL CONTENT.
LevelsofInfusion
4. Incorporates a variety of perspectives and promotes social action
pertinent to cultural concerns.
3. Topics and issues become focal points and are viewed from a variety of
cultural perspectives.
2. Lessons and units containing cultural content, themes, and
perspectives are added to the existing curriculum.
1. Contributions Approach -
ethnic heroes, holidays, and food.

90. That are multicultural
CREATING LESSON PLANS
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91. … TECHNICAL COMPETENCE IN TEACHING
SKILLS
(such as leading discussions and managing groups), solid
knowledge of subject matter, and knowledge of how to teach are
essential, but not sufficient for effective teaching. Teachers’
attitudes and expectations, as well as their knowledge of how to
incorporate the cultures, experiences, and needs of their
students into their teaching, significantly influence what students
learn and the quality of their learning opportunities.
(Darling-Hammond, L., & Bransford, J. 2005).

92. USING MULTIPLE TEACHING STRATEGIES.
 The average teacher uses
teaching strategies
 Research reveals that teachers should
use:
teaching strategies
5 - 7
15 - 30

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94. MULTIPLE INTELLIGENCES
1. Linguistic intelligence ("word smart")
2. Logical-mathematical intelligence
("number/reasoning smart")
3. Spatial intelligence ("picture smart")
4. Bodily-Kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
6. Interpersonal intelligence ("people smart")
7. Intrapersonal intelligence ("self smart")
8. Naturalist intelligence ("nature smart")

95. VIET NAM LESSON PLAN
 Read the before and
after plan and be
ready to discuss the
differences between
the two
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96. QUESTIONS ON LESSON PLAN
1. What are the differences?
2. Which one do you like better? Why?
3. Which is easier to teach?
4. Which one is a “student centered”
lesson plan?
5. How does this lesson plan prepare
students for standardized testing?

97. LESSON PLAN FORMATS
“TRADITIONAL” “MULTICULTURAL”
1. Subject
2. Instructional Goal(s)
3. Curriculum Objectives
4. Assessment/Evaluation
5. Instruction/Delivery
6. Materials/Resources
1. Subject
2. Instructional Goal(s)
3. Curriculum Objectives
4. Multicultural Goals
5. Assessment/Evaluation
6. Instruction/Delivery
7. Materials/Resources
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98. INFUSION INTO LESSON PLANS
Six Goals of a
Multicultural Approach to Teaching
“Comprehensive Multicultural Education”
(Bennett, 2003)

99. 1. Developing Multiple Historical Perspectives
2. Developing Cultural Consciousness
3. Increasing Intercultural Competence
4. Combating Racism, Prejudice, and
Discrimination
5. Developing Awareness of the State of the
Planet and Global Dynamics
6. Developing Social Action Skills
Six Goals

100. 1. DEVELOPING MULTIPLE HISTORICAL
PERSPECTIVES
 heritage and contributions
 awareness of historical and
contemporary experiences
 different viewpoints
 differing interpretations of human
events.

101. 2. DEVELOPING CULTURAL CONSCIOUSNESS
 the recognition or awareness of views
 awareness of the diversity of ideas and
practices found in human societies
 recognition of how one’s own thoughts
and behaviors might be perceive by
members of differing nations and ethnic
groups.

102. 3. INCREASING INTERCULTURAL COMPETENCE
 the ability to interpret international
communications and customs
 Emphasis is on empathy and
communication.
 goal is to develop self awareness of the
culturally conditioned assumptions

103. 4. COMBATING RACISM, PREJUDICE, AND
DISCRIMINATION
 revising negative attitudes and behaviors
 clearing up myths and stereotypes
 Basic human similarities are stressed.
 goal is to develop antiracist behavior

104. 5. DEVELOPING AWARENESS OF THE STATE OF
THE PLANET & GLOBAL DYNAMICS
 knowledge about prevailing world
conditions, trends, and developments.
 the world as a highly interrelated
ecosystem subject to surprise effects
and dramatic ramifications of simple
events

105. 6. DEVELOPING SOCIAL ACTION SKILLS
 knowledge, attitudes, and behavior
needed to help resolve major problems
 Emphasis is on thinking globally and
acting locally.
 goal to develop a sense of personal and
political efficacy and global responsibility

106. MULTICULTURAL UNIT AND
LESSON PLAN FORMAT
1. Instructional Goal
Cite specific National Common Core State
Standards, or other standards that are the basis for
teaching and learning in your state/setting
2. Curriculum Objectives
Cite specific learning objectives. What are students
expected to know and be able to do as a result of
their engagement in this lesson or set of lessons.
Use verbs that require students to participate at as
high a level of critical thinking as possible.

107. 3. Multicultural Goal(s) (Check one or more.)
Place a checkmark in front of the specific multicultural goal(s) you will
address in this lesson plan.
□ Developing multiple historical perspectives
□ Developing cultural consciousness
□ Increasing intercultural competence
□ Combating racism, prejudice, and
discrimination
□ Developing awareness of the state of the
planet and global dynamics
□ Developing social action skills
Describe pertinent multicultural concepts

108. 4. Assessment Options
What specific assessment strategies will you use? How will you
determine if each student has achieved the learning
objectives? Make sure to provide a variety of assessment
strategies that address diverse learner needs.
5. Instructional Delivery/Student Experiences
Plan a variety of learning experiences that meet diverse learner
needs, interests, learning styles, and cultural backgrounds.
6. Materials/Resources
Work to include culturally relevant materials.

109. Creating a
Culturally
Responsive
School.
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110. KEY ELEMENTS TO ENABLE ALL STUDENTS
TO ACHIEVE TO HIGH STANDARDS
1. High expectations for all students.
2. Cultural congruence in instruction.
3. Teacher knowledge and respect for
cultural traditions.
4. Teaching strategies that promote
meaningful participation.
… Zeichner (1995)

111. THREE CRITERIA OF CULTURALLY
RELEVANT EDUCATION
1. Students must experience academic success.
2. Students must develop and/or maintain
cultural competence.
3. Students must develop a critical
consciousness through which they challenge
the status quo of the current social order.
… Gloria Ladson-Billings (1994)

112. CULTURAL QUESTIONS THAT COMPETENT
TEACHERS ASK THEMSELVES (PANG, 2005)
1. Do I recognize the power and complexity of
cultural influences on students?
2. Are my expectations for my students culturally
based or biased?
3. Am I doing a good job of seeing life from the
perspective of my students who come from
different cultures than mine?
4. Am I teaching the skills students may need to
talk in class if their culture is one in which
they have little opportunity to practice “public”
talking?

113. RECOMMENDED TEXTS
1. Banks, J.A. (2009, 8th Edition.) Teaching Strategies for Ethnic
Studies. Boston: Pearson Education/Allyn & Bacon.
2. Grant, C. & Sleeter, C.E. (2009). Turning on learning. Five
approaches for multicultural teaching plans for race, gender, and
disability. (6th ed.) Columbus: Merrill.
3. Howe, W. A., & Lisi, P. L. (2014). Becoming a multicultural educator:
Developing awareness, gaining skills, and taking action. Thousand
Oaks, CA: SAGE.
4. Lee, E.; Menkart, D. & Okazawa-Rey, M. (2006). Beyond heroes and
holidays: A practical guide to K-12 multicultural, anti-racist
education and staff development. Washington, DC: Teaching for
Change.
5. Nieto, S., & Bode, P. (2011). Affirming diversity: The sociopolitical
context of multicultural education, 6th ed. New York: Allyn & Bacon.
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