Social-cultural tendencies in groups - not stereotypes

1. Chapter 8
Cultural Diversity

2. Historical perspectives
• Notion of the melting pot – salad
bowl
• Some groups have avoided
assimilation (Amish, Navajo, Hassidic
Jews, Hopi)
• Many groups find that assimilation occurs

3. Cultural Contributions
• Native American number of languages spoken
• Importance of religion and learning by doing
• Fasting, meditating, dancing, using natural drugs
• Many lack proficiency in English
• Significant influence in areas where tribes are
located and languages spoken
• Science, food (corn, potatoes, peanuts came
to make up 60% of European diet!)
• Example – Navajo Nation

4. Hispanic Americans
http://www.nationalgeographic.com/xpeditions/atlas/

5. Hispanic/Latino
• First what is the difference? Does it
matter?
• Coming from 21 countries but with some
common language, religious beliefs and
practices, holidays, and life patterns
• Importance of interdependence and
cooperation of immediate and extended
family

6. Latino Americans
• Mexican, Puerto Rican, Cuban, South
American, or other Spanish culture
• Are not a homogeneous
socioeconomic & educational group
• May suffer economic deprivation
• Are affected negatively by
socioeconomic conditions of the
family
• Share (many of them) Spanish
• language & culture

7. Asian-Americans

8. APIs or APAs: Asian Pacific
Islanders or Americans
• 29 groups-Pacific Islanders (Hawaiians,
Somoans, Guamamians); Southeast Asians
(Vietnamese, Thai, Cambodian, Laotian,
Burmese, Phillipino); East Asian (Chinese,
Japanese, Korean); South Asian (Indian,
Pakistani)
• Characteristics
• Often quiet, taught not to question teacher
• Respect for elders, delayed gratification,
discipline
• Teachers afforded high esteem

9. APAs: What teachers can do to help
• Delay or hesitation in response – as result of
unfamiliarity
• Frequent topic shifts/poor topic maintenance-not
know rules
• Inappropriate nonverbal expressions- avoid eye
contact; frown for concentration; giggle from
embarrassment
• Short responses – may be too shy
• Use of soft-spoken voice-loud voice sometimes =
disrespect
• Taking few risks – fear of ridicule
• Lack of participation-Asian classroom volunteering
info bold
• Embarrassment over praise – regard humility instead
of greeting and self-criticism
• Atypical greeting rituals – may appear impolite or
unfriendly because they look down (out of respect or

10. Parents
• Trust educational authorities &
don’t get involved in school
• Feel they should not interfere
• High achievement brings
honor to the family
• Learning disabilities and
depression seen to be
physical sickness resulting
from lack of motivation
• Time seen as a cure for
certain ills; may schedule time
with you and arrive late w/o
apology

11. Arab Americans

12. Arab Students
• 18 countries in North Africa and Western Asia sharing
common culture, most speaking Arabic or dialects of
Arabic
• Religion may be very important: ISLAM
May be around 2 million Arab-Americans immigrating
since 1945 (Palestinians, Lebanese, depending on
political events & war)
• Muslims may wish to pray 5X a day – allow time for
prayer
• Fast from dawn to sunset during Ramadan – 2006,
Ramadan began on 9/23 lasting until 10/22 in the lunar
year 1427 (2006) The new moon times to be used for determining the
beginning and ending of Ramadan are given below for UT (Universal time) – also
called GMT (Greenwich Mean Time).
• 11:45 a.m. on September 22, 2006
• 5:14 a.m. on October 22, 2006

13. Arab Students
• Allow students to wear appropriate
clothing for gym. Allow girls to wear
hijab
• Watch out for pork or marshmallows,
lard, gelatin, or animal shortening
• May need to be absent for religious
holidays
• Some do not celebrate birthdays
• Be aware of traditional and religious
American and Christian holidays
(students may not know what Easter
eggs are!)

14. European Americans

15. Eastern Europeans
• Many left due to political upheaval in
1990s (remember, Berlin Wall?)
• Jewish immigrants have left eastern
Europe (particularly Russia) in increasing
numbers
• Russian students may be those who are
from various former republics as well as
ethnic Russians
• Most left due to economic hardships,
religious persecution, civil war, among
others

16. Changing Population
• 2010 one of every three Americans will be
African-American, Hispanic American, or
Asian American
• Poverty – 24% African-American and 22%
Hispanic-American living in poverty – see
table 8.2
• Education of minorities: many ELL come
to inner city schools with high rates of
poverty – evidence showing that these
students do not do as well as others in
more well funded locations
• Spanish, Vietnamese, Hmong, Korean,
Arabic, Haitian Creole and the list
continues

17. Why immigration?
• War, famine, civil strife, economic
changes, persecution and other factors
• After Vietnam War, SE Asians were
displaced and US government took role in
taking care of them, Civil war in Latin
America (El Salvador)
• Waves of immigration
• Religious reasons
• Changes in migration: California used to attract
33% of all immigrants, now only 22%
• Newer immigrants settling in Oregon, Arizona,
Iowa, Arkansas, Georgia, North Carolina,
Kentucky, Tennessee, and Virginia

18. Immigration Laws &
Policy
• Limit for family-sponsored preference
immigrants = 226,000 & employment
140,000
• Some immigrants wait for 12 years or more
(China, India, Mexico & Philippines)
• Legal status – documented
• Immigrants from Cambodia, Laos, Vietnam, and
Thailand usually have refugee status
• 1986 Immigration Reform and Control Act states
undocumented children are legally entitled to a
public education

19. Organization of Multicultural-
sensitive classroom regardless of
national origin
• Major concepts should be written down
• Should not be erased or referred back to
• Writing on the board = legible
• Handouts and guides help ELL students so they
can follow
• Videos, visuals, realia
• Modeling of every activity
• Checking for background knowledge –
schema
• REMEMBER: Profile of Effective Teaching in a
Multilingual Classroom video!