Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses confronting pre-service teachers' stereotypes through self-reflection. It describes a study where teacher candidates participated in an exercise examining their own stereotypes. Many students reported increased awareness of their own biases and stereotypes after critically reflecting. The findings showed that engaging students emotionally and intellectually in discussions about diversity helped reduce stereotypes.
Presentation multiculturalism & anti-racism - lubna, christy, janet, sa...sykeshea
The document discusses several perspectives on culturally responsive teaching and multicultural education. Gay (2013) and Asher (2007) emphasize the importance of helping teachers understand their own biases and privilege to effectively teach diverse students. Sleeter and McLaren (1995) argue that multicultural education must address issues of racism openly. Coloma (2009) examines how race influenced curriculum development for schools in the Philippines under U.S. rule, constructing Filipinos as inferior to justify control through an industrial curriculum. Together the articles stress the need for educators to critically reflect on issues of race, culture, gender and power dynamics in education.
This study aims to understand the experiences of four African American male educational leaders at a historically black college and university in Texas. It will examine critical moments in their careers, the evolution of their leadership styles over three decades, influences from past leaders, and how they navigated adversities. In-depth interviews will be conducted with the leaders and analyzed along with observational field notes to identify themes regarding their mentorship of students and influence on promoting African American leadership. The purpose is to give voice to the leaders' perspectives and foster intergenerational relationships between leaders and students.
Mary Ann Springs, Dissertation Proposal - Dr. William Allan Kritsonis, Disser...William Kritsonis
This study aims to examine the experiences of 4 African American male educational leaders at a historically black college and university in Texas through phenomenological interviews and observations. The research questions focus on understanding the influences on their leadership styles from critical historical moments, past leaders, adversity, and how they influence younger generations. A literature review covers theories of critical race, resilience and the historical role of HBCUs. The research design involves phenomenological methodology with criterion sampling of participants, demographic and interview instruments, and validity measures. Data analysis will identify themes from interview transcripts and triangulate findings. The purpose is to give voice to the leaders' experiences and influence.
Education, Citizenship and Social Justice-2015-Jones-Qual.Paper.pdf.md6fdmpBrandolyn Jones
This document summarizes a study that explored the lived experiences of five African American female professors who successfully attained tenure and promotion at predominantly White institutions. The study aimed to identify coping mechanisms and supports these professors relied on to navigate the tenure process, with the goal of providing strategies for supporting other African American female faculty. The background discusses challenges faced by these professors, such as disrespect, marginalization, shifting identities, and bullying. It also outlines institutional support strategies recommended by previous research, such as transparent tenure guidelines, formal support networks, and mentoring relationships. The study was grounded in theories of Black feminist thought and relational-cultural theory.
Rhodena Townsell, Dissertation, Dr. William Allan Kritsonis, Dissertation ChairWilliam Kritsonis
This document summarizes Rhodena Townsell's dissertation defense on the career trajectories of rural African American administrators. It includes the purpose of the study, research questions, conceptual framework, methodology, major findings, and conclusions. The study used interviews to examine the childhood experiences, work experiences, and characteristics of 7 rural African American school administrators. Key findings included themes of determination, isolation yet rural connection, enduring challenges, being communicators of discipline, and trusting in God's will. The implications are that various factors influence the careers of these administrators.
5tf Diversity Conference Presentation - Understanding the Model MinorityTamima Farooqui
This document summarizes a presentation given by Tamima Farooqui and Eliza Plous on understanding the Asian and Asian American experience. It discusses the diversity within the term "Asian" and aims to debunk stereotypes about Asians being the "model minority." While some Asians do achieve high educational and economic success, this is not true of all Asian groups. The model minority myth hides struggles, places unrealistic expectations on students, and can contribute to higher stress and suicide rates. It also discusses challenges Asian students face with culture shock, language barriers, and familial and academic pressures.
This document discusses the importance and benefits of incorporating multicultural perspectives into higher education curriculum. It reviews studies showing that multicultural education can have a positive impact on students by increasing respect for diversity. However, implementation of multicultural curriculum faces challenges, such as lack of diversity among college faculty. The document argues that exposing students to diverse perspectives through multicultural classes is crucial for preparing them to work in today's increasingly globalized society.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses confronting pre-service teachers' stereotypes through self-reflection. It describes a study where teacher candidates participated in an exercise examining their own stereotypes. Many students reported increased awareness of their own biases and stereotypes after critically reflecting. The findings showed that engaging students emotionally and intellectually in discussions about diversity helped reduce stereotypes.
Presentation multiculturalism & anti-racism - lubna, christy, janet, sa...sykeshea
The document discusses several perspectives on culturally responsive teaching and multicultural education. Gay (2013) and Asher (2007) emphasize the importance of helping teachers understand their own biases and privilege to effectively teach diverse students. Sleeter and McLaren (1995) argue that multicultural education must address issues of racism openly. Coloma (2009) examines how race influenced curriculum development for schools in the Philippines under U.S. rule, constructing Filipinos as inferior to justify control through an industrial curriculum. Together the articles stress the need for educators to critically reflect on issues of race, culture, gender and power dynamics in education.
This study aims to understand the experiences of four African American male educational leaders at a historically black college and university in Texas. It will examine critical moments in their careers, the evolution of their leadership styles over three decades, influences from past leaders, and how they navigated adversities. In-depth interviews will be conducted with the leaders and analyzed along with observational field notes to identify themes regarding their mentorship of students and influence on promoting African American leadership. The purpose is to give voice to the leaders' perspectives and foster intergenerational relationships between leaders and students.
Mary Ann Springs, Dissertation Proposal - Dr. William Allan Kritsonis, Disser...William Kritsonis
This study aims to examine the experiences of 4 African American male educational leaders at a historically black college and university in Texas through phenomenological interviews and observations. The research questions focus on understanding the influences on their leadership styles from critical historical moments, past leaders, adversity, and how they influence younger generations. A literature review covers theories of critical race, resilience and the historical role of HBCUs. The research design involves phenomenological methodology with criterion sampling of participants, demographic and interview instruments, and validity measures. Data analysis will identify themes from interview transcripts and triangulate findings. The purpose is to give voice to the leaders' experiences and influence.
Education, Citizenship and Social Justice-2015-Jones-Qual.Paper.pdf.md6fdmpBrandolyn Jones
This document summarizes a study that explored the lived experiences of five African American female professors who successfully attained tenure and promotion at predominantly White institutions. The study aimed to identify coping mechanisms and supports these professors relied on to navigate the tenure process, with the goal of providing strategies for supporting other African American female faculty. The background discusses challenges faced by these professors, such as disrespect, marginalization, shifting identities, and bullying. It also outlines institutional support strategies recommended by previous research, such as transparent tenure guidelines, formal support networks, and mentoring relationships. The study was grounded in theories of Black feminist thought and relational-cultural theory.
Rhodena Townsell, Dissertation, Dr. William Allan Kritsonis, Dissertation ChairWilliam Kritsonis
This document summarizes Rhodena Townsell's dissertation defense on the career trajectories of rural African American administrators. It includes the purpose of the study, research questions, conceptual framework, methodology, major findings, and conclusions. The study used interviews to examine the childhood experiences, work experiences, and characteristics of 7 rural African American school administrators. Key findings included themes of determination, isolation yet rural connection, enduring challenges, being communicators of discipline, and trusting in God's will. The implications are that various factors influence the careers of these administrators.
5tf Diversity Conference Presentation - Understanding the Model MinorityTamima Farooqui
This document summarizes a presentation given by Tamima Farooqui and Eliza Plous on understanding the Asian and Asian American experience. It discusses the diversity within the term "Asian" and aims to debunk stereotypes about Asians being the "model minority." While some Asians do achieve high educational and economic success, this is not true of all Asian groups. The model minority myth hides struggles, places unrealistic expectations on students, and can contribute to higher stress and suicide rates. It also discusses challenges Asian students face with culture shock, language barriers, and familial and academic pressures.
This document discusses the importance and benefits of incorporating multicultural perspectives into higher education curriculum. It reviews studies showing that multicultural education can have a positive impact on students by increasing respect for diversity. However, implementation of multicultural curriculum faces challenges, such as lack of diversity among college faculty. The document argues that exposing students to diverse perspectives through multicultural classes is crucial for preparing them to work in today's increasingly globalized society.
Culturally Responsive Teaching for 21st-Century Art Education: Examining Race...izzajalil
This document discusses the importance of culturally responsive teaching and introducing discussions of race into art education courses. It argues that exploring students' cultural and racial experiences helps teachers understand differences in worldviews. The document then provides details on a study where preservice art teachers took an art education course that introduced racial dialogue and examined issues of race through readings, discussions, and artmaking. The goal was to help teachers develop cultural proficiency and the ability to connect with increasingly diverse students.
The document summarizes a study examining stress, school satisfaction, attitudes toward help-seeking, social support, and involvement in race-based organizations for Asian American students at Claremont Colleges. Key findings include: 1) Asian Americans had significantly different attitudes toward professional help-seeking than Whites; 2) Involvement in a race-based mentoring program predicted increased school satisfaction, while involvement in a race-based organization predicted decreased satisfaction; 3) Involvement predicted satisfaction but not social support, and did not fully mediate the relationship between demographics and outcomes. The hypotheses were partly supported. Limitations included uneven demographic representation and the nature of race-based organizations examined.
This document discusses research on how racial identity, self-esteem, and stereotype threat may influence the academic performance of African American university students. Studies showed no significant relationships between racial identity and academic performance, self-esteem and academic performance, or racial identity and self-esteem. The document also discusses how providing information about negative stereotypes of African American academic abilities did not significantly impact students' self-esteem compared to those who did not receive this information.
Effect of Stereotype Threat on Minority StudentRebecca Redman
The document discusses how stereotype threat can negatively impact the educational outcomes of minority students. Stereotype threat occurs when awareness of a negative stereotype about one's social group causes anxiety that the individual may confirm the stereotype. The document specifically examines how stereotype threat affects African American and immigrant students. Research shows that African American students who are aware of racial stereotypes about intelligence tend to have higher anxiety and perform worse on tests. Immigrant students may be less aware of stereotypes against their ethnic group and thus less susceptible to stereotype threat's effects. The document also proposes ways to reduce stereotype threat's influence, such as teaching self-affirmation and increasing identification with the dominant culture.
The document discusses several key issues regarding culture in clinical psychology:
1) It outlines recent U.S. demographic trends showing an increasingly diverse population, particularly in some cities. 2) It emphasizes that psychologists must incorporate cultural factors into their theories and therapies to be effective for all clients. 3) Multiculturalism is argued to be the defining issue of the current generation in psychology. 4) Culture shapes how clients understand and express mental health issues.
5) Recent professional efforts have focused on making psychology more culturally competent, including revisions to ethical codes, assessments, the DSM, and training standards. Cultural competence requires awareness of one's own biases, knowledge of diverse cultures, and adapting skills appropriately.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document summarizes a conversation about enhancing achievement for African American male students. It describes data showing their underachievement, such as lower literacy rates and higher incarceration. Implications of underachievement are discussed, like effects on the economy. Best practices shared include mentoring, role models, and single-gender schooling. Speakers urge addressing the issue and discuss helping students through relationships, relevant learning, and acknowledging cultural differences.
Ethnicity refers to shared cultural characteristics like heritage, nationality, religion and language. It is distinct from race. Schools often reflect societal inequities, with minority students facing fewer resources and lower expectations. Prejudice and discrimination negatively impact minority students' education. Multicultural and bilingual education aim to promote inclusion and equal opportunities for all students by recognizing diversity and differences. Teachers can implement various strategies like cooperative learning, perspective-taking exercises, and anti-bias education to improve interethnic relations among students.
The document discusses diversity among law school faculties and examines how unconscious bias may negatively impact efforts to diversify. It notes that while some progress has been made in increasing the number of women in doctrinal faculty positions, people of color still have lower rates of promotion and tenure. Unconscious bias is identified as a key barrier, as empirical research shows people tend to associate positive traits with their own groups and negative traits with others. The document explores strategies to counteract unconscious bias in hiring, retention, and tenure decisions in order to further diversify law school faculties.
SOC 463/663 (Social Psych of Education) - Diversity, Stigma, and Affirmative ...Melanie Tannenbaum
This document discusses diversity, stigma, and affirmative action. It begins with definitions of stereotyping, prejudice, and discrimination, explaining they are related but distinct concepts. It then discusses different types of prejudice, including traditional racism, modern racism, aversive racism, and varieties of prejudice at both the institutional and personal level. The document also covers theories like realistic group conflict theory and how intergroup conflict and competition can increase prejudice and discrimination. It discusses responses minorities may have to stigma and prejudice, such as disengaging from academics or developing an oppositional identity. The document concludes with a brief history of affirmative action policies in the United States.
This document discusses student diversity and provides teaching tips for diverse classrooms. It addresses socioeconomic status, ethnicity, race, gender, language differences, intelligence theories including multiple intelligences, and learning styles. The key points are that student diversity comes from their membership in various microcultural groups defined by gender, religion, social class, ability, race, and ethnicity. It also discusses unintended stereotypes teachers may have and provides strategies for creating an inclusive classroom that meets the needs of all students.
Integrating culture and social responsibility tesol 11Joe McVeigh
Joe McVeigh and Ann Wintergerst describe research and practical ideas for the integration of culture and social responsibility in the English language classroom. Download the accompanying handout at www.joemcveigh.org. Learn more about the accompanying book at http://amzn.to/hOO2bz
This document summarizes a study on factors that inhibit or facilitate the transition from high school to college for minority students. The study interviewed 6 students from predominantly white institutions, public institutions, and historically black institutions to understand their academic and social integration experiences. Key findings were that students needed more support from peers, family, and faculty. The study also supported the need for early college preparation programs.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
This document discusses culturally safe spaces and the need for such spaces on college campuses. It begins by defining privilege and oppression, then discusses some of the issues facing students of color, such as microaggressions and lack of support groups. The history of culturally safe spaces is reviewed, from places of worship to multicultural centers established at universities in the 1960s and 1970s. How these spaces help address issues by providing community, identity education and mentoring is explained. Potential opposition and points of contention are outlined, such as perceptions of exclusion or debates around funding. The document concludes by considering questions about what culturally safe spaces might look like for other groups.
This document discusses culture, multiculturalism, and strategies for teaching culturally and linguistically diverse students. It defines culture, ethnicity, race, and provides examples. Culture includes both explicit and implicit aspects. Race is defined biologically, geographically, and socially. Ethnicity provides a sense of belonging. Multicultural education aims to promote equity and cultural pluralism. School culture may differ from student home cultures. Language and nonverbal communication vary across cultures and can impact learning. Teachers should address different learning styles like field dependent vs field independent to effectively instruct culturally diverse students.
The state of Tennessee, along with the nation, has undergone a “demographic evolution” spurred by increases in minority populations. These demographic booms are evident all over the
country, primarly in states like California and Texas, and major metropolitan cities like Los Angeles, Houston, and New York.
However, these changes are evident in all corners of Tennesse, including the city of Chattanooga and Hamilton County. Hamilton County Schools have seen a significant growth in Hispanic and English Learner populations, directly mirroring the growth across
the state. As these groups and other under-served groups grow, it is imperative to have community stakeholders advocating on their behalf to ensure that they receive the appropriate support and resources to perform on par with their peers.
Chattanooga State Community College has proposed to create an innovative hybrid program for English Language Learners to have increased access to Early post-Secondary Opportunities. As the Bridges to Success 2.0 program evolves, it is necessary to
recognize the demographic trends of the country, the city, and the
state and what the state of educational attainment is for English
learners in Hamilton County to ensure BTS 2.0 provides the most
appropriate support.
Ethnic differences in educational achievementlucylee79
This document discusses ethnicity and educational attainment by ethnicity. It defines ethnicity, notes problems with categorizing ethnic groups, and presents a chart showing the percentage of students from different ethnic groups achieving good grades in GCSE exams in 2006. The chart shows Chinese and Indian students achieving the highest results overall, followed by Bangladeshi students, with Black and Pakistani students achieving the lowest results. The document notes that differences exist within ethnic groups by gender and class.
Race racism and racists: An epistemological critiqueHamish Robertson
Racism is a belief system not based in scientific evidence. Race is a social construct with no biological basis, yet it persists due to beliefs that are reproduced through social and political systems. Racists believe in race regardless of evidence, inverting the causal relationship between racism and race. Academia contributes to perpetuating racist beliefs by producing knowledge framed as though race is real without sufficient critique. Dismantling racist discourse requires unpacking the language of race rather than reifying it through research.
The document discusses various aspects of Fielding, a town of 14,000 people in New Zealand that has been voted the nicest city in the country 14 times. It is located near Palmerston North in the Manawatu region and is known for its clock tower, gardens, and rugby team called the Turbos.
Culturally Responsive Teaching for 21st-Century Art Education: Examining Race...izzajalil
This document discusses the importance of culturally responsive teaching and introducing discussions of race into art education courses. It argues that exploring students' cultural and racial experiences helps teachers understand differences in worldviews. The document then provides details on a study where preservice art teachers took an art education course that introduced racial dialogue and examined issues of race through readings, discussions, and artmaking. The goal was to help teachers develop cultural proficiency and the ability to connect with increasingly diverse students.
The document summarizes a study examining stress, school satisfaction, attitudes toward help-seeking, social support, and involvement in race-based organizations for Asian American students at Claremont Colleges. Key findings include: 1) Asian Americans had significantly different attitudes toward professional help-seeking than Whites; 2) Involvement in a race-based mentoring program predicted increased school satisfaction, while involvement in a race-based organization predicted decreased satisfaction; 3) Involvement predicted satisfaction but not social support, and did not fully mediate the relationship between demographics and outcomes. The hypotheses were partly supported. Limitations included uneven demographic representation and the nature of race-based organizations examined.
This document discusses research on how racial identity, self-esteem, and stereotype threat may influence the academic performance of African American university students. Studies showed no significant relationships between racial identity and academic performance, self-esteem and academic performance, or racial identity and self-esteem. The document also discusses how providing information about negative stereotypes of African American academic abilities did not significantly impact students' self-esteem compared to those who did not receive this information.
Effect of Stereotype Threat on Minority StudentRebecca Redman
The document discusses how stereotype threat can negatively impact the educational outcomes of minority students. Stereotype threat occurs when awareness of a negative stereotype about one's social group causes anxiety that the individual may confirm the stereotype. The document specifically examines how stereotype threat affects African American and immigrant students. Research shows that African American students who are aware of racial stereotypes about intelligence tend to have higher anxiety and perform worse on tests. Immigrant students may be less aware of stereotypes against their ethnic group and thus less susceptible to stereotype threat's effects. The document also proposes ways to reduce stereotype threat's influence, such as teaching self-affirmation and increasing identification with the dominant culture.
The document discusses several key issues regarding culture in clinical psychology:
1) It outlines recent U.S. demographic trends showing an increasingly diverse population, particularly in some cities. 2) It emphasizes that psychologists must incorporate cultural factors into their theories and therapies to be effective for all clients. 3) Multiculturalism is argued to be the defining issue of the current generation in psychology. 4) Culture shapes how clients understand and express mental health issues.
5) Recent professional efforts have focused on making psychology more culturally competent, including revisions to ethical codes, assessments, the DSM, and training standards. Cultural competence requires awareness of one's own biases, knowledge of diverse cultures, and adapting skills appropriately.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document summarizes a conversation about enhancing achievement for African American male students. It describes data showing their underachievement, such as lower literacy rates and higher incarceration. Implications of underachievement are discussed, like effects on the economy. Best practices shared include mentoring, role models, and single-gender schooling. Speakers urge addressing the issue and discuss helping students through relationships, relevant learning, and acknowledging cultural differences.
Ethnicity refers to shared cultural characteristics like heritage, nationality, religion and language. It is distinct from race. Schools often reflect societal inequities, with minority students facing fewer resources and lower expectations. Prejudice and discrimination negatively impact minority students' education. Multicultural and bilingual education aim to promote inclusion and equal opportunities for all students by recognizing diversity and differences. Teachers can implement various strategies like cooperative learning, perspective-taking exercises, and anti-bias education to improve interethnic relations among students.
The document discusses diversity among law school faculties and examines how unconscious bias may negatively impact efforts to diversify. It notes that while some progress has been made in increasing the number of women in doctrinal faculty positions, people of color still have lower rates of promotion and tenure. Unconscious bias is identified as a key barrier, as empirical research shows people tend to associate positive traits with their own groups and negative traits with others. The document explores strategies to counteract unconscious bias in hiring, retention, and tenure decisions in order to further diversify law school faculties.
SOC 463/663 (Social Psych of Education) - Diversity, Stigma, and Affirmative ...Melanie Tannenbaum
This document discusses diversity, stigma, and affirmative action. It begins with definitions of stereotyping, prejudice, and discrimination, explaining they are related but distinct concepts. It then discusses different types of prejudice, including traditional racism, modern racism, aversive racism, and varieties of prejudice at both the institutional and personal level. The document also covers theories like realistic group conflict theory and how intergroup conflict and competition can increase prejudice and discrimination. It discusses responses minorities may have to stigma and prejudice, such as disengaging from academics or developing an oppositional identity. The document concludes with a brief history of affirmative action policies in the United States.
This document discusses student diversity and provides teaching tips for diverse classrooms. It addresses socioeconomic status, ethnicity, race, gender, language differences, intelligence theories including multiple intelligences, and learning styles. The key points are that student diversity comes from their membership in various microcultural groups defined by gender, religion, social class, ability, race, and ethnicity. It also discusses unintended stereotypes teachers may have and provides strategies for creating an inclusive classroom that meets the needs of all students.
Integrating culture and social responsibility tesol 11Joe McVeigh
Joe McVeigh and Ann Wintergerst describe research and practical ideas for the integration of culture and social responsibility in the English language classroom. Download the accompanying handout at www.joemcveigh.org. Learn more about the accompanying book at http://amzn.to/hOO2bz
This document summarizes a study on factors that inhibit or facilitate the transition from high school to college for minority students. The study interviewed 6 students from predominantly white institutions, public institutions, and historically black institutions to understand their academic and social integration experiences. Key findings were that students needed more support from peers, family, and faculty. The study also supported the need for early college preparation programs.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
This document discusses culturally safe spaces and the need for such spaces on college campuses. It begins by defining privilege and oppression, then discusses some of the issues facing students of color, such as microaggressions and lack of support groups. The history of culturally safe spaces is reviewed, from places of worship to multicultural centers established at universities in the 1960s and 1970s. How these spaces help address issues by providing community, identity education and mentoring is explained. Potential opposition and points of contention are outlined, such as perceptions of exclusion or debates around funding. The document concludes by considering questions about what culturally safe spaces might look like for other groups.
This document discusses culture, multiculturalism, and strategies for teaching culturally and linguistically diverse students. It defines culture, ethnicity, race, and provides examples. Culture includes both explicit and implicit aspects. Race is defined biologically, geographically, and socially. Ethnicity provides a sense of belonging. Multicultural education aims to promote equity and cultural pluralism. School culture may differ from student home cultures. Language and nonverbal communication vary across cultures and can impact learning. Teachers should address different learning styles like field dependent vs field independent to effectively instruct culturally diverse students.
The state of Tennessee, along with the nation, has undergone a “demographic evolution” spurred by increases in minority populations. These demographic booms are evident all over the
country, primarly in states like California and Texas, and major metropolitan cities like Los Angeles, Houston, and New York.
However, these changes are evident in all corners of Tennesse, including the city of Chattanooga and Hamilton County. Hamilton County Schools have seen a significant growth in Hispanic and English Learner populations, directly mirroring the growth across
the state. As these groups and other under-served groups grow, it is imperative to have community stakeholders advocating on their behalf to ensure that they receive the appropriate support and resources to perform on par with their peers.
Chattanooga State Community College has proposed to create an innovative hybrid program for English Language Learners to have increased access to Early post-Secondary Opportunities. As the Bridges to Success 2.0 program evolves, it is necessary to
recognize the demographic trends of the country, the city, and the
state and what the state of educational attainment is for English
learners in Hamilton County to ensure BTS 2.0 provides the most
appropriate support.
Ethnic differences in educational achievementlucylee79
This document discusses ethnicity and educational attainment by ethnicity. It defines ethnicity, notes problems with categorizing ethnic groups, and presents a chart showing the percentage of students from different ethnic groups achieving good grades in GCSE exams in 2006. The chart shows Chinese and Indian students achieving the highest results overall, followed by Bangladeshi students, with Black and Pakistani students achieving the lowest results. The document notes that differences exist within ethnic groups by gender and class.
Race racism and racists: An epistemological critiqueHamish Robertson
Racism is a belief system not based in scientific evidence. Race is a social construct with no biological basis, yet it persists due to beliefs that are reproduced through social and political systems. Racists believe in race regardless of evidence, inverting the causal relationship between racism and race. Academia contributes to perpetuating racist beliefs by producing knowledge framed as though race is real without sufficient critique. Dismantling racist discourse requires unpacking the language of race rather than reifying it through research.
The document discusses various aspects of Fielding, a town of 14,000 people in New Zealand that has been voted the nicest city in the country 14 times. It is located near Palmerston North in the Manawatu region and is known for its clock tower, gardens, and rugby team called the Turbos.
Get the most out of your LinkedIn Profile for Digital Enterprise ProgramRhys Moult
Get the most out of your LinkedIn Profile.
LinkedIn is growing by 30000 Australians every week. Connect your social media services. Tweet from linkedIn. Get a LinkedIn company page.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
El documento describe el proyecto Tecnoaulas de la Biblioteca Central de la Universidad de La Serena en Chile. El proyecto buscó transformar el espacio físico de la biblioteca mediante la integración de tecnologías de la información y comunicación (TIC) como televisores inteligentes, tabletas, notebooks y una pizarra interactiva. El objetivo era adaptar la biblioteca a diferentes estilos de aprendizaje y contribuir al modelo educativo de la universidad enfocado en el autoaprendizaje. Los resultados mostraron un aumento significativo en el uso
LinkedIn for teams is designed to help small teams use LinkedIn more effectively. See polariscentre.com.au for more information about these workshops in Adelaide.
This document contains a collection of short sayings and mantras about life, relationships, change, mistakes, values, and spirituality from the Dalai Lama for 2010. It encourages the reader to forward the message to others within 96 hours for improvements in life, including surprises. The mantra discusses respecting oneself and others, responsibility, learning from losses, alone time, openness to change, silence, living honorably, loving homes, disagreements, sharing knowledge, gentleness with nature, exploration, and the importance of love exceeding need in relationships.
This document discusses various facts about Africa, including that Lake Victoria is the largest lake, The Seychelles is the smallest country, Lake Tanganyika is the deepest lake, and the Namib desert is the oldest desert inhabited by several animal species.
El documento resume la historia de la terapia ocupacional desde las civilizaciones antiguas hasta la actualidad. Los chinos, egipcios y griegos utilizaban actividades como el ejercicio, la música y el trabajo manual con fines terapéuticos. En los siglos XVIII y XIX, médicos como Pinel y Tissot prescribían ocupaciones para tratar enfermedades mentales. La terapia ocupacional emergió formalmente a finales del siglo XIX basada en el valor terapéutico de las ocupaciones.
This article discusses the problem of gang violence in communities and schools. It provides background on how gangs operate and recruit members, often targeting at-risk youth lacking parental support. The cycle of violence is examined, with gang activity leading to abandoned areas that further increases crime. The authors argue that the community must come together across groups to address the root causes, such as poverty and lack of opportunities for youth. Community programs, parental involvement, and connections between groups are presented as ways to curb gang membership and violence.
Calais, Gerald j[1]. the vee diagram as a problem solving strategy nftej v19 ...William Kritsonis
Dr. Gerald J. Calais, Professor, McNeese State University, Lake Charles, Louisiana
Published in NATIONAL FORUM JOURNALS, www.nationalforum.com, Dr. William Allan Kritsonis is Editor-in-Chief, NFJ.
Este documento propone la creación de un Colaboratorio en el Instituto de la Vivienda de la Universidad de Chile para promover la investigación, docencia y extensión de manera colaborativa. El Colaboratorio serviría como un punto de encuentro e intercambio de información para académicos, investigadores, estudiantes y público en general. También se propone desarrollar una comunidad de práctica para generar conocimiento de forma colaborativa. El objetivo es articular mejor las actividades del Instituto y fortalecer la producción y
The Region 6 National Associate for Multicultural Education honors Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held on the campus of Texas A&M University, College Station on April 28th 2012.
Este documento resume el proyecto LEARN y el estado actual de la gestión de datos de investigación en América Latina. El proyecto LEARN busca promover las mejores prácticas de gestión de datos abiertos en la región a través de la creación de una comunidad y el desarrollo de una hoja de ruta. El documento analiza experiencias nacionales emblemáticas y heterogeneidad en la región, y destaca el rol que pueden cumplir las bibliotecas en apoyar a investigadores e instituciones en este tema.
This slideshow provides information about the Waikato River in New Zealand. It is 425 km long, starting at Lake Taupo and flowing to Port Waikato, becoming increasingly polluted along its path through farms and cities. The river is owned by the Tainui iwi, requiring their permission for any construction. It is home to various fish species and used for hydro power, swimming, canoeing, kayaking and fishing.
Similar to Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
A self reporting instrument for gauging and improvinglutfan adli
This document summarizes a self-assessment tool for faculty to gauge their cross-cultural awareness and sensitivity in teaching multicultural classrooms. The assessment includes questions in three areas: expectations and standards, approaches, and preferences. Completing the assessment encourages personal reflection on one's teaching techniques. The document provides context on increasing diversity in classrooms and discusses how cultural backgrounds can influence interpretations. It aims to help faculty improve by increasing awareness of different cultural perspectives.
The document is a presentation on diversity training for faculty at Heritage Institute. It discusses the increasing diversity of the US population and provides strategies for making classrooms more inclusive and culturally competent. Some key points discussed are recognizing unconscious biases, avoiding stereotypes, including a diversity statement in syllabi, getting to know students, and ensuring all groups are able to participate in discussions. Faculty are encouraged to reflect on how to best serve their diverse group of students.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
TEACHING NOTESELF-ASSESSMENT AND DIALOGUE AS TOOLSFOR APPR.docxssuserf9c51d
TEACHING NOTE
SELF-ASSESSMENT AND DIALOGUE AS TOOLS
FOR APPRECIATING DIVERSITY
Gwenelle S. O'Neai
West Chester University
As social work educators continue to examine methods and techrüques to pro-
vide meaningful knowledge about racism and discriminafion, the role of self-
assessment and dialogue should also be explored. This teaching note presents a
tool for students and educators to use in considering Uterature discriminafion
and increasing awareness of mulficultural resources. This tool and the related
acfivifies may be used for orientafion or modified and combined with the vari-
ety of mixed media used to engage students in acfive learning.
THE ROLE OF SOCIALIZATION in e s t a b l i s h i n g
mindsets or world views is an estabUshed per-
specfive among sociologists, social workers,
and other helping professionals. Educafional
socializafion has typicaUy favored middle-
class Euro Ainerican students and neglected
the importance of ethnic minority or working-
class student backgrounds (Stanton-Salazar,
1997). It seems relevant that engagement
around diversity content should begin with
the evaluafion of one's own socializafion or
connection to multicultural examples and
concepts. Services to individuals, famdies,
groups, organizafions, and communifies need
to come from an understanding of the
demeaning reaUfies and often unjust circum-
stances that many people have faced or are
facing. This teaching note presents the de-
scripfion of an exercise that has been used
over the past 10 years to orient students to
their verbal acknowledgement of the appreci-
afion of diversity and their actual parficipa-
tion in gaining understanding of the mulfiple
cultural backgrounds of people in our com-
munifies. Related acfivities are also described.
Diaiogue, Self-Assessment,
and the Learning Process
The human-behavior-in-the-social-environ-
ment course The Dialecfic of Oppression and
Liberafion examines the impact of oppression
and discriminafion on members of various
groups as weU as on Euro Americans within
the context of a diverse and stratified society.
Journal of Social Work Education, Vol. 48, Ne. 1 (Winter 2012).
32012, Ceuncll en Sedal Werk Edueatlen, Inc. All rights reserved. DOI: 10.5175/JSWE.2011.201000007 1 5 9
1 6 0 JOURNAL OF SOCIAL WORK EDUCATION
The course prepares students to engage in con-
versafions that examine tradifional behaviors
and atfitudes. Tradifional contexts, evolving
nofions, and dynamics are addressed in the
process of becoming a social worker prepared
to embrace mulfiple cultural groups. The
process involves self-assessment, exposure to
various perspecfives, and opportunifies to
reflect on and discuss these in an acfive leam-
ing environment.
Critically analyzing routinely accepted
paradigms helps students reevaluate power
structures (Darüel, 2008) and their personal
views of them. The dialectic includes ac-
knowledging and exploring survival and
defensive behaviors. The course incorporates
the history of oppre ...
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
Attitudes Of White Student Services Practitioners Toward Asian AmericansAmy Cernava
Using a revised version of the Situation Attitude Scale, this study examined the attitudes of White student affairs practitioners at a large public university toward Asian Americans. Survey responses from 59 practitioners were analyzed. Results found that practitioners had significantly more positive attitudes in 3 of 12 scenarios when the student's race was specified as Asian American, compared to when race was unspecified. This indicates that practitioners' attitudes are influenced by the racial background of Asian American students. While seemingly positive, this perpetuates the model minority stereotype, which can limit opportunities and experiences for Asian American students. The study suggests improving multicultural competency among student affairs practitioners.
This document is a training module on diversity awareness prepared by Dr. Lillie M. Fears. It is divided into four parts that discuss the definition of diversity, understanding culture and how it impacts one's job, and dealing with prejudice and stereotypes. The introduction explains that as the early childhood education classroom and workforce become more diverse, valuing diversity is important. It also notes that diversity now includes many more attributes beyond just race or gender.
History 1301Writing Assignment #1 Due September 23 by 5 pm c.docxpooleavelina
History 1301
Writing Assignment #1
Due September 23 by 5 pm central time
Directions: Students are to answer the questions using the assigned readings for the week. Students will submit the responses to all of the question to the online discussion board and to safe assign. Students will need to respond to at least one classmate and to the instructor. All work must include references and/or citations. Minimum word count for each question is 150 words. Please consult the grading rubric for assignments guidelines.
To prepare for this Discussion students are to review Unit 1 and 2. After reviewing Units 1 and 2 answer the following questions in the discussion board. Students will need to select at least five questions to answer from unit 1 or 2. Please note that students will need to use all questions to prepare for examinations.
Unit 1 Questions
Question 1:
Before taking this course, please share your understanding of American history.
What knowledge or understanding do you have about U.S. History? (If this is your
first course, please share this.) After reviewing Unit 1, please share what ideas or
concepts that were connected to what you already knew before taking this course.
What ideas or theories presented from the reading were new to you? OR If you
were to define history, what would you offer as a definition?
Question 2:
Consider the early indigenous groups that lived in the New World. After reviewing lessons 1-2 and reviewing the films, identity at least three Native groups that were living in the New World. Do you agree that the Columbian Exchange impacted Native Americans? Please explain why or why not.
Question 3:
Several groups began arriving to the New World after 1492. Identify at least one group from lessons 3-4 that were discussed. Who was this group and discuss their lives before and after they arrived to the Americas. Discuss your understanding of the individual groups that began to establish live in the new world (Example: Puritans, Pilgrims, Quakers and other groups).
Question 4:
Select at least one film from Unit 1. What was the film. What insights did you gain from the film about American history? Please specific which specific individuals, groups, or movements were discussed in this film.
Unit 2 Questions
Question 1:
Share your understanding about colonial life in America during this time. Identify some of the ongoing conflicts that you found that existed between the colonists and Native tribespeople, the colonist and Great Britain and the colonists with others.
Question 2:
What would you consider the leading events or origins of the American Revolution? Do you believe that the French and Indian War influenced this conflict? Please share your reasoning why or why not?
Question 3:
Identify at one of the events either leading up to the American Revolution or an event that occurred during the American Revolution. What was this event? What is you ...
This document discusses becoming culturally competent by reducing unconscious bias. It outlines goals of examining how bias can affect institutions and interactions with students, faculty and staff. It defines culture and cultural competence, noting the importance for educators, workplaces and preventing unintended consequences. The document explores unconscious bias and stereotyping, how they can negatively impact various groups, and ways to become more mindful to break cycles of bias, such as educating oneself about cultural differences and values.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Dr. W.A. Kritsonis - International Refereed Publication(s)William Kritsonis
This document summarizes a journal article about creating culturally active classrooms. It discusses how teachers were asked to anonymously share stereotypes they were taught or believed about different racial groups. Many teachers realized they still held prejudices and stereotypes even after diversity training. The document advocates for teachers examining their own psychological mindsets and beliefs about race, as hidden stereotypes can negatively impact students and the classroom culture. It promotes teachers creating classrooms that value students' cultural identities and differences to improve academic success for all.
The document discusses implicit bias in hiring, with the following key points:
- It defines implicit bias as unconscious attitudes or stereotypes that affect decision-making. These biases favor one's own group and do not align with declared values.
- Data from a report shows underrepresentation of racial/ethnic minority groups among tenured faculty compared to the student population at various colleges.
- Seven steps are outlined to identify and address implicit bias, including recognizing, identifying, and "erasing" biases, as well as being mindful of potential "kick back".
- Merit and fit in hiring should consider factors like experience teaching diverse students and reflecting diverse identities, in addition to traditional measures.
-
Social and Cultural Diversity Paper Instructions Overv.docxpbilly1
Social and Cultural Diversity Paper Instructions
Overview
The Social and Cultural Diversity Paper (1,500 to 1,700 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. In addition, a self-care plan is developed for the mental health and wellness provider. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations and how to prevent burnout and compassion fatigue as a mental health and wellness provider.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a four-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Topic 4)
2) References (Due Topic 5)
3) First Draft (Due Topic 7)
4) Final Paper (Due Topic 8)
Content Guidelines
When constructing this paper, use a four-part structure according to the following guidelines:
Part 1: Personal Reflection
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1. Identify your personal biases and how those biases may present challenges to you as a mental health professional. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2. Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences.
3. Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4. How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2: Racism and Discrimination
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1. Distinguish between stereotypes, prejudice, and discrimination.
2. What does it mean to be a subtle racist? Please include a referenced definition and example.
3. Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3: Multicultural Competence
The third part of your paper requires you to review and reflect on multicultural com.
This study examined feelings of distinctiveness, satisfaction, and identity among biracial and African American students at a predominantly white university. Twenty-nine students (20 African American and 9 biracial) completed surveys on distinctiveness and satisfaction. Biracial students also answered additional questions about their biracial identity. The results showed that African American students reported greater feelings of racial awareness and accountability than biracial students. However, both groups reported similar levels of satisfaction with their university experience and frequency of being the only student of their race in class. Biracial students felt pressure to identify with one race over the other and that people made assumptions about their racial identity, though racial status was not a major part of their personal identity
African American High School Males’ Perceptions Ofdrschadwell
The document summarizes key findings from a study that examined the experiences of six African American high school males attending predominantly Hispanic schools in San Antonio, Texas. The study explored the students' perceptions of giftedness, barriers to academic success, and the role of spirituality. Some of the main findings were that the students defined giftedness as working hard to earn good grades, recognized disparities negatively impacting placement of Black students in gifted programs, and most saw teachers as supportive while two did not feel supported academically. All participants wanted to attend college with four interested in STEM fields. The role of spirituality was not directly addressed in the responses.
Sociocultural Diversity (Kultur/Etnis, Pendidikan multikultural dan Gender).pptxYohanaWuriSatwika1
The document discusses sociocultural diversity, including culture and ethnicity, multicultural education, and gender. It defines key concepts such as individualistic versus collectivistic cultures, socioeconomic status, ethnicity, multicultural education, and gender. For gender, it describes common stereotypes and research on differences between males and females in areas like intelligence, math/science versus verbal skills, education, relationships, prosocial behavior, aggression, and emotion regulation.
The document discusses the importance of being culturally competent when assessing culturally diverse students, as a student's culture and language can interact with learning difficulties and lead to inaccurate diagnoses if not properly considered. It also describes how the author has increased their knowledge of multicultural assessment through university coursework in order to more accurately assess students from diverse backgrounds and address challenges that may arise from cultural and linguistic differences.
This document outlines a block plan for a 10th grade social science class focusing on gender issues. The plan spans one week and includes daily lessons and activities. On Monday, students will listen to and interpret a song about gender equality. Throughout the week, they will explore gender roles in different social institutions, discuss personal views on gender stereotypes, and create a documentary promoting respect for gender and sexuality rights. Assessment includes group work, poems, posters, and a debate on the Reproductive Health Law. The culminating activity is a 5-minute documentary addressing gender equality in society.
Similar to Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
1. Confronting Pre-Service Teachers’ Stereotypes: The Road to Self-
Awareness and Self-Reflection
Darrell Cleveland, PhD
The Richmond Stockton College of New Jersey
ABSTRACT
It is the responsibility of teacher education programs to provide opportunities for
candidates to engage in course work and discourse that challenge them to address their
own racial identity development and attitudes about diversity topics. This qualitative study
focuses on a sample from 29 teacher candidates’ responses to their participation in an
interactive exercise addressing stereotypes. This essay considers the importance of
engaging teacher candidates in candid discourse and reflection about their own biases and
prejudices as a result of stereotypes. Qualitative measures reveal increases in awareness of
biases and prejudices and a reduction of stereotypes. The findings also show the
effectiveness of the instructor’s approach.
Key Words: stereotypes, diversity, reflections, bias and prejudice
When I saw you on the first day of class, I thought you displayed an extreme amount of
confidence. You were very well dressed and when you spoke, you were very articulate. I was
surprised you were African-American. You are the first African-American professor I have had
in my studies at this institution. And honestly, because of your race, I assumed you were going
to be a difficult teacher and an unfair one. I can say now that I was wrong! (WF)
Teacher education programs throughout the country presently serve mostly White female
candidates. According to the National Education Association (NEA) 2005-6 Status of the
American Public School Teacher report, 87 percent of all teachers are White. Many of these
teacher candidates come from homogeneous environments. After completion of their
certification programs, many of these White teachers will encounter students from different
racial/cultural backgrounds that may conflict with their own. As a result of this fact, teacher
education programs are charged with preparing teachers to teach all children.
Diversity and multicultural education content is essential when addressing difference as it
relates to privilege and oppression. One way to address oppression and difference is through the
examination of stereotypes. As a result of history, socialization, and, in many cases, personal
contact, people categorize others (consciously and unconsciously) on physical and social
distinctions such as race, gender, and age (Fiske, 1998; Wheeler, et. al, 2005). Categorization or
stereotyping (Allport, 1954; Billig, 1985; Ehrlich, 1973; Hamilton, 1981; Tajfel, 1981) is defined
73
2. as an inevitable process that asserts “…as long as stereotypes exist, prejudice will follow.”
(Devine, 1989, p. 2)
Elsea (1984), in her book The Four-Minute Sell, asserts that individuals have 7-15
seconds to make a good first minute impression and four minutes for these same individuals to
decide if they want to interact with a person beyond the first four minutes. Elsea identified the
nine most important things noticed about people in our society in order of importance:
• Skin Color
• Gender
• Age
• Appearance
• Facial expressions
• Eye contact
• Movement
• Personal space
• Touch
These nine factors influence relationships on a daily basis when we see individuals, 1) notice, 2)
assess, and 3) make decisions about how to 4) interact with that individual.
The over-arching objective of this stereotype exercise was to challenge teacher education
candidates to think critically about: (1) their own biases/stereotypes; (2) where stereotypes
originate, and (3) how categorizing/stereotyping can affect children in the classroom or, more
specifically, allowing the power of bias and prejudice as a result of stereotyping to dis-empower
children. As it relates to stereotype and prejudice reduction, Rudman and others (2001) noted,
“A key factor in multicultural training concerns awareness of one's own biases. Students are
often challenged to find (and question) the ways in which they unwittingly oppress others” (p.
858).
The challenge in facilitating this content is two-fold. First, as an African-American male,
I must acknowledge my own prejudices and stereotypes. As facilitators Obidah and Howard
(2005) assert:
Teacher educators have to challenge their own assumptions about the students with
whom they are engaged in this process. As members of the same race and class-based
society as our students, we bring our own biases and expectations about the different
racial and ethnic groups of students who come before us to be educated. (p. 254)
As a minority, I must acknowledge the stereotypes I possess about my primarily White students.
The second challenge relies heavily on socialization. As a result of our socialization in a society
that has historically oppressed ethnic minorities, stereotyping is part of the American social order
that shapes negative attitudes and beliefs (Ehrlich, 1973; Devine, 1989). Taking account of my
own prejudices, biases, and stereotypes and acknowledging my privileges ensure students that
enlightenment about diversity is life-long. Critical engagement (intellectual and emotional),
critical reflection, and ongoing self-reflection regarding one’s own biases, prejudices, and
stereotypes drive my pedagogy for this exercise to answer the question: How can I encourage
prospective teachers to examine bias, prejudice, and stereotypes related to their future students?
74
3. Methodology
This qualitative study focused on a representative sample of 29 teacher education students
(see Table 1) who participated in this exercise as part of a scheduled three part diversity
education module. All participants were engaged in a foundational privilege exercise that
exposed students to White, Male, Heterosexual, Ability, and Class Privilege. Students also
engaged in intergroup dialogue, and some submitted reflections on their experiences. Exposure
to this content allowed students to participate more openly in the day two exercise, addressing
stereotypes and biases.
Table 1
Student Demographics
White Black Latino(a Bi-Racial
)
Male=10 (25%) 8 (28%) 1 (.03%) 1 (.03%)
Female=19 (75%) 14 (48%), 2 (.07%) 2 (.07%)
Total participants = 29 22(76%) 3 (10%) 3 (10%) 1 (.03%)
The participants in this study were enrolled in a requisite foundations course that met
twice per week in the teacher education program at a Historically White Institution (HWI) in the
northeast. The reflection papers utilized as data for this study were not solicited by the
instructor. Students were, however, required to submit four written reflections on any course
topic of their choice. The key concepts considered for this study are reaction and cultural
awareness as a result of participating in this interactive exercise, lecture, and discussion designed
to engage students emotionally and intellectually, while encouraging critical reflection.
Process
At the beginning of this session, students were instructed to identify 3-5 things they first noticed
about the instructor on the first day of class. Students were later instructed to get into small
groups and identify stereotypes for each group. After discussing their findings, each group
shared their stereotypes of each group. The stereotypes documented by each section are
discussed in great length (see Table 2). For example, the stereotype that all Blacks/African-
American’s are athletic sparked good debate in each section. When asked why they thought
Blacks/African-Americans are athletic, the common themes that emerged were the National
Football League (NFL) and the National Basketball Association (NBA). As the top two sports in
this country, it is easy to see how students think this. The Institute for Diversity and Ethics in
Sports reported, in 2008-09, 82 percent of players in the NBA were African-American, and in
2007-2008, reported African-Americans made up 66%, and baseball represented only 10.2% of
75
4. African-Americans. Students were challenged to think about other sports when making this
assumption and learned that there were, in fact, more White athletes when you consider all
sports, such as soccer, hockey, auto racing, swimming, tennis, gymnastics, golf, fencing,
equestrian, horse racing, and other sports showcased in the winter and summer games. Students
also realized the socioeconomic status of different sports. For example, many Black/African-
American athletes who play football or baseball started out in pick-up games in unstructured
environments. Eventually, these unstructured activities will emerge into structured coaching
environments that usually cost little money. Other sports, such as tennis, golf, gymnastics and
hockey, require specialized training, equipment, and appropriate space. These sports require
large sums of money to finance trainers and memberships to golf clubs, or gymnastics clubs.
Table 2
Student Identified Stereotypes
Black White Asian Latino(a) Native-American Athletes
1. Loud 1. Can’t dance 1. Smart 1. Short 1. Drunks 1. Dumb
2. Can’t Drive 2. Good Dancers 2. Reservations 2. Black
2. Athletic 2. Racist 3. Family 3. Large Families 3. Spiritual 3. Rich
3. Good 3. Un-athletic Oriented 4. Unemployed 4. Entitled
Dancers 4. Rich 4. Passive 5. Loud 5. Womanizers
4. Watermelon 5. Spoiled 5. Nail Salons 6. Rude 6. Cheaters
5. Fried 6. Entitled 6. Short 7. Can’t Speak
7. Good Food English
Chicken 7. Arrogant
8. Can’t Speak 8. Machismo
6. Angry 8. Uptight English 9. Sexists
7. Uneducate
d
8. Lazy
9. Always late
10. Criminals
11. Religious
12. Prison
Table 3
Student Identified Sub-Group Stereotypes
Black White Asian Latino Native-American Athlete
Sub-group Sub-group Sub-group Sub-group Sub-group Sub-group
American Jewish Chinese Puerto Rican Black Foot Male
• Violent • Cheap • Good food • Loud • Dumb
• Uneducate • Faith • Karate • Good • Rich
d dancers
African Italian Japanese Dominican Illini Female
• Smart • Mafia • Technolog • Good • Homo-
• Elitist • Good y dancers sexual
76
5. food • Romance • Masculine
Jamaican Polish Russian Columbian Sioux
• Marijuana • Dumb • Vodka • Drugs
• Reggae • Alcoholic • Alcoholics • Soccer
s
Haitian Canadian Indian Cuban Seminole
• Poor • Hokey • Seven-11 • Illegal
• Voodoo • Spicy Food • Good food
Students were later instructed to identify a minimum of two stereotypes for each identified
sub-group (see Table 3). What is interesting here is students had a difficult time identifying
more than two stereotypes for each sub-group, especially Native-American sub-groups. This
was a prime opportunity to identify the dangers in categorizing and transitioning to the diversity
within diversity by Lynch & Hanson (1998):
Socioeconomic Status
Amount and type of education
Time of arrival in the U.S.
Region of habitat and type of region(e.g. urban, suburban, rural)
Reason for immigration and migration experience
Proximity to other members of their cultural or ethnic community
Proximity to other cultural groups
Age
Students are then presented with Kreitner & Kinicki (1995) primary dimensions of diversity:
PRIMARY - Things that all people are born with and cannot change – we have no
choice –most visible;
TERTIARY - Involves historical moments and historical eras;
SECONDARY - Represents consequences of the primary and tertiary categories.
Other areas of diversity discussed were Hardiman & Jackson’s (2007, p. 17) framework on agent
groups (the group that has the greater access to social power and privilege) and target groups (the
group that has limited access to social power and privilege) and how oppression exists:
1. One social group, whether consciously or unconsciously, exploits another group for its
own benefit.
2. One social group has the power to define and determine what is “normal”, “real”, or
“correct.”
3. Harassment, discrimination, exploitation, or differential/unequal treatment, are
institutionalized and systematic, not requiring the conscious thought or effort of
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6. individual members of the agent group. These things are a part of the “business as usual”
that became embedded in social structures over time.
This was followed by a discussion on Categories of “otherness” by Tatum, (1997):
“Otherness” Form of Oppression
Race/ethnicity Racism/ethnocentrism
Gender Sexism
Religion Religious oppression
Sexual Orientation Homophobia
Socio-economic status Classism
Age Ageism
Ableism
Physical/Mental Ability
Students were later instructed to revisit their responses to the original instructions: to
identify 3-5 things noticed about me on the first day of class. Responses ranged from well-
dressed, strict, organized, mean, etc. However, my race was not identified when the question
was asked. Here students are then introduced to Janet Elsea’s 4 minute sell as previously
discussed. According to Elsea, skin color is the first thing people notice, but my race was not
mentioned. Students were challenged to address why my race was not mentioned, especially
since it is the most noticeable. To summarize the power point presentation and exercise, students
are presented with the following questions:
Student Responses
How do the stereotypes recorded by the class make you • Uncomfortable
feel? • Angry
• Embarrassed
• Surprised
• Ashamed
What do you notice about the stereotypes listed? • Negative
• Funny
• Most only one word
• Ridiculous!
Where have you seen these stereotypes portrayed? • Television
• Movies
How do you think a stereotype might cause someone to • Generalize
act unfairly toward another person? • Ignore them
Reflection on Experience
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7. Students submitted reflections as one of their required assignments on any topic prior to
the next scheduled class meeting. The following student responses represent student reactions to
their participation in the exercise and discussion. Seventeen (17) students (59%) responded
voluntarily as one of their four required reflection papers on any class topic of their choice.
Thirteen (13) females (10 White, 2 Black and 1 Latina) and four male students (4 White)
submitted reflection papers. The following reflections highlight two emerging themes. The first
is student reaction to the exercise, and the second theme is self-awareness of personal
attitudes/beliefs and actions. Garmon (2005) defines “self-awareness as being aware of one’s
own beliefs and attitudes; I define self-reflectiveness as having the ability and willingness to
think critically about oneself. I am treating these two together, because for prospective teachers,
to increase their multicultural awareness and sensitivity, these two abilities need to go hand-in-
hand” (p. 277). All 17 responses are provided in order to demonstrate growth and emotion within
the aforementioned themes.
Both empirical and anecdotal evidence suggests student reactions demonstrate their
engagement in the exercise. Student participation during the class exercise and their reactions in
written reflections supports White’s (2009) theory that emotional engagement promotes critical
reflection. Moreover, students identified both intellectual and emotional responses in their
verbal class responses and written reactions.
Self-awareness of personal Reaction to the exercise/discussion and
attitudes/beliefs and actions critical reflection
Wow! After participating in the stereotype exercise, it Before doing this exercise in class, I had
became apparent to me that I stereotype, a lot! Most of the never realized how many stereotypes existed in
stereotyping I do is unconscious, but I do it! And in some society. I never heard the stereotype that black
way or another, I believe everyone stereotypes to some people are late and that Asians were considered
extent. Whether it’s because of a person’s age, race, sex, passive. It is ignorant how people can make such
religion…the list could go on and on. (WF) broad generalizations about others. Teachers may
stereotype their students based on race, religion, or
My first impressions of African Americans are ethnic background and how they function in the
usually that they are loud and obnoxious because they classroom. Of course this is wrong. Entire groups of
always were at my high school. I also think that they are people cannot be judged based on individual actions.
very athletic because when we had gym class, the black (WM)
people would always beat everybody in most situations. I
also think that they are good at dancing and entertaining Next, another exercise was written on the
because the drill team at my high school had very talented board. This time Black, White, Asian, Latino, Native
black dancers and you could just tell they liked to dance. I American, and Athlete were broken down into three
also know they are very religious and go to church every separate categories. Black was broken down to
Sunday, which is good. Jamaican, Tahitian, and Haitian. White was broken
My first impressions of Asians are that they are very smart. down into Italian, Jewish, and Polish. Asian broke
The Asians in my school were always book smart and down into Chinese and Russian. Athlete was
always very into technology. They took schoolwork very characterized as male versus female. After breaking
seriously and cared about their grades because it is enforced down the categories into further subgroups, more
to them by their parents. Asians hold very high standards stereotypes arose. Each subgroup brought along
for school and grades and we can see that by test results different stereotypes. You could not classify the
comparing the United States and Japan. I also have an whole group now once it was broken down into the
impression that Asians cannot drive and they do not subgroup. I found this exercise interesting and
comprehend English well, they are hard to understand with informative. We went over nine things that people
their accents. I also have an impression that a lot of Asians notice about others in descending order. Race,
are short. gender, age, appearance, facial expression, eye
My first impression of Latinos is that they are very talented contact, movement, personal space, and touch were
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8. in dancing and entertaining. They are very passionate about the nine items. (WF)
their culture and religion; they love to embrace it, which is a
good thing. I also have an impression that a lot of Latinos I was very surprised by the way that stereotypes can
kind of struggle with money, but they work hard for what influence the way you may treat students in your
they have. They also are very family centered people and class. I never consciously think about the different
tend to have bigger families. stereotypes that accompany every ethnicity or race,
My first impression of Native Americans are that they but going over some of the stereotypes in class I
embrace their reservations and where they live because it is thought back to my fieldwork. At every school I had
very important to them to be surrounded by people in their been at, I could think of at least one incident I
same tribe and culture. I also hear a lot that Native witnessed firsthand that revolved around a
Americans can become very depressed and deprived and a stereotype. Sometimes it may have been a joke, but
lot of them like to drink to forget about their problems. from an outsider looking in, I felt uncomfortable
They are very spiritual and self-sufficient. just witnessing it. Although the teacher and some of
Since I am a white female in this country, many different the students laughed, the other students and maybe
nationality groups would probably think that I am more even the one at the center of it were unsettled and
privileged than they are. A lot of people think white people that could carry over into students losing control or
are superior and dominant in this country, which used to respect for you as the teacher, or worse. (WF)
maybe be true, but times are changing. I do in some ways
think white people have advantages, mostly sometimes While listening to my fellow classmates views on
dealing with money; but then again a lot of black and Latino race I realized the negative impact that common
people have good jobs and make a pretty good income for stereotypes can have on targeted groups of people.
themselves. I think white people have a better chance of The fact that these negative connotations still exist
going to college, just because of the money situation, not must mean that they are believed by the common
because they are smarter than everybody else; but in some population. Thus our country is not reaching its
instances that is not true, there are a lot of different fullest potential to succeed. People must really think
nationalities going to college now, not just white people. I that these negative connotations hold water, but in
still sometimes think that white men are privileged more in reality they are false. Not all Asians are bad drivers
this country because a girl and a man can go for the same and smart, not all African Americans are late or loud,
exact job and be exactly qualified for the job and the female (not all whites are nerdy, crackers and rich, and not
being maybe even more qualified than the male, and the all Jewish people are successful. The list goes on and
male gets the job, just because he is a male. Sadly, we all on, but there is a constant, they are all negative.
judge and have first impressions of people in this country Even though the stereotype “all Jewish people are
and that will never change. (WF) successful”, seems positive, it can still have a
negative effect on the Jewish population. For
Today our discussion focused on stereotypes and instance, we must think about the Jewish individuals
preconceived notions of individuals based on the way they who do not live up to this expectation. These
appear. When first thinking about this concept, I began individuals most likely see this as an insult or
asking myself if I did this and how often I actually judge offensive. This is also true for Asians who might not
individuals based on their appearance. I realized that I do all be intelligent as thought by the majority. People
this daily and it is not something I even notice myself cannot be judged by their race, color, or creed; but on
doing. I then thought to myself, how terrible is that? To their actions. People cannot be judged as a whole;
judge someone based on their race, the way they dress, and every person is unique in their own way and cannot
just a person’s overall appearance is completely judgmental. be grouped into stereotypes. (WM)
Unfortunately, this is the type of society we live in today. I
can honestly say that when looking at the big picture, it is Some other important things we discussed was the
not right, but it is something I do daily. (WF) fact that people are discriminated based on their
appearance, lifestyles, sexuality, race, social class,
Another topic we discussed in class was etc. Also the fact that teachers have been known to
stereotypes. There was some debate over whether all make fun of their Homosexual students by called
stereotypes are negative. I think stereotypes will be with them names such as “fag” and other offensive names.
us forever. Some stereotypes are false, but I actually have This particular information struck me because as
to agree with Bill Maher’s view on stereotypes. In the humans we all have our biases based on our pasts,
power point, I believe he was quoted as saying “All our experiences, the media, what we read in our
stereotypes are true.” At first this seems ignorant and history books, etc. Therefore, as future teachers we
possible racist, but as a fan of his comedy and brand of have to be conscious of these so it does not reflect
humor I know what he was trying to get at. Stereotypes are how we relate and interact with our students in a
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9. generalizations and usually have some basis in fact. The negative way.
problem is that ignorant people only know the stereotype In closing, I thought this class exercises
and not the “why.” The stereotype that blacks are criminals were great. It allowed us to see each other’s
isn’t true, but it is true that they are overrepresented in our differences, similarities, and our biases for what they
jail system. An ignorant person sees that as proof that they are. After doing this exercise I have further hope
are criminals or more prone to criminal behavior. An that our American school teachers can move past
intelligent person sees that skin color has nothing to do with the student’s race, nationality, sexuality, etc. and
it. If you take history into account and socioeconomic focus on merely on educating our children because
factors, you start to see a clearer picture. The stereotype that should be the main objective beyond anything
that blacks are faster than other groups is true (at least I else. (BF)
believe so). I don’t think it has anything to do with color
though. There are many factors that play a role. Also, it In class we discussed stereotypes and how they were
doesn’t mean every black person is fast. As we discussed in not true. Fellow students said that there were some
class, blacks that were brought to this country as slaves stereotypes that were good, but the fact is that there
were bred to be bigger and stronger. In Africa, the blacks is no such thing as a good stereotype. It is easy to
there spend a lot more time engaged in running or pick out the “bad” stereotypes like all black people
exercising as compared to the average American. Here we like fried chicken and red cool aid, or all white
have cars and the need to run is usually one of choice not people cannot dance. Stereotypes like all Asians are
necessity. (WM) smart and good at math, or all black people are
athletic are considered “good”, but what happens to
People are constantly being judged based on every an Asian child who is not good at math? Or a young
aspect of one’s life. I purposely stated every aspect of a black child that is not good at sports? They are then
person’s life because it is true. We are judged according to ridiculed for not fitting into their own stereotype.
what schools we have attended in our lives, our race, our (WM)
gender, our religion, our social class, our ethnic group, our
political beliefs, and I could go on forever. We as During class we discussed the issues surrounding
individuals are truly judged on every aspect of our lives. I diversity. Specific diversity issues included race,
am not saying everyone is judged according to everything I ethnicity, and religion. Throughout the discussion we
mentioned, but I do believe that on an average day, every related our own personal views and stereotypes to
person is stereotyped in some way based on one those those views of the class and the rest of the world.
characteristics. We as individuals are so different and that is Throughout the discussion of diversity it became
what makes the world go around. If we were all the same, evident to me that stereotypes only inhibit the
then what would we talk about? It would be a pretty boring progression of our world.
world in my opinion. (WF)
Stereotypes will always be around; they
I believe that, as future educators, we cannot deny have been for as long as I know. The only issues
the fact that stereotypes exist or even deny that they are are what people do with them. Someone can laugh
sometimes true. As educators we have to be able to help at them and know that fallacies in them or they can
our students use all the pieces of information learned in become overly sensitive about them and waste much
application to the real world. Students have to learn the of their time being angry, they can perpetuate them
good and bad sides of stereotypes. Even if we taught enacting hate crimes, or can combat them by
students to turn a deaf ear to any stereotypes heard, there educating the youth about them and making society
will be that one day in the child’s life when they will start aware of them. In this I can say that our discussion
listening. In a perfect world there would be no stereotypes was interesting and made some individuals in our
and people will learn to accept other people at face value class uncomfortable. I cannot say that I am sorry for
and have no preconceived notions about them. this; all I can say is that I am glad it made them
Unfortunately, it is not a perfect world. There are good and uncomfortable. If people are not comfortable with
bad stereotypes, just as there are good and bad people. It’s stereotypes about others or themselves they should
not a teacher’s job to tell their students how to deal with do something about them. Being silent is just as
information learned about other people. It is our job to help good as agreeing. So I say talk about the stereotypes
students realize how to use the information to develop their and acknowledge them because just ignoring a
own idea of the world and its inhabitants. (LF) problem doesn’t make it go away. (WF)
When we did the stereotypes discussion in
class I thought it was really interesting. I thought
that people would have been more honest about
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10. themselves and others. I feel like people were
intimidated to say what they were actually
thinking because they were afraid to hurt
someone’s feelings. This is a big problem with
people in society today. People are so afraid of
saying something or doing something that will hurt
someone’s feelings. They are afraid of being
‘politically incorrect’ that they cannot even voice
what they think to be true. Do not misunderstand
what I mean, many stereotypes are based on truth but
are not truth themselves. Many stereotypes are
thought to be truths and people accept them as this.
So many individuals are not willing to admit that
they, even on some levels, believe some of the
stereotypes that they have heard. By saying them
they feel as though they are admitting their guilt.
Individuals, I have found, are selfish. They don’t
want people to look at them differently and they
don’t want to feel differently about themselves.
Stereotypes will always be around; they have been
for as long as I know. The only issues are what
people do with them. Someone can laugh at them
and know that fallacies in them or they can become
overly sensitive about them and waste much of their
time being angry, they can perpetuate them enacting
hate crimes, or them can combat them by educating
the youth about them and making society aware of
them. In this I can say that our discussion was
interesting and made some individuals in our class
uncomfortable. I cannot say that I am sorry for this;
all I can say is that I am glad it made them
uncomfortable. If people are not comfortable with
stereotypes about others or themselves they should
do something about them. Being silent is just as
good as agreeing. So I say talk about the stereotypes
and acknowledge them because just ignoring a
problem doesn’t make it go away. (WF)
A list of stereotypes was listed on the black
board for particular groups such as Blacks, Whites,
Latinos, Asians, Native-Americans, and Athletes.
The class came up with stereotypes like can dance,
hot temper, steroids, cheap, can’t drive, and rich.
Then we broke it down in to subgroups such as
African, Jewish, Russian, Cuban, Seminole, and
Male/Female Athletes. As we broke down the groups
we came up with very different stereotypes for the
particular subgroups than we did with the whole
entire group. I thought this exercise was great
because it allowed us to realize just how many
stereotypes we sometimes believe to be true based on
our past experiences but as we broke the stereotypes
down into subgroups we realized that people of the
same race, nationality, or group are not necessarily
the same type of people and it is not fair to expect the
same actions from each person in a particular group.
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11. This was also a great exercise because it allowed us
as future educators to understand that we have to
approach our students as individuals with different
backgrounds, experiences, and reactions so that we
can be more affective in understanding their
viewpoint and learning habits.
We than discussed how within each group there is
discrimination. For example, rich Black people look
down upon poor Black people. Also, that an Agent
Group is a group that has greater access to social
power and privileges, while a Target group is a group
that has limited access to social power and privilege.
This goes back to what we talked about in the
previous class about the privileged and
underprivileged. Understanding these advantages
and disadvantages allows us as future teachers to
understand the obstacles our students face outside of
the classroom, which will be reflected in their
performances and responses in the classroom. (BF)
Responses from these reflection papers also identified self-awareness as a result of
critical reflection. Students demonstrated an understanding of the negative consequences
stereotypes have on their future students. Because students were not required to reflect on this
exercise, the high response rate not only indicated the students’ willingness to understand their
biases and stereotypes, but also demonstrated the students’ self-journey towards self-growth and
awareness.
Results and Discussion
The question focused on, “How can I encourage prospective teachers to examine bias,
prejudice, and stereotypes related to their future students?” This analysis is not meant to imply
that prejudices, stereotypes or pre-conceived notions of participants will disappear, but they will
be challenged to think critically about the impact of stereotypes. Findings show participants in
the stereotype exercise and discussion became more aware of stereotypes and their own biases
and stereotypes and their negative effects on students. Students became more knowledgeable of
the impact of diversity within diversity and the primary, secondary, and tertiary dimensions of
diversity. Students displayed emotions during the exercise and in their reflective writing, and
that allowed them to think critically about oppressive systems and behaviors that may impact
their students. Finally, students acknowledged their roles in eliminating stereotypes in their
practice, despite the reality stereotypes will remain present in society.
Unfortunately, minority participation was limited, but the low numbers were not only a
reflection of the lack of diversity in this teacher education program, but most programs. Multiple
perspectives are especially important when addressing issues related to diversity and social
justice. Future studies could address multiple courses and graduate courses to analyze attitudes
during and after the exercise. As teacher educators, it is our responsibility to transform aspiring
teachers by exposing them to the theories, language, and practices that maintain status quo. This
is accomplished by intentionally engaging students in interactive exercises and candid discourse
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12. in an attempt to get preservice teachers to connect theory with practice. The benefits of
interactive exercises and candid discourse addressing topics of diversity challenge students to
think critically and, in most cases, reveal emotional changes. Hopefully, the methods described
will enable all educators of diversity and social justice to address stereotypes and other issues of
diversity without conflict.
References
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Ehrlich, H. J. (1973). The social psychology of prejudice. New York, NY: Wiley.
Elsea, J. (1984). The four-minute sell. New York, NY: Simon & Schuster.
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Garmon, A. M. (2005). Six key factors for changing pre-service teachers' attitudes/beliefs about
diversity. Educational Studies, 38(3), 275-286.
Hardiman, R., & Jackson, B. (2007). Conceptual foundations for social justice education. In Bell,
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H. Brookes.
National Education Association (NEA). (2010). Status of the American public school teacher
2005–2006.
Obidah, J. E., & Howard, T. C. (2005). Preparing teachers for “Monday morning” in the urban
school classroom. Journal of Teacher Education, 56(3), 248-255.
Rudman, L. A., Ashmore, R. D., & Gary, M. L. (2001). "Unlearning" automatic biases: The
malleability of implicit prejudice and stereotypes. Journal of Personality and Social
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Tajfel, H. (1981). Human groups and social categories: Studies in social psychology.
Cambridge, England: Cambridge University Press.
Tatum, B. D. (1997). Why are all the black kids sitting together in the cafeteria? And other
conversations about race. New York, NY: Basic Books.
Wheeler, M. E., & Fiske, S. T. (2005). Controlling racial prejudice social-cognitive goals affect
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13. Author
Darrell Cleveland is Assistant Professor, School of Education in The Richard Stockton College
of NJ, Pomona, NJ 08240.
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