This document discusses various aspects of student diversity that teachers may encounter, including cultural background, ethnicity, race, religion, gender, socioeconomic status, language proficiency, and exceptionalities. It addresses the differences between culture, ethnicity, and race, and warns against stereotyping while acknowledging cultural characteristics. The document also notes controversies around teaching English language learners and issues relating to bilingual education versus pull-out programs. It discusses intelligence and learning disabilities as well as Howard Gardner's theory of multiple intelligences.

1. Chapter 3 – Student Diversity
Ebert, E., & Culyer III, R. (2014). Student
Diversity. In School: An introduction to
education. Belmont: Wadsworth.

2. What’s Your Style?
• Complete the ice breaker on pp. 55 - 56 in
your text.

3. Culture, Ethnicity, and Race
• What is the difference between culture,
ethnicity, and race?
• What is the difference between America as a
“melting pot” and America as a “salad bowl”?

4. Stereotyping vs. Characteristics
• What are some of the characteristics of
various racial and ethnic groups who comprise
American students?
• How do we distinguish between stereotyping
and understanding cultural characteristics?
• What are the implications for teachers when
working with students from various racial and
ethnic backgrounds?

5. Religion
Debate: Prayer should/should not be allowed in
schools

6. Gender, Sex, and Stereotyping
• Gender – “social aspect of sexuality; behaviors
that are considered masculine or feminine”
• Sex – “the biological distinctions of male or
female”

7. Logic
• A child is injured in an accident and is rushed
to the hospital. The doctor takes one look at
the child and says: "I can't treat him, that's my
son." The doctor is not the child's father. How
do you explain this?

8. • Carol Gilligan found that “men value following
rules and law, females value relationships and
caring”
• Debate– Do these findings represent social
effects on learning or biological distinctions?

9. Using Language
• Impact of poverty on language
• ESL, LEP, and ELL students
• Controversies surrounding English instruction
to students for whom English is a 2nd language

10. Controversies
• Controversies surrounding English instruction
to students for whom English is a 2nd language
– Teachers are responsible for providing a quality
education to all their students
– All teachers are likely to have a student with
limited English proficiency at some time
– NCLB requires all students perform at grade level
by 2014

11. Issues
• Research suggests 5-8 years of a 2nd language
are required before a student can use it
effectively for academic purposes (3-5 years
for oral proficiency, 4-7 academic proficiency –
then they have to “catch up”)
• Pull out programs vs. bilingual programs

12. Motivation
• Think of a recent classroom experience in
which all the students seem to be engaged.
Brainstorm motivators you think the teacher
used successfully.
• Think of a recent classroom experience in
which some students appeared
disenfranchised. What kept them from being
engaged?

13. Motivation (cont.)
• Go to the Vanderbilt link for motivating
students. Compare your list to the ideas
presented here.
• What is a teacher’s responsibility for
motivating his or her students?
• Look at CAMM Worldwide video

14. Expectations
• How do student expectations affect their
performance?

15. Temperament
• How does a student’s emotional intelligence
affect his or her performance?

17. Reading and Literacy
• 1900 -Sign a name 1930s -3 years of
school 1947 – fifth grade
1970 – ninth grade today – completion
of high school

18. Learning, Sensory, and Physical
Diversity
Children with exceptionalities are

19. Exceptionalities
• Intelligence – may include children with
cognitive problems or those with heightened
ability
• Learning disabilities – may include children
with learning disorders or those that have
problems focusing on learning.
• Sensory and physical disabilities

20. • Children may or may not have overlapping
conditions

21. What is Intelligence?
- An abstract concept
- One’s ability “to learn from experience and to
adapt to the environment”
- Reflects one’s cognitive potential

22. Intelligence
• The Stanford-Binet test was standardized with
the results being scored as intelligence-
quotient (IQ)
• MA/CA x 100 = IQ

23. Intelligence
• Weschler – IQ is normally distributed over the
general population

24. Multiple Intelligences

25. Quick Review
• It’s as simple as it is complicated. . .There are
numerous ways in which students are diverse.
We must consider each of those when we try
to reach all of our students.