final EDCI

Culture (what is it? What does it influence)

Culture defines who we are. It is the way of life that we experience in our day-to-day living in a particular place at a particular time. It influences our knowledge, beliefs, and values. It provides the blueprint that determines the way we think, feel, perceive, believe, and behave within a group that has a shared history and life experiences.

Culture (How is it manifested? How is it learned)

Culture is learned, shared, and dynamic. We learn our culture from the people closest to us-our family, peers, and religious leaders. The ways that we were held, fed, bathed, dressed, and talked to as babies are culturally determined and begin the process of learning our family's culture. Culture affects not only how we dress, what we eat, and how we speak but also what we think, our worldview, and often, our politics. The learning process continues throughout our lives as we interact with members of our own and other cultures.

Culture (How is it preserved? How is it shared?)

Culture is preserved through traditions, rituals, and stories passed down generations. It is shared through communication, education, and social interactions within communities.

Culture (How is it adapted? Examples)

One cultural group may have a greater influence on our identity than other groups. Two people from the same racial and ethnic group may be very different because of their membership in other subcultural groups. This influence may change over time and may be greatly influenced by our life experiences. We can shed aspects of our culture that no longer have meaning, and we can adopt or adapt aspects of other cultures that were not inherent in our upbringing. Identity is not fixed. For example, a 24-year-old, upper-middle-class, Catholic, Polish American woman in Chicago may identify strongly with being Catholic and Polish American when she is married and living in a Polish American community. However, other group memberships may have a greater impact on her identity after she has divorced, moved to an ethnically diverse neighborhood, and become totally responsible for her financial well-being, as portrayed in Figure 1.5 D. Because she was straight, did not have a disability, and was a native English speaker, her membership in those groups had little to do with how she saw herself. If she later has a disability, membership in that group is likely to take on more importance to her. Think about the group memberships that are most important in your own cultural identity.

Culture (Non-verbal communication examples)

Non-verbal communication includes gestures, facial expressions, body language, and eye contact that convey meaning without words. For instance, a nod can indicate agreement, while crossed arms might suggest defensiveness or disinterest.

racism

The belief that one race is inherently superior to other races and thereby deserving of opportunities and benefits in society to which other races do not have access.

Socialization

Process of learning the social norms and expectations of a culture and society. Through these processes, we internalize social and cultural rules. We learn what is expected in social roles such as mother, husband, student, and child, and in occupational roles, such as teacher, banker, or plumber. Most immigrants go through some degree of assimilation as they learn the language and cultural patterns of their new country.

individualism

Primary feature of the dominant culture in the United States that stresses the rights, freedom, and importance of the individual over groups. characterized by the belief that individuals are in control of their own destiny and advance or regress in society based only on their own efforts. This individualism is grounded in a Western worldview that individuals can control both nature and their destiny. Traits that emphasize this core value include industriousness, ambition, competitiveness, self-reliance, independence, and appreciation of the good life. Another core value is freedom , which is defined as having the right to self-determination and independence and not having other people or institutions, especially the government, determine your values, ideas, or behaviors. The reaction of many people to the wearing of face masks and mandates for vaccinations during the COVID-19 pandemic is an example of this application of freedom in society.

Multiculturalism

The presence of multiple cultural groups who maintain their unique cultural identities while participating equally in the dominant culture.

US students receiving Sp. Ed. Services

In the 2020-2021 school year, 7.2 million students aged 3 to 21 received special education services under the Individuals with Disabilities Education Act (IDEA).

Approximately 14.5% of students receive special education services.

US students identified as Gifted/ Talented

Students enrolled in enrichment programs represent approximately 6.6% of the public school population

Define Gifted/ Talented

Students with very high intelligence or unusual gifts and talents in academics, the arts, and other specialty fields that require special educational programming to reach their full potential.

The criteria that are typically used for placement in enrichment programs have been an IQ score of 130 or above or a score above a given percentile on a standardized achievement test.

Labeling

Accurately labeling students with their disability may be essential in the development of appropriate instructional strategies and accommodations, but it can lead to overgeneralizations and misconceptions about people with disabilities, neglecting their personhood (Kauffman, 2020 L). A problem with the IDEA categories and other labels of disabilities is that they often contribute to negative stereotyping of students and limit the recognition of students' full identity primarily to the disability. The categorization and labeling process has its share of critics, who characterize the practice as demeaning and stigmatizing to people with disabilities, with the effects often carried through adulthood, where they may be denied opportunities as a result. Some individuals, including many with learning disabilities and mild intellectual disabilities, were never considered to have disabilities prior to entering school.

Section 504 of public law 93-112

of the Rehabilitation Act of 1973, which prohibits discrimination based on disability in programs receiving federal assistance and ensures students with disabilities have equal access to education. or be denied the benefits needed

key difference from IDEA: dose not require formal IEP but mandates acommondations through a “504 Plan” to ensure cirriculum access

Normalization

Making available to all persons with disabilities patterns of life and conditions of everyday living that are as close as possible to-or, indeed, the same as-the regular circumstances and ways of life of society.

Indigenous

Population that is native to a country or region. In the United States, Native Americans, Hawaiians, and Alaska Natives are Indigenous populations.

Plyler v. Doe

The 1982 Supreme Court case that ruled states cannot deny free public education to undocumented/unauthorized children, affirming their rights to attend public schools.

Identifying People by Race and Ethnicity

This is hard because these categories can be socially constructed and vary across cultures. It often reflects societal views and issues related to identity, representation, and equality. Categorizing individuals based on perceived racial or ethnic characteristics.

Brown v. Board of Education of Topeka

A landmark Supreme Court case that declared racial segregation in public schools unconstitutional, thereby overturning Plessy v. Ferguson and advancing civil rights.

colorblind

A belief that racial group membership should not be taken into account, or even noticed, even though race is an important component of people’s culture and identity and how they are treated in society.

Teachers may declare that they are colorblind, meaning that they do not see a student’s race and treat all students equally, regardless of race or ethnicity. The problem is that colorblindness helps maintain White privilege because it does not recognize the existence of race and racial inequality (Bonilla-Silva, 2022).

Dominant group and culture

It is the dominant culture that many would identify as the national culture of the United States, which has become the norm against which citizens are judged and expected to assimilate. It is the history of the dominant group that is primarily studied in school. It is that group's values, language, and behavior that are rewarded in school, at work, and in society. The dominant group is treated as superior to the subcultures to which much of the population belong. As a result, members of the dominant group receive more benefits and greater rewards from society, such as better jobs and higher-quality education. Members of the dominant group often do not recognize their dominance because their superiority has been internalized; it is the norm they never have to think about. They may think of other cultural groups as inferior or defective. They likely do not understand the experiences of oppressed groups 1 who seldom experience equity and justice and must constantly focus on survival.

tracking

Today, the identification of race cannot be legally used to determine where we live, the jobs for which we are qualified, or the public schools to which we can be admitted. It does allow tracking of the participation of groups in schools, colleges, and professional fields to determine the extent of discriminatory outcomes

student achievement and teacher effectiveness

class

A form of stratification in which people are sorted into groups that share the same or similar socioeconomic statuses, giving them different access to economic, political, cultural, and social resources

It determines the schools we attend, the stores in which we shop, the restaurants at which we eat, the community in which we live, and the jobs to which we have access. Few people have the opportunities to translate their experiences into the high salaries of elite stars of the corporate, entertainment, and sports worlds.

upper class

Group whose members are wealthy and earn the highest 5% of incomes in the country.

middle class

Group whose members are blue-collar workers, white-collar workers, professionals, and managers whose annual household income is between 2/3 and 200% of the national median income.

Upper middle class

Group whose members are the affluent middle class people or families who are highly educated professionals, managers, and administrators. They are in the 80 to 95% of the highest income earners in the country.

Working class

The socioeconomic group that is comprised of people who are employed in industrial work that is manual or service work.They typically earn lower wages and may have less job security compared to higher income earners.

Socioeconomic status (SES)

acts as a composite of the economic status of a family or individuals on the basis of occupation, educational attainment, and income.

of a family makes a great deal of difference in the experiences of children throughout their childhood and formal schooling.

Wealth

Accumulated money and property such as stocks, homes, and cars that can be turned into money.

Occupation prestige

One of the best predictors of occupational prestige is the amount of education required for a job, with financial compensation generally being greater for occupations that require more years of education.

Classism

The belief that a person's socioeconomic status determines their value in society and that more affluent people deserve a dominant role in society.

Authentic Teaching

Poverty

The state of not having enough money and other resources to meet the basic necessities of life, such as food, clothing, health care, and clean, safe, and appropriate housing.

Group with highest incidence of poverty 

umemloyed and people experiening homelessness and whites

How is poverty tracked in US schools 

free school lunches

standard English

The English spoken by a particular group of individuals in a community. This group is typically professional, educated, and privileged, with a high degree of influence and prestige in the community.

Ethnocentrism

The belief that one’s racial, ethnic, or cultural group is superior to all other groups and deserves dominance in society.

Language

A system of vocal sounds, gestures, and symbols through which people communicate with one another

Dialect

A particular form of a language that is unique to a specific social group or region of the country.

nonstandard dialect

Certain situations, both social and professional, may dictatem adjustments in the ways people use language. Some individuals have the ability to speak in two or more varieties of English, a skill that is often referred to as code-switching D. While the term was initially used to refer to the ways speakers of nonstandard forms of English were required to adopt dominant, standardized language practices in order to gain social and academic acceptance, it has evolved to center the ways people strategically alter their language practices in order to communicate effectively in a specific social or cultural context.

Bilingualism

The ability to speak and understand two languages fluently. Bilingual individuals can communicate effectively in both languages, often switching between them depending on the context.

monolingualism

use only sounds, gestures, and symbols from a single named language

Monolingualism, also called unilingualism, refers to the ability to use a single language in communication,

may limit communication in diverse or globalized settings, potentially restricting cultural understanding and professional opportunities

accent

However, it is important for teachers to realize that speaking with an accent is a normal part of the language acquisition process and that it is more important to support multilingual people in becoming effective communicators rather than emphasizing unaccented speech.

is also common for people to adopt the tonal norms and pronunciation patterns of the people around them, leading to variations in accents in different geographic and cultural communities.

nonverbal communication

language through their attitude, personality, manner, gestures, and proximity. being aware that typical nonverbal behaviors and gestures in the United States may have very different and even opposite meanings to other cultural groups, even to some who are English speaking.

Lau v. Nichols

In 1974, the U.S. Supreme Court heard a landmark class action suit titled Lau v. Nichols. In this case, 1,800 Chinese students claimed that the San Francisco Board of Education failed to provide programs designed to meet the linguistic needs of non-English-speaking children.

Hence, the Lau decision gave considerable impetus to the development of bilingual education as well as English as a Second Language (ESL) programs in public schools in the United States.

Various differences between men and women

gender

The socially and culturally constructed traits and perceptions of being a man or a woman or transgender or nonbinary person.

masculinity cultural markers

Attributes, behaviors, and roles generally associated with men and boys within a given society. Multiple types of masculinity exist in U.S. society.

masculinity is valued over femininity and women are considered inferior to men. Masculinity is often measured by a man’s independence, assertiveness, leadership, self-reliance, and emotional stability. Men are expected to demonstrate tough, confident, and self-reliant behaviors as well as be aggressive; they are encouraged to avoid anything feminine

title VII

The administration of President Barack Obama applied Title VII of the Civil Rights Act and Title IX of the Education Amendments of 1972 to protect an employee’s and student’s right to use bathrooms that correspond to their gender identity. As a result, many school districts or schools adopted a policy that gives trans students the right to use the bathroom that matches their gender identity. In addition, they may have installed or designated gender-neutral bathrooms in the school similar to the family bathrooms found in airports, sports venues, and public buildings.

Title IX

passed into law in 1972, is among the most significant legislation enacted to provide gender equity in schools. It prohibits differential, stereotypical, and discriminatory treatment of students on the basis of their gender. One of the most visible and controversial sections of Title IX involves athletics. When Title IX was passed, girls comprised 7% of high school athletes and less than 30% of collegiate athletes; 50 years later, 42% of high school and 44% of collegiate athletes were women.

Sexism

The belief that men are superior to and more valuable than women, which leads to prejudice and/or discrimination based on sex, typically against girls and women.

occupations(job fields) overrepresentation

Although more women are entering jobs traditionally held by men, women and men continue to be overrepresented in the traditional occupations for their sex, as shown in Table 4.2. The jobs in which women predominate are accompanied by neither high prestige nor high income. People in professional positions, such as teachers and nurses, do not compete in income or prestige with architects and engineers. Most of the jobs traditionally held by men are regarded as more prestigious than “women’s jobs,” in large part because men have traditionally been more highly valued in society, with greater access to power and resources, contributing to continuing discrimination against women in ways that devalue the jobs to which they have the greatest access (Schutz, 2022).

gender identity

People’s deeply held sense of self and their view of themselves as a man or a woman or transgender or nonbinary person.

adolescents

generally defined as the teen years. The primary focus in this chapter is young people between 13 and 17 years old who are generally at the end of middle school or in high school (i.e., grades 8 to 12) The younger cohort includes 21.7 million teenagers in the United States;

young adults

between the ages of 18 and 24 who may be in college, the military, or their first jobs. the older cohort includes 31.3 million young adults.

Gen Y (Millennial)

. The Millennials, the Y generation, or the Me generation, was born between 1980 and 1995.

. They constitute the most racially diverse cohort group in the United States.

. This is a generation defined by technology, social media, and globalization.

. Educators must still provide students with the necessary skills in research to develop students into effective scholars.

Gen Z

. The generational group immediately following millennials was born from 1996 to 2010.

. Characterized with liberal political and social values.

. On-track to become the best-educated generational cohort.

. Tech savvy, but educators should provide these students with the necessary skills in effective library research and use of the Internet.

Gen X

1965- 1980

Generation Alpha

The demographic cohort born between 2010 and 2025/2029.

online networks

child abuse

adverse childhood experience can also negatively affect brain development, leading to mental health disorders

The appearance of mental health conditions during the teenage years is serious, leading to lifelong mental health disorders Thirty-five percent of those disorders appear by age 14 and 63% by age 24

brain development

adverse childhood experience can also negatively affect brain development, leading to mental health disorders

Encourage student voices

Seeking, listening to, and incorporating the voices of students, their families, and their communities in the classroom are critically important in providing education that is multicultural. Students should be encouraged to speak from their own experiences and to do more than regurgitate the answers that teachers would like to hear. Teaching that incorporates student voices allows students to make sense of the subject matter within their own lived experiences and realities. Listening to students helps teachers understand students' prior knowledge of the subject matter, including any misinformation or lack of information that may suggest future instructional strategies or interventions. Student voices also provide important information about their cultures.

Most schools today legitimate the voice of the dominant culture-Standard

"Valuing voice means providing students with an opportunity to have their thoughts, words, and ideas about the classroom and the world beyond it heard" (Emden, 2016 L, p. 59) and incorporated in the instructional process.

Encourage student voices- How do you do this? What kinds of strategies?

Teachers could use an approach in which instruction occurs as a dialogue between them and students. Rather than depend on a textbook and lecture format, teachers could listen to students and guide them in the learning of the subject matter through dialogue. This approach requires discarding the traditional authoritarian classroom to establish a democratic one in which both teachers and students are active participants and learners.

In addition to engaging in dialogue with students, teachers can encourage student voices through written and artistic expression, students sharing their stories with each other is also important in improving student relationships. "When they hear personal stories, classmates become real instead of cardboard stereotypes. Once they've seen how people can hurt, once they've shared pain and laughter, they can't treat people as objects to be kicked or beaten or called names as easily" (p. 6).

In addition, teachers could ask students to keep journals in which they write their reactions to what is occurring in their lives or in their class, community, or world. These journals would make teachers aware of the learning occurring over time. For journals to be effective, students must feel comfortable writing whatever they want without the threat of reprisal from teachers. The dialogues developed through these approaches can help teachers understand the perspectives brought to the classroom by students from different cultures. There resulting dialogues can help students relate subject matter to their real world and encourage them to take an interest in studying and learning it.

ways to engage students

listening to student

student motivation

school climate

hidden curriculum

In addition to a formal curriculum, schools have a hidden curriculum that consists of the unstated norms, values, and beliefs about the social relations of school and classroom life that are transmitted to students. The hidden curriculum teaches lessons about self-esteem, one’s place in society, and the need to submit to authority (Ayers & Ayers, 2014). Although the hidden curriculum is not taught directly or included in the objectives of the formal curriculum, it has a great impact on students and teachers alike. It includes the organizational structures of the classroom and the school as well as the interactions of students and teachers. It is the unwritten, unofficial rules to which students are expected to conform for a successful school experience. The rules are almost always known by the members of the dominant group whose culture is the one most often reflected in schools, but the rules may not be the common pattern for students from other cultures.

The hidden curriculum reflects unequal power.

Culturally Responsive Teaching

A pedagogy that affirms the cultures of students, views their cultures and experiences as strengths, and reflects the students’ cultures in the teaching process to situate knowledge and skills within their lived experiences.

Dispositions

Values, attitudes, and commitments that guide the work of teachers and other school professionals.

racism

The belief that one race is inherently superior to other races and thereby deserving of opportunities and benefits in society to which other races do not have access.

Multicultural curriculum

Academic content that has integrated knowledge and skills related to the histories and experiences of students, their families, and communities, including the sociopolitical study of race, ethnicity, class, gender, and other student identities and their intersections, for the purposes of inclusion and making the content meaningful to students.

Multicultural education

An educational construct built on the ideals of freedom, social justice, equality, equity, and human dignity. It incorporates the history and experiences of diverse cultural groups throughout the curriculum and supports the elimination of discriminatory practices based on race, ethnicity, socioeconomic status, sex, gender identity, sexual orientation, religion, language, and disability from classrooms and schools.