Deck 2: Diversity

Question 1

Your school is developing a multicultural education program. You have been assigned the task of interpreting the word culture and presenting your proposal to a panel of committee members. Plan your presentation.

Answer 1

Good afternoon committee members,

I am honored to have the opportunity to present my proposal for the multicultural education program. Today, I will be discussing the interpretation of the word culture and how it will be incorporated into our program.

Culture can be defined as the beliefs, customs, traditions, and way of life of a particular group of people. It encompasses a wide range of elements, including language, food, clothing, art, rituals, and social norms. It is important to recognize that culture is not static, but rather dynamic and ever-changing, influenced by historical, social, and environmental factors.

In our multicultural education program, we aim to celebrate and embrace the diversity of cultures represented within our school community. This includes promoting cultural awareness, understanding, and respect among students and staff. We will provide opportunities for students to learn about different cultures through various activities such as cultural festivals, language classes, and art exhibitions. Additionally, we will integrate multicultural perspectives into the curriculum across different subject areas to ensure that students are exposed to a wide range of cultural experiences.

Furthermore, our program will emphasize the importance of inclusivity and equity, ensuring that all students feel valued and represented regardless of their cultural background. We will provide support for students who may be transitioning into a new cultural environment, as well as opportunities for them to share their own cultural experiences with their peers.

Overall, our goal is to create a welcoming and inclusive environment where students can learn from and appreciate the richness of different cultures. We believe that by embracing cultural diversity, we can promote empathy, understanding, and global citizenship among our students.

Thank you for considering my proposal, and I am happy to answer any questions you may have.

Question 2

A particularly perceptive teacher at your school has brought to the attention of all the educators in your system that males have been predominately involved in all roles while the females have been shortchanged in many areas (i.e., math, science, mechanics, etc.). Propose a plan to educate yourself, your colleagues, and all the children and adolescents in your system on the topic of gender equity.

Answer 2

To address the issue of gender equity in our school system, we need to first educate ourselves and our colleagues on the topic. This can be achieved through professional development workshops, guest speakers, and discussions focused on gender bias and stereotypes. We can also explore resources such as books, articles, and documentaries that highlight the importance of gender equity in education.

Next, we need to incorporate gender equity education into our curriculum and classroom discussions. This can include teaching about historical and current gender inequalities, highlighting the achievements of women in traditionally male-dominated fields, and promoting gender-inclusive language and activities.

It is also important to involve parents and the wider community in this education process. Hosting informational sessions, parent workshops, and community events can help raise awareness and support for gender equity initiatives in our school system.

Lastly, it is crucial to create a supportive and inclusive environment for all students, regardless of their gender. This can be achieved through implementing policies and practices that promote gender equity, such as providing equal opportunities for participation in sports and extracurricular activities, addressing instances of gender-based discrimination or harassment, and ensuring that all students have access to resources and support to pursue their interests and goals, regardless of their gender.

By taking a comprehensive approach to educating ourselves, our colleagues, and our students on the topic of gender equity, we can work towards creating a more inclusive and equitable school system for all.

Question 3

Compare and contrast the following models: the "cultural deficit" model
the "cultural mismatch" model the "culturally different" model

Answer 3

The "cultural deficit" model suggests that certain cultural groups have inherent deficits or deficiencies that lead to academic or social struggles. This model often blames the individual or their culture for their lack of success and does not take into account external factors that may contribute to their challenges. This model has been widely criticized for perpetuating stereotypes and promoting a deficit-based perspective on cultural diversity.

The "cultural mismatch" model focuses on the idea that individuals from minority or marginalized cultural groups may struggle in educational or social environments that do not align with their own cultural values, norms, and experiences. This model emphasizes the importance of creating inclusive and culturally responsive environments that recognize and respect the diversity of students' backgrounds and experiences. It highlights the need for educators and institutions to be aware of potential cultural mismatches and make efforts to address them.

The "culturally different" model recognizes and celebrates the diversity of cultural backgrounds and experiences that individuals bring to educational and social settings. This model emphasizes the importance of valuing and respecting cultural differences, and it promotes the idea that diversity enriches learning and social experiences. It encourages individuals and institutions to embrace cultural differences and incorporate diverse perspectives into their practices and policies.

In comparing these models, it is clear that the "cultural deficit" model takes a negative and deficit-based approach to cultural diversity, while the "cultural mismatch" and "culturally different" models take a more positive and inclusive approach. The "cultural mismatch" model acknowledges the impact of cultural differences on individuals' experiences, while the "culturally different" model goes further to celebrate and embrace cultural diversity. Both the "cultural mismatch" and "culturally different" models advocate for creating inclusive and culturally responsive environments, but the "culturally different" model places a stronger emphasis on the value of diversity. Overall, the "cultural mismatch" and "culturally different" models provide more constructive and empowering frameworks for understanding and addressing cultural diversity compared to the "cultural deficit" model.

Question 4

Discuss the significance of the shift from the "melting pot" model of culture to that of the "salad bowl." What relevance do these models have for changing approaches in multicultural education?

Question 5

Apply your knowledge of the changing demographics in U.S. schools to describe how you think classes and lesson plans might look different. What might be the significance of these changes?

Question 6

Holding on to one's own culture and traditions while living in a country with other cultural groups is referred to as:

A) the "melting pot" theory
B) acculturation
C) a "salad bowl" metaphor
D) nationalism
E) none of these

Question 7

Gender inequality in schools may be subtle, but is displayed in:

A) fewer girls encouraged to pursue math and science courses
B) limited implementation of either group-oriented or individualistic learning projects in classroom instruction
C) exclusionary practices in regards to activities
D) stereotyped sex-role attitudes
E) all of the above

Question 8

Gays, lesbians, and bisexuals have their own culture and educators should do the following:

A) promote and protect human and civil rights
B) avoid discussing youth sexuality to avoid controversy
C) encourage the hiring of and support for gay and lesbian educators
D) all of the above
E) a and c only

Question 9

In 2005, nearly________of Americans identified themselves as belonging to a racial-minority:

A) half
B) three-quarters
C) one-third
D) one-fifth
E) two-thirds

Question 10

Over 50% of African Americans, Hispanics, and American Indians/Alaskan Natives are poor or near poor compared to________of whites.

A) 25%
B) 16%
C) 42%
D) 33%
E) 26%

Question 11

One of the most significant challenges facing U.S. schools is language diversity because:

A) English-language learners increased 72% between 1992-2002
B) English-language learners increased 60% between 1992-2002
C) many schools have expanded ELL programs based on state recognition
D) increasing populations tend to remain in the same school districts and remain concentrated in particular areas
E) none of the above

Question 12

Understanding ________involves knowledge and respect of an individual's race, culture, ethnicity, socioeconomic factors, gender, and individual characteristics.

A) a multicultural education program
B) diversity
C) the needs of our nation's influx of immigrants
D) all of the above
E) a and b only

Question 13

To aid in identity formation, multicultural educators should design teaching-learning experiences that allow learners to:

A) form positive cultural identities
B) learn in a way that they consider culturally relevant
C) see the contributions of various cultural groups
D) avoid feeling the necessity to adopt the attitudes and behaviors of a dominant group
E) all of the above

Question 14

The belief that only white people's standards and opinions and the benefits given to those seen as white is known as:

A) stereotyping
B) white privilege
C) culturally deficit
D) congruent nationalism
E) political correctness

Question 15

Our________sets us apart socially (either voluntarily or not) as a community within a larger society on the premise of racial and cultural characteristics such as religion, language, or tradition.

A) liveliness
B) mood
C) ethnicity
D) attitude
E) intelligence

Question 16

The "melting pot"idea was developed to obliterate racism and diversity.

Question 17

White guilt describes the dysphoria felt by European Americans who feel responsible for illegitimate advantages held over other racial groups.

Question 18

Ethnocentrism is the belief that other groups are superior to one's own.

Question 19

The white population is increasing at an alarming rate and will continue to rise into the twenty-first century at an accelerated rate.

Question 20

If a person has the ability to function proficiently in two cultures, he or she is alluded to as multicultural.

Question 21

Race contributes significantly to learning about differences in social behavior as well as physical differences between adolescents and children.

Question 22

There are many mutually related components which influence learners in how they see themselves (i.e., self-concept, identity, status in the U.S.).

Question 23

A person's social class is an accurate predictor of one's motivation toward achievement.

Question 24

Self-esteem dramatically increases for young females from elementary to high school while decreasing for males.

Question 25

Individuals' characteristics should be categorized together to form a group of culturally homogeneous learners.