Deck 13: Diversity and Equity Today: Meeting the Challenge

Question 1

Think about gender, race, ethnicity, and social class in considering the issue of educational and social equity as it concerns different groups of students. In very real ways, cultural deficit theory and cultural subordination theory are embedded in our social institutions and perspectives. What does that mean? What are the key differences between cultural deficit theory and cultural subordination theory? What is the significance of each theory for consequent teaching practices and school policy? Can the explanatory value of these theories lead to anything constructive in contemporary classrooms? Given what we know, how can we as educators work to meet the challenges of social diversity and equity in contemporary schools?

Answer 1

When considering the issue of educational and social equity, it is crucial to take into account the intersection of gender, race, ethnicity, and social class. These factors play a significant role in the opportunities and barriers that different groups of students face in their educational experiences. Cultural deficit theory and cultural subordination theory are two perspectives that are embedded in our social institutions and influence our perspectives on these matters.

Cultural deficit theory suggests that certain groups of students, typically from minority or marginalized backgrounds, are at a disadvantage because they lack the cultural resources and skills that are valued in the dominant society. This theory places the blame on the students and their families for not conforming to the norms and values of the mainstream culture, and it often leads to deficit-based narratives about their abilities and potential.

On the other hand, cultural subordination theory focuses on the ways in which dominant cultural norms and structures marginalize and subjugate certain groups of people. This theory highlights the systemic and institutional barriers that contribute to the disparities in educational and social outcomes among different groups. It shifts the focus from individual deficits to the larger societal forces at play.

The significance of these theories for teaching practices and school policy is considerable. Cultural deficit theory can lead to low expectations, limited opportunities, and discriminatory practices in the classroom, while cultural subordination theory calls for a more critical examination of the existing structures and policies that perpetuate inequality. Understanding and acknowledging these theories can lead to more equitable and inclusive teaching practices and policies in schools.

In contemporary classrooms, the explanatory value of these theories can lead to constructive changes by informing culturally responsive teaching practices, promoting diversity and inclusion in the curriculum, and advocating for policies that address systemic inequities. Educators can work to meet the challenges of social diversity and equity in schools by actively addressing biases, fostering a supportive and inclusive classroom environment, and advocating for policies that promote equity and justice for all students.

By recognizing the impact of gender, race, ethnicity, and social class on educational and social equity, educators can work towards creating more equitable and inclusive learning environments that empower all students to succeed. This requires a commitment to ongoing education and reflection on the part of educators, as well as a willingness to challenge and change existing structures and practices that perpetuate inequality.

Question 2

Discuss your own understandings of the various types of bilingual education in practice today. Which of these approaches seems to make the most sense to you, and why? How does your own personal experience with or feeling about bilingual education enter into your analysis?

Answer 2

Bilingual education is a complex and multi-faceted field, with various approaches and methods in practice today. These approaches include dual language immersion, transitional bilingual education, and maintenance bilingual education. Each of these approaches has its own strengths and weaknesses, and the best approach for a particular setting depends on a variety of factors including the needs of the students, the resources available, and the goals of the program.

In my opinion, the dual language immersion approach seems to make the most sense to me. This approach provides instruction in both languages, with the goal of developing proficiency in both languages for all students. This approach also promotes cross-cultural understanding and appreciation, as students learn alongside peers from different linguistic backgrounds. Additionally, research has shown that dual language immersion programs have positive impacts on academic achievement and cognitive development.

My personal experience with bilingual education also influences my preference for the dual language immersion approach. I grew up in a bilingual household, speaking both English and Spanish, and I have seen firsthand the benefits of being bilingual. I believe that all students should have the opportunity to develop proficiency in more than one language, and the dual language immersion approach provides a framework for achieving this goal.

Overall, while there are multiple approaches to bilingual education, the dual language immersion approach seems to make the most sense to me due to its focus on bilingualism, academic achievement, and cultural understanding. My personal experience with bilingualism has only reinforced my belief in the benefits of this approach, and I would advocate for its implementation in educational settings.

Question 3

The authors contend that individuals succeed or fail in our society not simply due to their native abilities and applied efforts, but importantly on the basis of their membership in one or more ethnic, gender, or economic groups. If this is true, what are the implications for teaching, learning and schooling? Support your position with evidence and reasoned argument.

Answer 3

The idea that individuals' success or failure in society is influenced by their membership in certain ethnic, gender, or economic groups has significant implications for teaching, learning, and schooling.

Firstly, it suggests that educators need to be aware of the diverse backgrounds and experiences that students bring to the classroom. This means incorporating culturally relevant and inclusive teaching practices that can help bridge the gap between different groups and create a more equitable learning environment. Research has shown that students perform better when they see themselves and their experiences reflected in the curriculum, and when teachers understand and validate their cultural identities.

Furthermore, this understanding calls for a more personalized approach to education, recognizing that students from different backgrounds may have varying needs and resources. It requires educators to be mindful of potential biases and stereotypes that may affect their expectations and interactions with students, and to actively work towards creating a more inclusive and supportive learning environment.

In terms of schooling, this perspective highlights the need for policies and practices that address the systemic barriers and inequalities that exist within the education system. This could include measures to provide equal access to resources, opportunities, and support for students from marginalized groups, as well as efforts to address issues of discrimination and inequality within school settings.

Overall, the implications of this perspective for teaching, learning, and schooling are far-reaching and call for a more inclusive, equitable, and supportive approach to education. It requires educators and policymakers to actively work towards addressing systemic inequalities and creating a learning environment that supports the success of all students, regardless of their background or membership in certain groups.

Question 4

One of the primary functions of education is to bring the youth of society into mature participation in the culture of that society. Questioning how "culture" has been defined and reflected in educational policies, various critics have claimed that

A) schooling contributes to perpetuating social inequalities.
B) schooling has resulted in cultural "illiterates."
C) schooling prepares students for their presumed positions in the labor market.
D) All these answers are correct.

Question 5

Resistance theory might explain why children not from the dominant culture

A) typically resist all efforts to motivate them academically.
B) are very resistant to dropping out of school, even when they are failing in much of their coursework.
C) are often resisted by teachers when they seek extra help.
D) sometimes "act out" or appear unmotivated in school, eventually dropping out more frequently than children from dominant groups.

Question 6

Developing an understanding of Black English Vernacular is important

A) because NCLB requires it.
B) due to the presence of rap music and other popularized forms of BEV throughout the "mainstream" culture.
C) in understanding how children's linguistic and cultural systems can work against them in schools if teachers are not well informed.
D) All these answers are correct.

Question 7

Resistance theory may be helpful in explaining

A) a tendency among girls to perform below their skill levels in school.
B) a tendency among African-American students to reject school norms.
C) a tendency among working class white students to reject school norms.
D) All these answers are correct.

Question 8

Institutional biases along the lines of class, ethnicity, and gender are

A) alive and persistent in education today.
B) no longer an issue, as they were eliminated by the Civil Rights Movement.
C) embedded in our socioeconomic system.
D) embedded in our socioeconomic system, and alive and persistent in education today.

Question 9

Which of the following factors can work against the success of low-income and minority students?

A) taken for granted approaches to testing
B) traditional systems of ability grouping and tracking
C) both traditional systems of ability grouping and tracking, and taken for granted approaches to testing
D) None of these answers is correct.

Question 10

Genetic inferiority theory and cultural deficit theory

A) assume that individuals are responsible for their own destinies.
B) reflect a culturally pluralistic perspective.
C) find their bases in the notion of meritocracy.
D) both find their bases in the notion of meritocracy, and assume that individuals are responsible for their own destinies.

Question 11

When a curriculum for ethnically diverse students focuses almost exclusively on aspects of the dominant culture, this approach is likely to be

A) a pluralist approach.
B) an assimilationist approach.
C) a reconstructionist approach.
D) All these answers are correct.

Question 12

Which of the following statements is not consistent with the belief that IQ scores measure a general capacity to learn?

A) Intelligence is largely genetically determined.
B) The SAT is a reliable indicator of intellectual abilities.
C) One's socioeconomic status is primarily based on one's talent and effort.
D) Intelligence is largely genetically determined, and the SAT is a reliable indicator of intellectual abilities.

Question 13

Critical theory

A) assumes that individuals are responsible for their own destinies.
B) locates the source of social inequalities in the individual.
C) locates the source of social inequalities in social structural arrangements.
D) both locates the source of social inequalities in the individual, and assumes that individuals are responsible for their own destinies.

Question 14

What is problematic about the view that if we "treat each student as an individual" we do not have to be concerned about the race, ethnicity, or gender of the child?

A) Different racial groups need different curricula.
B) Each child's individual identity is partly formed by race, ethnicity, and gender, and recognizing each child as an individual requires understanding how those components help shape the individual.
C) Boys and girls inherently have different levels of academic ability.
D) All these answers are correct.

Question 15

According to critical theorists, when teachers ignore or overlook cultural differences

A) students feel more comfortable because they aren't singled out.
B) students end up ill-equipped to function in larger society.
C) they are acting in accordance with NCLB.
D) None of these answers is correct.

Question 16

Assimilationist educational approaches

A) seek to preserve and celebrate the distinctive cultural heritage of students.
B) seek to obliterate cultural differences among minority students.
C) regard cultural differences as valuable contributions to the wider culture.
D) regard cultural differences as valuable contributions to the wider culture and seek to preserve and celebrate the distinctive cultural heritage of students.