- xxvi, 582 pages : color illustrations, color maps ; 26 cm.
- Contents note continued: 5.Immigration and Cultural Pluralism: Anglo-European American Perspectives -- U.S. Immigration Today: What Are the Issues? -- America as an Indispensable Beacon of Freedom and Pluralism -- Impact of the 1965 Nationality Act -- Misconceptions About Immigrant Impact on U.S. Economy Promote Anti-Immigrant Policies -- Undocumented Workers and Deferred Action for Childhood Arrivals (DACA) -- Global Refugee Crisis: The International Homeless -- Global Terrorism, Rising Xenophobia, and Anti-Immigrant Hysteria -- Anglo-European Immigrants and the Core U.S. American Culture -- U.S. Citizenship for Free White Men -- Origins and the Establishment of the White Anglo-Saxon Protestant (WASP) Core Culture -- Early Waves of Immigrants from Western and Northern Europe -- The Classic Era: A Massive Migration of Immigrants from Eastern and Southern Europe -- Immigration in the Contemporary Era (1965-Present) --Contents note continued: 8.Contemporary Immigration and the American Dream: Asian American Perspectives -- Immigrants from China and Japan -- Overview of Asian American Demographics -- Chinese Americans -- The Contemporary Era -- Japanese Americans -- Immigrants from the Philippines and South Central Asia -- Filipino Americans -- Asian Indian and Pakistani Americans -- Immigrants from Korea and Vietnam -- Korean Americans -- Vietnamese Americans -- What Is the Model Minority Stereotype, and What Can Teachers Do about It? -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 9.U.S. Immigrants from the Middle East: Arab American Perspectives -- Multiple Perspectives on the Middle East and the Arab World -- The "Middle East": What's in a Name? -- Common Mistakes about the Middle East -- Who Are the Arab Americans? -- The Cultural and Historical Heritage of Arab Americans -- A Shared Cultural Heritage -- Roots of Arab-Israeli Conflict --Contents note continued: American Indians and Colonial Conquest -- African Americans and Enslavement -- American Indian Perspectives -- Origins: Roots of Diversity -- Federal Indian Policy and the Loss of Native Land -- Self-Determination Policy -- Indian Boarding Schools and Deculturalization -- The American Indian Movement (AIM) -- African American Perspectives -- Emancipation, Sharecropping, and Tenancy -- The Great Migration North -- The Civil Rights Movement -- Implications for Teaching -- An Overview of John Ogbu's Typology of "Voluntary" and "Involuntary" Immigrant Minorities -- Standing Rock Resistance Today Is Rooted in Indigenous Values that Are Centuries Old -- Connecting Hip-Hop with Academic Content and the Standards -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 7.Colonialism, Immigration, and the American Dream: Latino Perspectives -- Supporting Immigrant Children and Youth in Times of Rising Deportation Fears --Contents note continued: Arab American Origins and Demographics -- First Wave of Immigrants: Christian Majority -- Second and Third Waves of Immigrants: Muslim Majority -- What Are the Demographics? -- Misperceptions and Stereotypes about Arab Americans and the Arab World: What Can Teachers Do? -- Marvin Strong at Heartland Public Schools -- "Cultures of Debate" in Carlos Riveras's Literature Classes -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 10.The Promise of Culturally Competent Teaching -- What Is Culturally Competent Teaching? -- Culturally Competent Teachers -- Principles of Culturally Relevant Teaching -- Examples of Culturally Relevant Teaching -- Does Culturally Relevant Teaching Enhance Student Learning? -- Funds of Knowledge Research and Teaching -- The Funds of Knowledge Project -- Creating Positive School/Family Connections -- Learning Styles and Culturally Responsive Teaching -- What Is Learning Style? --Contents note continued: Culturally Responsive Teaching: Implications for English-Language Learners -- Principles and Practices for Working with English-Language Learners -- Language and Literacy Learning through Reading, Writing, and Drama -- Parents as Partners in Language Learning -- Culturally Relevant Texts in the Classroom and Academic English Mastery -- Academic English Mastery through Thematic Integrated Units -- A Curricular Emphasis on Issues of Language and Power -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 15.Curriculum Transformation: A Multicultural Curriculum Development Model for Teacher Decision Making -- Rethinking the Curriculum: Content, Values and Goals -- From Eurocentrism to Multiple Perspectives -- Core Values and Goals of a Multicultural Curriculum -- Sam Johnson's Classroom Revisited -- The Multicultural Curriculum Model: Goals, Assumptions, and Content --Contents note continued: Goal One: Understanding Multiple Historical Perspectives -- Goal Two: Developing Cultural Consciousness -- Goal Three: Developing Intercultural Competence -- Goal Four: Combating Racism, Sexism, Prejudice, and Discrimination -- Goal Five: Raising Awareness of the State of the Planet and Global Dynamics -- Goal Six: Developing Social Action Skills -- Using the Multicultural Curriculum Development Model to Create a Curriculum -- The Core Values and Interactive Nature of the Goals -- Developing a Course Rationale -- The Importance of Fair-Minded Critical Thinking -- Curriculum Reform and the Conceptual Framework of Multicultural Teaching (Figure 1.1) -- Implementing the Multicultural Curriculum Development Model in the Centerfield School District -- The Centerfield Schools Setting -- Phase 1: University Seminar on Multicultural Teaching for Team Leaders --Contents note continued: Guidelines for Understanding Cultural Differences in the Classroom: Longstreet's Aspects of Ethnicity -- Verbal Communication -- Nonverbal Communication -- Orientation Modes -- Social Values -- Intellectual Modes -- Summary -- Activities and Questions -- Selected Sources for Further Study -- Endnotes -- 3.Race Relations and the Nature of Prejudice -- What Is Prejudice and How Does It Relate to Predilection, Discrimination, and Racism? -- What Is Racism? -- What Are Stereotypes? -- The Nation's Racial Climate: How Prevalent Are Prejudice and Racism? -- Current Public Opinion: Black, Latino, and White Perspectives -- Current Indicators of the Nation's Racial Climate -- White Privilege and Becoming Antiracist -- What Is White Privilege? -- Talking about Racism and Whiteness -- Antiracism and Teaching for Social Justice -- The Case of Africa: An Illustration of How Racial Prejudice Develops and Permeates the Curriculum -- Common Misconceptions about Africa --Contents note continued: Impact of the Immigration and Nationality Act Amendments of 1965 -- Contemporary and Classic Immigration Eras: How Are They Alike and How Do They Differ? -- Greater Diversity Among Immigrants Today -- New Settlements: From Megalopolis to the Heartland -- Will the New Second Generation Assimilate? -- European American Immigrant Perspectives on Cultural Assimilation: Xenophobia, Settlements, and Ethnic Identity -- Ethnic Pluralism and European Americans -- Russian and Ukrainian Refugees in Portland, Oregon -- Multicultural Teaching at Riverview Middle School -- The Setting -- Using the Conceptual Framework of Multicultural Teaching and "Lies About Irish Immigrant Slavery" to Address Xenophobia -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 6.Colonialism, Involuntary Immigration, and the American Dream: American Indian and African American Perspectives -- Colonialism and Involuntary Immigration --Contents note continued: Jewish Americans: Accommodation in the Face of Persistent Anti-Semitism -- Persistent Anti-Semitism -- Rising Islamophobia -- Reducing Anti-Semitism with Knowledge About Jewish History and Religion -- Jewish American History and Religion: A Brief Overview -- Reducing Islamophobia with Knowledge About Muslim American History and Religion -- Indigenous and Immigrant Origins -- African American Muslims in Early America -- Muslim Organizations -- Muslim Beliefs -- Muslim Practices: The Five Pillars of Islam -- Sunni-Shia: One Faith, Multiple Branches -- From Prejudice to Pluralism: What Can Teachers Do? -- The Example of Elizabeth Sheldon at Heartland Public Schools -- The Example of Lois Clark at Larkspur Middle School -- Using the Conceptual Framework of Multicultural Education to Affirm Religious Pluralism -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes --Contents note continued: Liberal Bias and Cultural Relativism -- Superficial Conception of Culture -- Co-option of Minorities -- What Do You Think? -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 2.Culture, Race, and the Contexts for Multicultural Teaching -- What Is Culture and How Can It Affect Teaching and Learning? -- Definitions of Culture -- The Importance of a Worldview -- High-and Low-Context Cultures -- What Is Race and How Does It Differ from Culture? -- The Social Construction of Race -- What Do We Mean by Ethnic Groups? -- The U.S. Census Categories: A Problematic Focus on "Race" -- Diversity within Ethnic Groups: Demographics and Multi-Racial Identities -- When Is an Ethnic Group a Minority Group? -- Theories of Ethnic Identity: How Can Teachers Benefit? -- The Negro-to-Black Conversion Experience -- The Banks Typology of Ethnic Identity Development -- White Racial Identity Development -- Implications for Teachers --Contents note continued: Phase 2: Summer Institute: Unification of the Content Areas through Social Justice Standards and the Model of Multicultural Curriculum Development -- Phase 3: Collaborative Action Research to Assess Classroom Impact -- Summary -- Questions -- Activities -- Selected Sources for Further Study -- Endnotes.Contents note continued: Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 13.The Challenges of Special Education in Inclusive Classrooms -- How Does the Individuals with Disabilities Act (IDEA) Shape Special Education? -- Six Principles of the Individuals with Disabilities Act (IDEA) -- Who Qualifies for Special Education Under IDEA? -- How Has Insufficient Funding of the Individuals with Disabilities Education Act (IDEA) Impacted Special Education? -- Children and Youth with Disabilities: Does Identification Become a Label? -- Students with Intellectual Disabilities: Lessons from the Special Olympics -- Children with Fetal Alcohol Spectrum Disabilities (FASDs): The Importance of Early Intervention for All Children -- Children and Youth with Learning Disabilities -- What about Gifted and Talented Learners? -- Racial, Cultural, Gender, and Socioeconomic Disparities in Special Education -- The Example of Max Britten --Contents note continued: Selected Sources for Further Study -- Endnotes -- 11.How Does Gender Make a Difference? -- The Children Are Watching: How Society Shapes the Gender Socialization of Children and Youth in the U.S. -- The 2016 Presidential Election -- Media Consumption by Tweens and Teens -- Conceptions of Masculinity and Femininity -- Gender Differences in the Classroom -- Are Girls Catching Up? Were They Ever Behind? -- Research in Psychology and Moral Development -- Socialization and the Gender Gap in School Success -- Gender Differences in Academic Achievement -- Creating Safe Schools for LGBT Students -- Changing and Challenging Terminology -- Teachers' Uncertainty Over LGBT Issues in the News and Media -- Sex Role Socialization and "Compulsory Heterosexuality" -- The Call for Safe Schools -- Affirming Social Justice and Gender Equity in the Classroom -- Gender-Equity Programs -- John Maki's Student Teaching at Heartland Middle School at a Time of Hope and Fear --Contents note continued: Some Effects of Misconceptions about Africa -- Social Justice Teaching: Seeking an End to Racial Prejudice, Stereotypes, and Discrimination -- Affirm Students' Ethnic Identity -- Clarify the Possibilities of Multiple Loyalties: To Family, Community, Nation, Ethnic Group, and Humankind -- Affirm Diversity within Ethnic Groups -- Address Racism in the Curriculum -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 4.Affirming Religious Pluralism in U.S. Schools and Society -- Religious Pluralism -- Origins of Religious Freedom and the First Amendment -- The First Amendment -- Christian Predominance -- Increasing Ethnic Diversity within Christianity and in Other Faiths -- Teaching About Religion in the Public Schools -- Religious Pluralism and Prejudice: Hate Crimes on the Rise -- Persistent Religion-Based Hate Crimes -- The Example of Mr. Singh and the Sikh Children at Summer Camp --Contents note continued: Students with Disabilities and the Juvenile Justice System -- A Brief History and Overview of Youth with Disabilities and Juvenile Justice -- The "School-to-Prison Pipeline" -- Restorative Justice Practices as an Alternative to Exclusion from School -- Reaching All Learners in Inclusive Classrooms -- Maria Montana's Classroom -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 14.Teaching in Linguistically Diverse Classrooms -- English-Language Learners in U.S. Schools -- Bilingual Education: Policies and Programs -- Policies over Time -- Programs to Meet the Needs of English-Language Learners -- What We Know about Literacy and Language Learning -- Basic Interpersonal Skills (BICS) and Cognitive Academic Language Proficiency (CALP) -- What We Know about African American Language (AAL) -- Classroom Considerations for English-Language Learners --Contents note continued: Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes -- 12.The Impact of Poverty on American Children and Youth -- Child Poverty in America: What Are the Facts? -- What Is the Federal Poverty Level? -- Demographics of Child Poverty in America -- Over-representation of Racial and Ethnic Minority Children -- Programs to Address Hunger and Poverty -- Causes and Impact of Child Poverty -- Multiple Perspectives on the Causes of Poverty in the U.S. -- How Does Poverty Affect U.S. Children? -- Critical Conditions and Challenges of Teaching in High-Poverty Schools -- Socio-Demographics Make a Difference -- The Example of Warren Benson's Classroom -- The Concentration of Poverty in American Schools Predicts Racial Achievement Gaps -- What Can Teachers Do? -- Cooperative Team Learning: A Proven Way to Reach all Learners -- The Case for Cooperative Learning -- Three Widely Used Team Learning Methods -- Summary --Contents note continued: Tragedy in Jennifer Bradley's First Grade Classroom at Rocky Mountain Elementary School: A Case Example -- The Disappearance of Esiquio Lopez, Top Student at Rocky Mountain High School -- Multicultural Teaching and Supporting Latino Immigrant Youth -- The Diverse Origins of Latinos in the United States -- Caribbean Latinos: Puerto Ricans, Cubans, and Dominicans -- Mexican Latinos -- Mexican Americans: Borderlands History Can Help Us Understand Current Immigration Issues -- First Wave: 1900-1930 -- Second Wave: 1942-The Present -- Migrant Farmworkers -- Latino Immigrant Youth and The Dream Act -- Latinos in the Heartland: Are They Integrating into U.S. Society? -- Mexican Immigrants in San Antonio, Texas -- Cuban Emigres in Phoenix, Arizona -- Mexican Immigrants in Leadville, Colorado -- Mexican Immigrants in Garden City, Kansas -- Summary -- Questions and Activities -- Selected Sources for Further Study -- Endnotes --Contents note continued: Why Be Concerned about Learning Styles? -- The Continuum of Global/Field Sensitive Learners and Analytic/Field Independent Learners -- Students' Need for Structure: The High Need to Low Need Continuum -- Connections between Cultural Styles and Learning Styles -- Wade Boykin's Conceptual Framework of African American Cultural Styles -- Asa Hilliard on African American Core Culture, Behavioral Styles, and Learning -- Learning Styles of Indigenous and Asian American Students -- What Can Teachers Do? -- Why Isn't Culturally Relevant Teaching Common Practice? -- Immigrant Youth and Teachers Caught in School Structures and Societal Contexts of Poverty and Violence -- The Example of Kevin Armstrong -- Kevin Armstrong (Revisited) and Jimmy Miller -- Example 2: Kevin Reconsidered \. -- The Example of Jimmy Miller -- A Blueprint for Culturally Competent Practice -- Teachers Can Make a Difference -- Summary -- Questions and Activities --Contents note: 1.Multicultural Schools: What, Why, and How -- What Is Multicultural Education? -- Origins -- Principles -- A Conceptual Model of Multicultural Education -- The Example of Jesus Martinez -- The Example of Sam Johnson's General Science Class -- The Core Values in Multicultural Education -- Why Is Multicultural Education Essential? -- The Call for Academic Excellence and Equity: Closing the Opportunity Gap -- The Existence of a Multiethnic Society -- The Existence of an Interconnected World -- Equity in Education and Democratic Values -- Multicultural Schools: What Are They? -- Desegregation Is Not Sufficient -- Positive Teacher Expectations -- A Learning Environment That Supports Positive Interracial Contact -- The Example of Isaac Washington -- The Example of Marcia Patton -- Culturally Competent Teaching -- A Multicultural Curriculum -- The Critics of Multicultural Education -- Potential for Conflict and Divisiveness --Includes bibliographical references and index.Includes index.