DIVERSITY

1. DIVERSITY BY:JENNIFER RAMIREZ JESSICA MARTINEZ FLOR GARCIA BENJAMIN CAMPOS

2. DIVERSITY • Differences among groups of people and individuals based on ethnicity, race, social economic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

3. DIVERSITY IN SCHOOLS • CLASSROOM DIVERSITY • STUDENT/TEACHER • GENDER • MALE/FEMALE • SEXUAL ORIENTATION • RACE/ETHNICITY • LANGUAGE • RELIGION • SOCIO ECONOMIC STATUS • SPECIAL EDUCATION

4. STUDENT/TEACHERResearch on the Effects of Teacher Expectancies • Teacher expectancy has an effect in shaping students behavior. • Studies have shown that when mother and teacher have high expectations, students have positive achievements. (vice versa) • Teacher expectations are more likely to be maintained in well-established behaviors.

5. Factors that help Create Expectancies • Social class – Expect higher grades from Middle SES • Ethnic Background – Expect higher achievement from Asians and Whites • Achievement – Praise higher achieving students more often

6. Teacher Expectancies Factors continued... • Attractiveness – Good looking students are perceived to be brighter, social, and more capable • Gender – Girls behavior is more often approved than boys

7. GENDERDIFFERENCES • Testing • Males score better than females in • Math • Science • College Entrance Exams • Females score better than males in • Memory • Language

8. GENDER BIAS • a preference or prejudice toward one gender over the other whether it is conscious or unconscious

9. GENDERMALE VS. FEMALE • Boys enjoy taking risks and are impressed by other boys who do as well • Girls are willing to take risks, but are less likely to seek out risk-taking behavior • If a boy takes his skateboard over a dangerous jump, other boys think it is awesome, but girls are more likely to ask, “Why would he want to do that?” If a girl did the same behavior, the girls who heard about it would react, “That is crazy, why would she do that?”

10. GENDER CONT. • In the classroom, girls are more likely to do their homework, even if the assignment doesn’t interest them, because they want the teacher to like them. • According to Dr. Sax, “ignoring gender differences does not break down gender stereotypes; ironically, neglecting hardwired gender differences more often results in a reinforcement of gender stereotypes.”

11. GENDER EQUALITY IN THE CLASSROOM • Learn to divide your attention among all students equally • Emphasize the importance of math and science

12. Race/Ethnicity The redefinition of America as a multi- cultural society The U.S is becoming more culturally diverse because of: Changes in immigration • Natural change in population 66,089,431 total of immigrants since 1820-2000 the most documented were btw. the years 1990-2000 at 9,095,417 immigrants Current Population Survey includes detailed statistics about age and sex of the Hispanic population • the black population • Asian population • wide range of demographic characteristics about the U.S. labor force • such as marital status • educational attainment • Nativity • employment statusoccupation • Poverty • housing tenure.

15. Ethnicity/Race U.S. Census • Total U.S. population - 281,421,906 • Whites- 211,460,626   75.1% • Black or African American - 34,658,190   12.3% • American Indian and Alaska Native -2,475,956  0.9% • Asian - 10,242,998  3.6% • Native Hawaiian and other Pacific Islander  - 398,835  0.1% • Some other race  -15,359,073  5.5% • Two or more races  -6,826,228  2.4%

17. Identity Statuses and Predominate Features • Autonomy seeks out values of diversity believes that everyone has something to offer and something to learn. • Immersion/ Emersion growing awareness of a non racist atmosphere produces positive learning outcomes focuses on creating a non- racist identity. • Contact oblivious to color, race , and ethnicity Information processing strategy

18. Cooperative Learning • Multi-cultural program that helps students understand ethnically diverse cultures • The students are responsible for learning what is taught as well as helping teammates learn . Students work through the assignment until all group members successfully understand  

19. Cooperative Learning cont. • teaching strategies where each student is placed in a team with other students with different levels of ability • produces a group effort focused on mutual goal. In the end all students are successful.

20. Aspects of Misunderstandingin the Classroom • Verbal communication • Non- Verbal communication • Social Values • Learning processes • Time orientation

21. http://www.youtube.com/watch?v=t8HWJqgMAhU

22. SPECIAL EDUCATIONTHE INDIVIDUALS WITH DISABILITIES ACT(IDEA) • Act gives children with disabilities the right to be provided with any modifications needed for them to participate in state and district wide assessments. • Opportunities for parents to be a part of the child’s education, and provides them with training and materials to help their child’s success. • Most important purpose of act is that all individuals with a disability, regardless of the severity, from birth through 21 yrs. receive special education and services needed to achieve their educational needs. • Before a child can be placed in a special education program he/she must be given a complete, valid and appropriate evaluation.

23. DISABILITIES UNDER IDEA • Autism- Difficulty in verbal and nonverbal communication, and social interaction that affects learning. • Deaf-blindness- impairments of both hearing and vision. • Mental retardation- significant sub average general intellectual functioning accompanied by social behavior. • Multiple disabilities- two or more impairments that cause severe educational problems. • Orthopedic impairments- disability of a child that does not allow him/her to use arms, legs, hands, or feet that significantly affect their education. • Other health impairments- such as asthma, sickle cell anemia, epilepsy, heart disease, and diabetes that limit the strength, vitality, or alertness of a child that educational performance is affected.

24. DISSABILITIES UNDER IDEA CONT. • Emotional disturbance- extreme personal and social problems shown over a period of time that affect a child’s ability to learn and get along with others around them. • Specific learning disability- a disorder of the basic psychological processes involved in understanding or using language that leads to learning problems, but is related to any other disability. • Speech or language impairment- a communication disorder such as stuttering, impaired articulation, or language impairment that affect performance. • Traumatic brain injury- a brain injury due to an accident that caused cognitive or psychosocial impairments. • Visual impairment- visual problem so severe that even with glasses educational performance is still affected.

25. Attention-deficit/hyperactive disorder (ADHD)- • Attention-deficit/hyperactive disorder (ADHD)- is a neurobehavioral disorder that affects 3-5 percent of all American children. • Inability to stay on a task and to take in age-appropriate materials both cognitive and behavioral. • Signs includes some combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior. Also low self-esteem and poor educational performance. • ADHD is considered a specific learning disability.

26. OTHER LEARNING DISSABILITIES • Emotional disturbance- A condition in which inappropriate aggressive or withdrawal behaviors are exhibited. • Characteristics- poor relationships with teachers and peers, depression, fears, restless, and negativism. • Over a long period of time these characteristics affect the child’s learning ability.

28. ABILITY GROUPING • Assumes intelligence is inherited, reflected in IQ, and unchangeable and that instruction will be superior • Standardized mental ability or achievement tests are performed to view which students have similar learning abilities and then they are grouped with each other.

29. TYPES OF ABILITY GROUPS • Between-Class Ability Grouping • Regrouping • Joplin Plan • Within-Class Ability Grouping

30. BETWEEN-CLASS ABILITY GROUPING • Students are placed in three levels of classes by their similar abilities which are High, Average, and Low. Each group has little or no contact with students in other groups. • There is little to no research to agree or disagree whether this grouping really works.

31. REGROUPING • Students from different classrooms who are the same age, are in the same grade, and are labeled with the same ability come together to receive instruction on a specific subject. • Research for the effect this grouping provides has shown to be inconclusive.

32. JOPLIN PLAN • Students from different grade levels who have equivalent scores in Reading and Math. • This grouping works because it provides positive effects compared with instruction in heterogeneous classes.

33. WITHIN-CLASS ABILITY GROUPING • Students are divided into two or three groups within the class for Reading and Math instruction. • This grouping produces positive results compared to other instructional approaches. • This grouping has shown to be more effective than others.

34. CLASSROOM OBSERVATION • PRE-KINDER CLASSROOM • AGES 4-5 • BILINGUAL CLASSROOM • 15 STUDENTS • 9 BOYS • 5 GIRLS

35. CLASSROOM OBSERVATION • Instructor- Bilingual Certified Teacher • Teacher’s Aide- Bilingual Aide • Instruction was based on Phonics during the period of observation • Students- Varied in their forms of behavior and their understanding of the material • Teacher-student interaction- The teacher was well aware of what all the students were doing at all times and communicated well as to what she expected of them.

36. CLASSROOM OBSERVATION • Student- Student Interaction- Students were friendly with one another and seemed to get along well. • Class Management- Two teachers were present to monitor students • Curriculum- Phonics (Letter Recognition)

37. ARGUMENT • As future teachers we are going to encounter diversity in our classrooms. We know that we cannot discriminate based on gender, ethnicity, disability, sexual orientation, etc. After our observations and research we realize that discrimination still occurs in the classroom among students and teachers. Therefore, our mission is to provide all of our students with an equal education, without regard of whom they are or where they come from.

38. Quiz 1. Which one of the following is a type of diversity? • Gender • Language • Race • Sexual Orientation • All of the above 2. In education IDEA stands for which of the following? • Individuals Disability Extra Act • Individuals with Disabilities Education Act • Individualized Disabilities Educational Act • Intelligent Disabilities Education Act 3. Which one of the following is not one of the four aspects of Sternberg’s theory of intelligence? • Memory ability • Creative ability • Analytical ability • Sensory ability

39. 4. A teacher has a room with 24 students, while they are doing activity there is a little boy that keeps on getting up from his chair and disrupting the class, the teacher keeps on telling him he needs to be quiet and stay seated. On the other hand, a little girl starts to do the same thing and the teacher just looks at her and does not tell her anything, the little girl continues. The teacher is • Only focusing on the boys behavior since she expects him to act that way • Not interested in the girls behavior • Only picking on the trouble maker. • Ignoring the girls behavior since she doesn’t usually behave that way 5. Which one of the following should NOT be included in the Individualized Education Plan? • Childs present level of educational performance • Annual goals • Specific special education and related services to be provided to the child • Parent teacher meeting criteria 6. If a teacher thinks that one of her students might have a type of disability she should first do what ___________? • Assess the student • Place in special education class • Refer the student • Ignore the student

40. 7. Which of the following shows the disabilities from highest percentage to lowest percentage? • Hearing impairment, emotional disturbance, mental retardation, all other, speech impairment, specific learning disability • Specific learning disability, emotional disturbance, all other, mental retardation, speech impairment, hearing impairment • Speech impairment, hearing impairment, mental retardation, emotional disturbance, all other, specific learning disability • Specific learning disability, speech impairments, all other, mental retardation, emotional disturbance, hearing impairment 8. Teacher expectancy • Affects students behavior • Affects parents • Does not affect student’s behavior • Affects both the parents and the students 9. Cooperative learning is • Students working on two tasks independently • Students working together by gender • Students working in small heterogeneous groups • Students working together by ethnicity 10. Gender bias • Affects the courses students choose • Affects the careers they consider • Affect the extent they participate in class discussions • All of the above

41. QUIZ ANSWERS E B D A D C D A C D

42. SOURCES • http://www.pnwlocalnews.com/south_king/fwm/opinion/34099259.html • http://www.wisegeek.com/what-is-gender-bias.htm • http://factfinder.census.gov/servlet/SAFFFactsCharIteration?_submenuId=factsheet_2&_sse=on • http://www.cnn.com/2009/SHOWBIZ/Movies/01/30/review.the.class/index.html?iref=allsearch • http://www.youtube.com/watch?v=t8HWJqgMAhU • http://www.utb.edu/library/Pages/DB-p.aspx • http://edci4322su2011.pbworks.com/f/Student%20diversity-chapters%204-6.pdf • Snowman, J.,McCowen,R., & Biehler R. (2009). Psychology Applied Teaching (13th ed.). Boston: Houghton Mifflin

43. THE END