SEDP 651: Multicultural & Global Perspectives in Education

1. SEDP 651: Multicultural & Global Perspectives in Education Race and Ethnicity

2. The concept of race has been changing from a part of the natural order based upon real or assumed racial distinctions to that of racism as an oppressive and dogmatic ideology (Barkan, 1992). • The concept of race is a cultural invention, a culturally and historically specific way of thinking about, categorizing, and treating human beings (Mukhopadhay & Henze, 2003). • Racial identify in America is inherently a social and cultural construct, not simply a biological one (Loury, 1995). • Race is a complex expression of unequal relations which are dynamic and ever-changing (Marable, 1995). Race

3. The most basic definition focuses on an individual’s national origins (Gollnick & Chinn, 2009). • Some social scientists define race as a special case of ethnicity. • Ethnic groups share a common ancestry and culture (e.g., van den Berghe, 1981). • Language, religion, styles of clothing, and foods would identify persons of a certain ethnic group (Borgatta & Borgatta, 1992). • Ethnicity has been a source of unequal progress for some groups due to the ethnic hierarchy (D’Alba, 1990). • Race and ethnicity interact, resulting in differential treatment. Ethnicity

4. The U.S. consists of nearly 300 ethnic groups whose members can identify the national origins of their ancestors (Gollnick & Chinn, 2009). • Currently more than one third of the nation is African American, Latino, Asian American, and American Indian; by 2020, these groups will comprise almost 40%; by 2050, these groups will be 50% of the population. Ethnic and Racial Diversity

5. The integration of race into personal identity varies among individuals (Cross, 1995). • For some people, it becomes a dominant component of their identity. • For others, it is subservient to membership in other groups. Racial and Ethnic Identity

6. An individuals’ degree of ethnic identity is influenced early in life by whether or not family members recognize or promote ethnicity as an important part of their identity. • For many members of the group, their ethnic identity provides them with the security of belonging and knowing who they are. (Gollnick & Chinn, 2009). Racial and Ethnic Identity

7. The Color of Water: A Black Man’s Tribute to His White Mother (McBride, 1996, p.92) “Ma, what’s a tragic mulatto?” I asked. “Where’d you hear that?” she asked. “for God’s sake, you’re no tragic mul…What book is that?” “Just a book I read.” “Don’t read that book anymore.” She sucked her teeth. “Tragic mulatto. What a stupid thing to call somebody. Don’t you ever use that term.” “Am I Black or White?” “You’re a human being,” she snapped. “Educate yourself or you’ll be a nobody.” “Will I be a Black nobody or just a nobody?” “If you’re a nobody,” she said dryly, “it doesn’t matter what color you are.” Children of Mixed Race/Ethnicity

8. Throughout history the U.S. Congress has prohibited the immigration of different national or ethnic groups on the basis of the racial superiority of the older, established immigrant groups that had colonized the country (Gollnick & Chinn, 2009, p.44). Immigration

9. Nativism • An extreme form of ethnocentrism and nationalism • Restricting immigration and protecting the interests of native-born citizens • Requiring loyalty and devotion to the U.S. over all other nations Immigration

10. Persons recognized by the federal government as being persecuted in their home country because of race, religion, nationality, or membership in a specific social or political group • 1991-2005, more than 1.5 million immigrants were admitted as refugees Refugees

11. Acculturation • Three acculturation patterns (Rumbaut & Portes, 2001) • Consonant: Parents and children learn the language and culture of the community in which they live at approximately the same time • Dissonant: Children learn English and the new culture while parents retain their native language and culture • Selective: Children of immigrants learn the dominant culture and language, but retain significant elements of their native culture (e.g., fluent bilingualism) Acculturation and Assimilation

12. Assimilation • Assimilation occurs when a group’s distinctive cultural patterns either become part of the dominant culture or disappear as the group adopts the dominant culture • Structural assimilation occurs when the dominant group shares primary relationships with the second group Acculturation and Assimilation

13. Ethnic studies • Introducing students to the history and contemporary conditions of one or more ethnic groups • Allowing for in-depth exposure to the social, economic, and political history of a specific group or certain groups Race and Ethnicity in the Curriculum

14. Ethnocentric curriculum • Some immigrant groups have their own schools, with classes often held in the evenings or on Saturdays, to reinforce their cultural values, traditions, and the native language • Some ethnic groups are establishing their own charter or private schools with curriculum centering around the history and values of their own ethnic group Race and Ethnicity in the Curriculum

15. Multiethnic curriculum • Permeating all subject areas at all level of education, from preschool through adult education • All courses reflect accurate and positive references to ethnic diversity • An awareness and recognition of the multiethnic population is reflected in all classroom experiences. Race and Ethnicity in the Curriculum