Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
SOSIOECONOMIC DIVERSITY
The socioeconomic status is a term used by sociologist for variations in wealth, power, control
over resources and prestige. It is commonly the social standing or class of an individual or
group. Therefore, it is measured as the grouping of people from having variations and
inequalities in areas such as education, income, economic resources and occupation. Thus, the
people in the society are categorized accordingly to the areas mentioned above namely as high
SES, middle SES and low SES. So, as the name suggests high SES individuals will often have
a better education and have more power to influence a communitys institution and have many
economic resources unlike the middle and low SES individuals.
Therefore, as teachers we all should keep in mind that students from the three above mentioned
socioeconomic status will be present in the classrooms that we go to teach. So, let us have an
overview of the nature and background of students from high SES status and low SES status
that leads to unequal opportunities in school as well as in the society.
The differences that Low SES and middle-income families experience with regard to:
1. Health environment and Stress includes:
Suffer from inadequate health care
More family conflicts, violence, chaos and separation from their families
Less social support and intellectual stimulation
Inferior schools and child-care facilities
Less parents involvement in their childrens school activities
Noisy homes and more dangerous
Deteriorating neighborhoods
More TV viewing rather than spending time on studies especially reading skills
Breath more polluted air and crowded surrounding
Greater concentration of lead in childrens blood
Poor people experience serious deprivation and stress which creates violence
Less access to good prenatal and infant health care and nutrition.
More likely to have premature babies which is associated with many cognitive and
learning problems.
Mothers who take drugs during pregnancy can have the child face problems with
organization, attention and language skills
Teachers have low expectation for low- Teachers have high expectation for highstream pupils.
stream students.
Over simplified with highly- structured written Allowed more independence, choice, more
work
Teachers ignore the incorrect responses from Teachers require correct answers from highlow-stream pupils when they answer wrong.
Moreover, children from low-income areas have low college attendance, lower achievement test
scores and lower graduation rates. Furthermore, the school infrastructure is maintained poorly
and often old and crumbling. In addition to that, students are being taught by young and less
experienced teachers who encourage rote learning which lessens the pupils cognitive skills
and ultimately results in classrooms that are not conducive to effective learning.
Whereas, high SES have a lot of access to high-quality preschool care for their children which
enhances good cognitive and social development. Also, students from high SES spend more
time to read because they have numerous access to books, computers, libraries, trips and
museums which leads them to spend less time watching television unlike the low SES students.
Therefore, more importance and guidance has to be given for the students from low SES, in
order to provide a good conducive learning classroom environment. So, teachers need to
construct effective teaching strategies that would cater for the betterment of all the children in
the classroom. Some of the best practices that would help low SES students are:
1. Teachers must adopt the goal of helping children to improve their thinking and language
skills.
2. Teachers should understand and provide alternate ways to have access to resources for
students from low SES
3. Do not try to make low SES students over disciplined as many external factors like
hunger, thirst, conflicts at home leads them to maintain good discipline and safety. So
the teacher should have a benchmark between discipline and freedom for the students.
4. Teachers should pay more attention to motivate, support and courage students from low
SES to strive for better achievement because their parents do not encouraged for high
achievement scores due to low income backgrounds.
5. Teachers should keep in mind that parents from low income areas will not be able to
provide enough assistance and academic guidance to their children due to work load
and lack of education in themselves or work load. Therefore, teachers should think of
different ways to support and collaborate with parents who can be trained and helped to
give proper academic guidance to their children.
6. Most of the people who are yet talented, caring and responsive in low income areas
believe in stereotype. So teachers should look for ways to involve such talented people
from the impoverished communities and ask them to volunteer their services and
experiences to support for the betterment of childrens learning.
7. Teacher should observe the richness and strengths of childrens untapped amount of
knowledge in the classroom.
Identify and understand the cultural and racial differences are very crucial for a teacher to
prevent prejudice, stereotype, and discrimination happened in class or school. Stereotype threat
normally happened in academic situation where it induces an extra emotional and cognitive
stress on an individual who might confirm a stereotype that others hold about him or her. It will
produce short-term and long-term effects. Short-term effects normally affected in test
performance whereby it induces test anxiety and undermine performance of an individual. On
the other hand, long-term effects referring to the students may tend to develop self-defeating
strategies to protect their self-esteem about academic such as withdraw or drop out from the
school (Woolfolk, Hughes, & Walkup, Psychology in Education, 2008).
Besides that, verbal and nonverbal messages expressed through facial expressions, eye
contact, voice tone, touch, gestures, and personal space can have different meanings in
different cultures. For examples, Japanese tend to be straight-faced when happy and smile to
mask unpleasant feelings such as anger or sadness; and left hand is considered unclean in
Islamic cultures. Hence, managing the cultural and racial issue in class is important as it will
affect a student from the dimensions of cognitive, emotion, and behavior (Ottaway & Bhatnagar,
1988; Garza & Santos, 1991).
to have stronger rapport building and higher job satisfaction (Schaffer, 2008). Hence, gender
bias and sex discrimination tend to happen in the classroom as some students are more likely
stay in a gang who have more similarities and tend to have discrimination towards others or the
minority group. The sense of loneliness and helplessness of someone in minority group have
higher tendency to involve in behaviors cases in the school.
However, the racial and cultural identity development model (R/CID) explains about the
developmental stages of superior group by Sue and Sue in 1990. It has divided into five stages,
which are conformity, dissonance, resistance and immersion, introspective, and integrative
awareness. The first stage is explained about the superiority and the minority inferiority, where
the white culture is regarded as superior. People of color are undeniably preferred the dominant
cultures values over their own as well as the esteem white culture values and institution
standard as superior (Sue & Sue, 1990).
At stage two which is the dissonance stage, denial feeling of an individual in superior group is
gradually begins to collapse because of the situation that contradict with their internalized
beliefs. They will experience conflicts between self-depreciating and self-appreciating attitude
and beliefs. At last, these conflicts will develop guilty, shame or anger feelings on that person
(Sue & Sue, 1990).
This individual will then completely support the minority-hold view and abundance the dominant
values of society. He or she begins to feel guilty of having devalued ones racial group and
irritated for having been taught of having wrong beliefs all the time previously. The frustration
feeling will then projected at society and parents for exposing democratic values that are not
practicing in the real world. Soon a negative feeling of being white or superior group is been
developed (Sue & Sue, 1990).
In the fourth stage, which is the introspective stage, the old beliefs have changed. This
individual now is focusing on individual autonomy and is sensitive and more critical about the
group ideology. However, certain people will shift to other race in order to reject of being white
culture (Sue & Sue, 1990).
In the final stage (Integrative awareness), this individual realized that each culture have their
own accepted and unaccepted characteristics. Moreover, this person understands that each
member of any group is actually an individual society (Sue & Sue, 1990).
LANGUAGE DIVERSITY
Bilingualism is the ability to speak in two languages. Some children are bilingual since birth, it
could be heredity, some children have equal ability to communicate in two languages and others
have the ability to communicate two languages but greater skills in one language. Therefore,
anyhow they become bilingual, it plays a vital role in their development and learning such as:
1. It gives a chance to acquire a new knowledge
2. It has positive effect on childrens cognitive development such as attention, concept
formation, analytical reasoning, and cognitive complexity.
3. Students of bilingualism are more conscious about the structure of spoken and written
language and better noticing errors of grammar and meaning which improves their
reading ability
Bilingual Education
English as a second language (ESL). ESL is a widely used term for bilingual education
programs and classes that teach English to students whose native language is not English.
There are three main ways to teach English Language Learners (ELL)
English immersion
Students are taught
mainly or exclusively in
English
Transitional bilingual
education
Students
are
taught
reading or other subjects
in their native language
for several years and then
moved
into
English
classes.
i)
This stage can last from 10 hours to six months. Students often have up to 500 "receptive"
words (words they can understand, but may not be comfortable using) and can understand new
words that are made comprehensible to them. This stage often involves a "silent period" during
which students may not speak, but can respond using a variety of strategies including pointing
to an object, picture, or person; performing an act, such as standing up or closing a door;
gesturing or nodding; or responding with a simple "yes" or "no." Teachers should not force
students to speak until they are ready to do so.
ii) The Early Production Stage
The early production stage can last an additional six months after the initial stage. Students
have usually developed close to 1,000 receptive/active words (that is, words they are able to
understand and use). During this stage students can usually speak in one- or two-word phrases,
and can demonstrate comprehension of new material by giving short answers to simple yes/no,
either/or, or who/what/where questions.
iii) The Speech Emergence Stage
This stage can last up to another year. Students have usually developed approximately 3,000
words and can use short phrases and simple sentences to communicate. Students begin to use
dialogue and can ask simple questions, such as "Can I go to the restroom?" and are also able
to answer simple questions. Students may produce longer sentences, but often with
grammatical errors that can interfere with their communication.
iv) The Intermediate Language Proficiency Stage
Intermediate proficiency may take up to another year after speech emergence. Students have
typically developed close to 6,000 words and are beginning to make complex statements, state
opinions, ask for clarification, share their thoughts, and speak at greater length.
v) The Advanced Language Proficiency Stage
Gaining advanced proficiency in a second language can typically take from five to seven years.
By this stage students have developed some specialized content-area vocabulary and can
participate fully in grade-level classroom activities if given occasional extra support. Students
can speak English using grammar and vocabulary comparable to that of same-age native
speakers.
10
Obviously, to have a conducive classroom context for having students from different languages,
the teacher should know the stages of language acquisition, recognize how students are using
their literacy knowledge in their first language to learn English and also recognize the
misconceptions of bilingualism and in addition to this should realize that instructional strategies
to enhance learning for English learners, enhances learning for all students. Most importantly,
should be aware of implicit messages about language value.
Apart from the approaches mentioned above, there are significant strategies that could be
applied in working with linguistically and culturally diverse children in classroom. Teachers
should keep in mind that each student is a unique individual and they are cognitively,
linguistically and emotionally connected to the language and culture of their home. Therefore,
provide them the chance to show their capacities in whichever language they speak and make
them feel appreciated and valued because children can exhibit their capacity and knowledge in
many ways. Thus, teach students with patience and contribute comprehensible input as learning
a second language is difficult, competent and takes a lot of time. Also, guide and encourage
parents to become knowledgeable about learning a second language is of great value and that
does not disrespect their mother tongue and involve parents and family actively in the early
learning settings and programs. Certainly, parents who dont speak English must be
communicated by means of permission slips, newsletters which are translated in to their native
language and most importantly for teachers to learn more about linguistically and culturally
diverse children, always collaborate with peer teachers that could have a different experience
and better ideas and solutions in catering such students.
11
content
integration
empowering
school culture
and social
structure
prejudice
reduction
Dimensions of
Multicultural
Education
an equity
pedagogy
the knowledge
construction
process
1. Content integration deals with the extent to which teachers use examples and content from a
variety of cultures and groups to illustrate key concepts, generalizations, and issues within their
subject areas or disciplines.
2. The knowledge construction process describes how teachers help students to understand,
investigate, and determine how the biases, frames of reference, and perspectives within a
discipline influence the ways in which knowledge is constructed within it Students also learn how to
build knowledge themselves in this dimension.
3. Prejudice reduction describes lessons and activities used by teachers to help students to
develop positive attitudes toward different racial, ethnic, and cultural groups. Research indicates
that children come to school with many negative attitudes toward and misconceptions about
different racial and ethnic groups. These conditions include positive images of the ethnic groups in
the materials and the use of multiethnic materials in a consistent and sequential way.
4. An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse racial, cultural, and social-class groups.
Cooperative learning activities also help all students to develop more positive racial attitudes.
However, to attain these positive outcomes, cooperative-learning activities must have several
important characteristics. The students from different racial and ethnic groups must feel that they
have equal status in intergroup interactions, teachers and administrators must value and support
cross-racial interactions, and students from different racial groups must work together in teams to
pursue common goals.
5. An empowering school culture and social structure is created when the culture and
organization of the school are transformed in ways that enable students from diverse racial, ethnic,
and gender groups to experience equality and equal status. The implementation of this dimension
requires that the total environment of the school be reformed, including the attitudes, beliefs, and
12
action of teachers and administrators, the curriculum and course of study, assessment and testing
procedures, and the styles and strategies used by teachers.
To implement multicultural education effectively, teachers and administrators must attend to each
of the five dimensions of multicultural education described above. They should use content from
diverse groups when teaching concepts and skills, help students to understand how knowledge in
the various disciplines is constructed, help students to develop positive intergroup attitudes and
behaviors, and modify their teaching strategies so that students from different racial, cultural, and
social-class groups will experience equal educational opportunities. The total environment and
culture of the school must also be transformed so that students from diverse ethnic and cultural
groups will experience equal status in the culture and life of the school.
13
Use the same textbooks and the same materials for learning.
ii.
iii.
Study the same content and work through the same curriculum on the same schedule
iv.
Teachers talk with whole groups of students, delivering the same information at the
same time to everyone
v.
Schools conduct the same examinations for all to measure the success of the learning.
14
15
APPENDIX
Lesson Plan
Level: M.Ed
Day: Saturday
Time: 2:30-4:00 pm
Topic: Students diversity and its relationship to learning:
Socio-economic differences
At-risk students
Summarize how ethnicity and race affect students school experiences and implement
strategies to overcome such problems in classroom
Key Concept
The concept of diversity encompasses acceptance and respect
Materials:
Power point and slide notes, flip board papers, markers, felt pens, blutack, whiteboard, colored
A4 papers, wheel of fortune and assessment worksheets
Prior knowledge:
Main idea or general knowledge about Economic and Social Class Differences, Ethnic and
Racial Differences, Gender Differences and Language Differences.
Motivational Hooks:
Name tags
Wheel of Fortune presents questions based on the topic taught as well as action verbs like
singing which they have to act out or share some personal stories etc
Play a special Video done by us based on the lesson, who all acted were students from the
class
16
To begin the lesson, four flip board papers, each consisting a sub heading namely,
Economic and Social Class Differences, Ethnic and Racial Differences, Gender
Differences and Language Differences) were pasted on the wall.
Students were then asked to write down their viewpoints for each sub topic and to write
their names just after each point that they have written.
Students were then asked to sit on their respective places and told that the reason why
they wrote points will be explained later at the end of the lesson.
The lesson was introduced from the main idea culture and diversity in the
classroom.
Before moving on to the first sub topic, socio economic differences, students were
shown a video clip (http://www.youtube.com/watch?v=tmkXE2CK-rM)
Before playing the video, clear instructions (students were asked to take a paper and
draw two columns, on one column High SES and on the other column Low SES) and
all the doubts were cleared
Students then while listening, were jotting the points in the appropriate columns, end of
the video they were given 5 minutes to complete the task
After that, students were randomly questioned about their answers and overall answers
of the class were also discussed
To further explain the subtopics socio economic differences and Gender differences,
PowerPoint slides and white board were used
At this point of time, a surprise wheel of fortune was presented and some students
were called upon the platform to play the wheel of fortune which contains questions
and action verbs like singing, sharing some personal experiences, stories etc which
really refreshed students.
17
The third subtopic Language Differences, were explained using colored A4 papers,
white board, slides and by calling upon a student on the platform as an example to
differentiate what is ESL, ELL and English native speakers.
Students were then assigned a pair work for 10 minutes which they have to find ways
how to deal with linguistically and culturally diverse children in classrooms
After the task, some pairs were asked to share their answers and later a whole class
discussion was conducted
The fourth subtopic, Cultural Diversity was explained with slides and a video clip that
was acted out by some students from our own class on a previous day and it generally
shows all the subtopics covered under this lesson.
While the video was played, it was paused to ask questions from the students and for
further explanation that shows differences in culture, language, gender and
socioeconomically.
Closure (5 minutes)
-To wind up the lesson students were asked questions randomly to check on their
understanding level about the chapter discussed.
18
REFERENCE
Woolfolk, A., Hughes, M., & Walkup, V. (2008). Psychology in Education. England: Pearson
Longman.
Brooker, L. (2003). Learning how to learn: parental ethonotheories and young children's
preparation for school. International Journal of Early Year Education .
Woolfolk, A. (2008). Educational Psychology-Active Learning Edition (10th ed.). USA: Pearson
Education.
Mary, F. H.-H., & Tracy, L. R. (2000). The Convergence of Race, Ethnicity, and Gender: Multiple
Identities in Counseling. Upper Saddle River, N.J: Merrill.
Schaffer, B. S. (2008). The Role of Cultural Value Dimensions in Relational Demography. IJMS .
Ottaway, R. N., & Bhatnagar, B. (1988). Personality and Biographyical Differences Between
Male and Female Managers in the United States and India. Applied Psychology: An Internatinal
Review , 201-212.
Garza, R., & Santos, S. (1991). Ingroup/Outgroup Balance and Interdependent Inter-ethnic
Behavior. Journal of Experimental Social Psychology , 124-137.
Najeemah, M. Y. (2014). Multicultural Education:Managing Diversity In Malaysian School.
School of Educational Studies, Universiti Sains Malaysia .
Hansen, J., & Kenneth, D. M. (2012). Teaching diverse students. In Effective strategies for
teaching in K-8 classrooms. Thousand Oaks, CA: SAGE Publications, Inc.
Sue, D. W., & Sue, D. (1990). Counseling the culturally different:Theory and practice. New York:
Wiley.
19