EDC 325 notes
EDC 325 notes EDC 325
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This 6 page Class Notes was uploaded by Jaslyn Tirado on Friday March 11, 2016. The Class Notes belongs to EDC 325 at La Salle University taught by Dr. Bednar in Winter 2016. Since its upload, it has received 25 views. For similar materials see Teaching English Language Learners in Education and Teacher Studies at La Salle University.
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Date Created: 03/11/16
All Learners and English Language Learners Identity Who am I? Multiple opportunities to figure this one out Multiple opportunities to be told who you are or who you are not o Family o School o Friends o Neighborhood o Religion o Workplace o Social Situations Gender Differences, 1 Typically, male and female o Recognized transgender individuals throughout the world o Born physical characteristics one gender but also born with psychological characteristics of other gender There may be some genetic disposition for some behaviors, personality traits, and interests we associate with male or female Gender Differences, 2 Societal, parental, and school-based expectations may account for more of these traits or differences o “Okay, guys, let’s get going now.” Are we all guys? o Statements used by teachers and parents, coaches, mentors that reinforce gender-based stereotypes o We may not even be aware that we are using them o May lead students to believe that they can or can not do things academically, physically, emotionally o May be exacerbated by cultural or religious beliefs Sexual Identity Degree to which we identify with social and biological aspects of being a man or a woman Complicated just like everything else about humans Not necessarily as neat as the labels we use o Heterosexual or Homosexual o Gay o Lesbian o Bisexual o Transgender o Straight For some a process of discovery over time For others a clear understanding early on Racial Identity A sense of group or collective identity based on belief that you share a common racial heritage o Not necessarily dependent upon the % of the race you have o Bi or mixed race individuals may identify with one race even if they are bi or multi and DNA identifies more than 50% with the race they do not identify with Various models to examine how we develop this identity o Helms: White Racial Identity o Cross: Minority Member Racial Identity Helms: White Racial Identity Model Stages Contact Stage o Lacks awareness of racism or own white privilege Disintegration Stage o Lack of awareness is replaced by shame, guilt, discomfort when confronted by racism Reintegration Stage o Wants to be accepted by own group so becomes more accepting of the group’s views of racism Pseudo-Independent Stage o Rejects white superiority view of own group but may subconsciously still perpetuate the status quo o May feel alienated from own group and attempts to find some type of acceptance either by white group or non- white group by active affiliations Immersion/Emersion Stage o Searches for a way to be comfortable with their own whiteness by replacing stereotypical views with accurate information Autonomy Stage o Able to see self as self and open to new opinions about self and others May be extended to religions, ethnicities, as well Minority Types Voluntary minority o Those individuals whose families chose to come to the United States to seek greater economic and personal security o Legal o Illegal Involuntary minority o Those individuals whose families endured slavery or colonization (Native Americans) Historically these groups have been denied true assimilation into the United States society Generational awareness of the inequalities African Americans Native Americans Indigenous Peoples Minority Group Racial Identity Model Cross’s Model (1971) for African American racial identity expanded to other minority groups o Pre-encounter stage Internalizes negative racial stereotypes o Encounter stage Triggering event where individual becomes aware of racism Begins to identify with own race o Immersion/Emersion stage May avoid symbols of whiteness and surround only with own race o Internalization Stage Develops sense of security of self as a racial being Open to joining other racial groups o Internalization/Commitment Stage Sense of self is secure and able to commit self to a plan of action to assist concerns of people of color and social justice as a whole Racism Generally defined as a system (either acknowledged or cloaked) of advantage based upon race o This generally is based upon the dominant racial group of the area o This system may be acknowledge or cloaked o Not necessarily a physical construct but a social construct E.g. mixed race individuals and how they choose the race to check off on surveys o May impact more than the individual learner. Many teachers do not know what or how to respond out of fear of being inappropriate or accused of being a racist Socioeconomic status Socio-economic status o Wealthy range o Middle class range o Working class range o Poverty class range “Money talks” or with privilege comes responsibility? Poverty is the silent killer or is this really an excuse? Classism – a set of beliefs and actions that provide privilege to and for groups based upon money, power, gender, education while simultaneously denying others the same opportunities Culture Group’s common beliefs, shared traditions, language, styles, values and approaches to the way to live, e.g. o Acceptable and unacceptable behavior o Acceptable and unacceptable thinking Not necessarily directly taught but generally understood that this is how “we” do things Influenced by and intersects race, social class, gender, age, ability status, family traditions, etc. Variety within culture o No one white culture, Native American culture, Hispanic culture, African American culture Acculturation When an individual acquires the cultural patterns of the dominant culture while simultaneously relinquishes traditions, customs, values associated with culture of origin o Some individuals view this as a positive movement when moving to a new culture o Others actively view this a negation of who they are and actively resist o While some actively attempt to blend aspects of the original and new dominant cultures Cultural Fatalism That’s the way it always has been. That’s the way it will always be. Often related to the religion of the group o God’s will o Allah’s will May be related to generational factors remembered from the old country (where ever it may be) o Grandmom’s will. o This how we have always done x Cultural Inversion Possible reaction/response to overt prejudices felt by the minority group(s) when faced with overwhelming discrimination or expectations in school or workplace to be more like “us” o Accusations or taunts that individual is acting “too white” or “too xxx” may be faced at home or with friends Selling out Denying own culture o Shut down by the individual to protect self o Jekyll-Hyde life: act one way at school and another at home Two sets of clothes or some type of accommodation made to survive Marginalization When individuals, group or groups live on the fringe of society and, although they support the dominant culture, they are not assimilated or accepted by the dominant culture resulting in overt or covert “ism” of some sort Typically is the end product of one or more of the following: o Racism o Classism o Sexism o Ableism o Neglect o Tolerance
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