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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| The Meaning of Diversity | |
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| The New Metaphor | |
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| Authors' Statement of Philosophy | |
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| Use of Terminology Related to Diversity | |
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| References | |
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| Diversity in the United States | |
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| The Changing Pattern of Immigration | |
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| Historical Overview | |
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| Legislation | |
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| Illegal Immigration | |
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| Current Issues | |
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| Proposed Legislation | |
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| Assimilation and Acculturation | |
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| Demographic Changes in the Schools | |
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| References | |
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| The Current State of Education for Diverse Students in the United States | |
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| The Educational Progress of Diverse Learners | |
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| Reading | |
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| Writing | |
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| Mathematics | |
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| Science | |
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| Achievement Levels Summary | |
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| High-Poverty Schools | |
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| The Facilities Gap | |
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| Tracking | |
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| High School Completion | |
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| No Child Left Behind (NCLB) | |
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| Multicultural Education | |
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| Alternative Viewpoints | |
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| Approaches to Curriculum Reform | |
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| Content Integration | |
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| Culturally Responsive and Relevant Teaching | |
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| Classroom Discourse Patterns | |
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| Teacher Preparation | |
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| Challenges | |
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| References | |
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| Building Partnerships with Diverse Families and Communities | |
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| Family Involvement in the Schools | |
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| Student Achievement | |
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| The Family System | |
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| Family Characteristics | |
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| Family Functions | |
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| The Family Life Cycle | |
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| Special Challenges | |
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| Culturally Diverse Families | |
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| Discipline Practices | |
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| Home-School Communication | |
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| School Involvement | |
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| The School-Family-Community Partnership | |
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| References | |
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| A Cases for Cases | |
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| The Development and Use of Cases in Teacher Education | |
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| What Is a Teaching Case? | |
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| Why Are Case Discussions Valuable? | |
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| How Do Participants Analyze a Case? | |
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| Recognize the Problem | |
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| Reframe the Problem | |
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| Search for Alternatives | |
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| Develop and Implement a Plan of Action | |
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| Evaluate Progress | |
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| How Do Participants Discuss a Case? | |
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| References | |
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| Putting It All Together: Analyzing and Discussing a Case | |
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| Issues Regarding Migrant Farmworkers and Their Families | |
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| The Case of Jesus Gonzalez | |
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| Using the Case Decision-Making Scaffold | |
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| Recognize the Problem | |
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| Reframe the Problem | |
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| Search for Alternatives | |
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| Develop and Implement Plan of Action | |
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| Evaluate Progress | |
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| Follow-Up on Jesus Gonzalez | |
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| Evaluation of Follow-up to the Case of Jesus Gonzalez | |
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| References | |
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| Case Studies in Diversity | |
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| Race and Ethnicity | |
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| Current Concepts of Race | |
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| Ethnicity | |
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| Racial and Ethnic Identity | |
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| White Identity | |
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| Children of Mixed Race/Ethnicity | |
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| Racism | |
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| Resisting Racism | |
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| The Case of Jim Peterson | |
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| The Case of Lisa Golden | |
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| References | |
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| Culture and Language | |
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| Definition of Culture | |
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| Definition of Language | |
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| Cultural and Linguistic Difference | |
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| Deficiency Orientation | |
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| Difference Orientation | |
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| Social Reconstructionist Orientation | |
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| Implications for Education | |
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| Native American Mascots | |
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| English Language Learners | |
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| The Case of the Onteora Indian | |
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| The Case of Fome Qureshi | |
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| References | |
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| Poverty and Socioeconomic Class | |
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| Expectations and Realities | |
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| Current Facts | |
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| Who Are the Poor? | |
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| Migrant Families | |
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| Homeless Families and Children | |
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| Impact of Poverty on School-Aged Children | |
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| Impact on Brain Development | |
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| State and Federal Provisions | |
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| Welfare Changes | |
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| What Can Schools Do? | |
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| The Case of Maria Ramirez | |
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| The Case of Sue Wilson | |
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| References | |
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| Exceptionality | |
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| Issues of Definition, Identification, and Appropriate Programs | |
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| The Inclusion Controversy | |
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| Creating Inclusive Schools for Students with Disabilities | |
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| Issues in the Education of Students Who Are Gifted and Talented | |
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| Causes of Underrepresentation | |
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| Teacher Attitudes and Family Involvement | |
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| Programming for Gifted and Talented Students | |
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| Issues in the Education of Students with Attention Deficit Hyperactivity Disorder | |
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| The Case of Selina James | |
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| The Case of Matthew Simpson | |
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| References | |
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| Gender by Terry Murray and Lorraine S. Taylor | |
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| Issues in Gender | |
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| Females and Mathematics | |
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| Socialization Practices | |
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| Teacher Attitudes, Beliefs, and Behaviors | |
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| Affective Variables | |
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| Parental Involvement | |
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| Minority Females and Mathematics | |
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| Negative Attitudes and Perceptions | |
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| Poor Academic Performance | |
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| Insufficient Course and Extracurricular Preparation | |
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| Limited Knowledge of Mathematics and Science Professions | |
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| Peer Influence | |
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| African American Females and Mathematics | |
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| The Foundations of Boys' Work | |
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| Educational and Social Indicators of Boys' Problems | |
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| A Critical and Relational Approach to Boys' Work | |
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| Boys and Literacy | |
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| The Case of Cassie Brown | |
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| The Case of Justin Healy | |
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| References | |
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| Sexual Orientation by Jane M. Sileo and Catherine R. Whittaker | |
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| Risk Factors for GLBT Students | |
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| Characteristics of GLBT Youth | |
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| Gay Teachers | |
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| Rationale for a School and Community Response | |
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| Staff Training and Resources | |
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| Curriculum Issues | |
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| School and Community Support Groups and Programs | |
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| The Case of Renee Fischer | |
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| The Case of Sam Meyers | |
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| References | |
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| Religion | |
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| Religious Diversity in the United States | |
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| Why Religion Is an Issue in Public Schools | |
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| Failed Models of Religion in the Public School | |
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| The Civil Public School | |
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| Current Religious Issues in the Public Schools | |
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| Consensus Issues | |
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| Controversial and Emerging Religious Issues in the Public Schools | |
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| The Case of The Higher Ground Academy | |
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| References | |
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| Index | |