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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About the Authors | |
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| Introduction | |
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| Making the Multicultural Connection | |
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| Be sensitive to the diversity of today's classrooms | |
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| Move beyond "color blind" teaching and take the time to know students in specific localized cultural contexts | |
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| Reflect on how multicultural competence is defined today | |
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| Help immigrant students by understanding their personal beliefs | |
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| White Ethnic students need multicultural education too | |
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| Cultivate multicultural connections | |
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| Develop and promote a positive ethnic identity to students | |
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| Watch for factors of exclusion that influence multicultural curriculum choices | |
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| Focus on the classroom management factors that best reflect culturally responsive teaching | |
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| Include multicultural works when developing a quality English curriculum | |
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| Including Students with Special Education Needs | |
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| Recognize that different cultures view disabilities differently | |
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| Teach all students about disabilities to facilitate the social acceptance of students with special needs | |
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| Avoid excessive drill and repetition when teaching math | |
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| Spend more time teaching a few key concepts rather than trying to cover it all | |
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| Tailor homework to ensure success for students with disabilities | |
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| Spend the time to develop and use a variety of assessment strategies | |
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| Offer positive and constructive feedback rather than criticism | |
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| Communicate student progress early in a course, but avoid using formal grades to do so | |
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| Ensure students receive appropriate instructional or assessment accommodations | |
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| Be aware of potential bias when considering the recommendations of the Student Study Team | |
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| Focus on classroom process before course content to increase time on task | |
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| Consider using Universal Design for Learning Principles when designing lessons | |
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| Encourage students to set process goals when learning new technology | |
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| Create scaffolds to help students learn complex skills and procedures | |
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| Focus on instructionally centered communication when working with students with learning disabilities | |
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| Encourage students with disabilities to develop positive interpretations of their academic performance | |
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| Use instructional strategies that support the specific needs of students with attention deficit/hyperactivity disorder (ADHD) | |
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| Cultivating Gender Sensitivity | |
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| Open the dialogue with students regarding gender equity issues | |
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| Support male and female students differently during school to school transitions as gender can influence their needs | |
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| Become aware of the traits of gifted females | |
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| Work to prevent inequities between male and female students'class partcipation | |
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| Consider how students sometimes treat female teachers differently than male teachers | |
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| Address gender issues in the classroom to increase student success and confidence | |
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| Be prepared for subtle gender bias in academic situations | |
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| Including Students Who are Sexual Minorities | |
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| Create a classroom environment of safety and respect | |
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| Access libraries to provide a more inclusive collection for sexual minorities | |
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| Explore curriculum that includes minority sexual identity and sexuality | |
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| Weigh the issues of choosing to remain "closeted" vs. "coming out" within educational settings | |
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| Consider the effect of teachers "coming out." | |
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| Be aware of the diverse and complex path that gay males undertake in self-defining themselves as gay | |
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| Work to prevent "low-level violence" in schools | |
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| Supporting Students Who are Economically Disadvantaged | |
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| Teach group skills to help low-income students establish a positive and encouraging support network to increase their likelihood of attending and completing higher education | |
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| Use cooperative test review and study guides to improve student achievement | |
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| Encourage all students to enroll in rigorous courses and build in the needed supports to facilitate their success | |
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| Utilize a variety of print materials to inspire student reading and writing | |
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| Explore the effects of pacing on student learning when working with low-income students | |
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| Teach self-regulation and attention sustaining skills to help students improve their performance | |
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| Explore team teaching to address the needs of economically disadvantaged students | |
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| Mentor economically disadvantaged students to improve their aspirations | |
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| Make academic success the first priority for economically disadvantaged students | |
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| Use a variety of assessments to identify gifted students from underrepresented groups, particularly economically disadvantaged students | |
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| Support equal access of extracurricular activities to promote student connectedness | |
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| Use popular films featuring urban classrooms as starting points for reflection and critical analysis | |
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| Be aware of the factors that contribute to the failure of highly competent students | |
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| Meeting the Needs of English Language Learners | |
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| Be wary of low expectations for language minority students | |
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| Reflect on the complex issues surrounding school literature selection for bilingual and bicultural students | |
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| Carefully consider the use of cooperative groups with second language students | |
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| Explore the definition of literacy and the complexity of the term when applied to bilingual and bicultural students | |
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| Actively address the diverse needs of English learners | |
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| Prepare for a cultural and linguistic mismatch between teachers and their students | |
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| Select spell checker programs that meet the needs of the specific student population | |
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| Consider portfolios to create an overview of student performance and growth | |
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| Working with Parents | |
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| Develop strategies to help parents help their children succeed academically | |
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| Include parents from marginalized groups by making them feel welcomed | |
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| Involve minority and culturally diverse parents as resources in the classroom | |
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| Consider the positive and negative effects that homework has on students and their families | |
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| Establishing and Sustaining Your Professional Identity | |
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| Actively seek opportunities to expand personal experiences in multicultural settings | |
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| Internalize that cultural experience and perspective is different for each individual | |
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| Recognize the signs and symptoms of "diversity-related burn-out." | |
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| Successful teachers should become knowledgeable about adolescent culture | |
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| Do not underestimate the preparation necessary for placement in urban multicultural settings | |
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| Index | |