Solution Manual for Affirming Diversity: The Sociopolitical Context of Multicultural Education , 7th Edition

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iSoOutionManualtoaccompanyAffirmingDiversityThe Sociopolitical Context of MulticulturalEducationSeventh EditionSonia NietoUniversity of Massachusetts at AmherstPatty BodeAmherst-Pelham Regional Middle SchoolPrepared byKristen French and Patty Bode

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ContentsPreface……………………………………………………………………………ivWhy an Instructor’sManual?.............................................................................................vWhatare the Assumptions About Instructor’s Manuals? How isthis Instructor’s Resource Manualdifferent?...........................................................................................vClassroom Strategies for Building Community……………………viUsing theAffirming Diversity Instructor’s Resource Manual…...viiSampleSyllabus………………………………………………………....xChapter One: Understanding the Sociopolitical Context of SchoolingChapter Overview………………………………………………………………...1Problem Posing…………………………………………………………...2Reflection Journals……………………………………………………….5Whole Class/Group Work………………………………………………..5Student as Teacher……………………………………………………….7Critical Pedagogy in Action………………………………………….....7Assessment………………………………………………………………..8Supplemental Materials………………………………………………...10Chapter Two: Defining Multicultural Education for School ReformChapter Overview………………………………………………………23Problem Posing…………………………………………………………23Reflection Journals…………………………………………………….24Whole Class/GroupWork……………………………………………..25Student as Teacher…………………………………………………….26Critical Pedagogy in Action…………………………………………..27Assessment……………………………………………………………..28About Language………………………………………………………..29Supplemental Materials……………………………………………… 30Chapter Three: Racism, Discrimination, and Expectations ofStudents’AchievementChapter Overview………………………………………………………43

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iiProblem Posing………………………………………………………….44Reflection Journals……………………………………………………..45Whole Class/Group Work………………………………………………46Student as Teacher……………………………………………………..48Critical Pedagogyin Action…………………………………………...48Assessment………………………………………………………………50About Terminology……………………………………………………...52Supplemental Materials………………………………………………...52Chapter Four: Structural and Organizational Issues in Classrooms andSchoolsChapter Overview……………………………………………………….62Problem Posing………………………………………………………….63Reflection Journals……………………………………………………..65Whole Class/Group Work………………………………………………65Student as Teacher……………………………………………………..66Critical Pedagogyin Action……………………………………………67Assessment…..…………………………………………………………..69About Terminology……………………………………………………...71Supplemental Materials………………………………………………...71Chapter Five: Culture, Identity, and LearningChapter Overview……………………………………………………….79Problem Posing…………………………………………………………80Reflection Journals…………………………………………………….83Whole Class/GroupWork……………………………………………..83Student as Teacher…………………………………………………….85Critical Pedagogy inAction…………………………………………..85Assessment………...……………………………………………………86About Terminology……………………………………………………..88Supplemental Materials ……………………………………………….89Chapter Six: Linguistic Diversity in U.S. ClassroomsChapter Overview………………………………………………………95Problem Posing…………………………………………………………95Reflection Journals….…………………………………………………98Whole Class/Group Work……………………………………………100Student as Teacher……………………………………………………101Critical Pedagogyin Action…………………………………………102Assessment……………………………………………………………103About Terminology……...……………………………………………105Supplemental Materials………………………………………………106

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iiiChapter Seven: Understanding Student Learning and SchoolAchievementChapter Overview……………………………………………………...114Problem Posing………………………………………………………...114Reflection Journals…………………………………………………....117Whole Class/GroupWork…………………………………………….118Student asTeacher……………………………………………………119Critical Pedagogy in Action………………………………………….121Assessment…………………………………………………………….122About Terminology……………………………………………………122Supplemental Materials………………………………………………123Chapter Eight: Learning from StudentsChapter Overview……………………………………………………...131Problem Posing………………………………………………………...134Reflection Journals……………………………………………………134Whole Class/GroupWork…………………………………………….135Student as Teacher……………………………………………………136Critical Pedagogy in Action………………………………………….136Assessment……………………………………………………………..138Supplemental Materials……………………………………………….139Chapter Nine: Adapting Curriculum for Multicultural ClassroomsChapter Overview……………………………………………………...151Problem Posing………………………………………………………...151Reflection Journals……………………………………………………154Whole Class/GroupWork…………………………………………….154Student as Teacher……………………………………………………155Critical Pedagogy in Action………………………………………….155Assessment……………………………………………………………. 155Supplemental Materials…...………………………………………….157ChapterTen: Affirming Diversity: Implications for Teachers, Schools,Families and CommunitiesChapter Overview……………………………………………………..168Problem Posing………………………………………………………..168Reflection Journals……………………………………………………170Whole Class/Group Work…………………………………………….171Student as Teacher……………………………………………………171Critical Pedagogy in Action………………………………………….172Assessment……………………………………………………………..173Supplemental Materials……………………………………………….175

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xSAMPLE SYLLABUSIntroduction to Multicultural Education OverviewThis course has been designed to provide a basic introduction to thehistorical, sociological andphilosophical foundations of multiculturaleducation. The following are the general instructional goals of this course:1.To examine the nature of intergroup relations in U.S. society fromdifferent theoretical perspectives in order to shed light on the causes andcomplex dynamics of racism, neocolonialism, classism, sexism and otherforms of discrimination and intergroup conflict.2.To promote the study of the historical and contemporary experiences andcontributions of people of color, women and other underrepresentedgroups.3.To analyze the influence on learning of such social identities as race,class, ethnicity, language and gender and to understand howdiscrimination based on these factors translates into school structures,policies and practices that perpetuate inequality.4.To develop a sound philosophical rationale for multicultural education andcritically examine the role of multicultural education in school reform andsocial change.5.To reconcile the contradiction of teacher and student and becomecriticalco-investigators through dialogue (i.e., naming, reflecting, and actingupon reality).5REQUIRED TEXTSNieto, S. & Bode, P. (2018).Affirming diversity:The sociopolitical context ofmulticultural education(7hedition). New York: Pearson.Please notify me if you have any condition (e.g., physical, learning orsensory disability) that will make it difficult for you to carry out the work I haveoutlined in this syllabus. We can make appropriate arrangements during thefirst few days of the course.COURSE REQUIREMENTSA.Attendance & ParticipationB.Reading Discussion FacilitationC.Family Education History ProjectD.Response PapersE.Case Study Reflection JournalF.Community Research/Case Study Project/Presentations5Freire, Paulo. (1970).Pedagogy of the Oppressed.New York: Seabury Press.

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xiA. Attendance & ParticipationAs a member of this class, you are responsible for the learning that takesplace during each class meeting. You are expected to be prepared for eachclass and ready to participate in class discussions and activities. You areexpected to attend all sessions and complete all assigned readings andcourse tasks. Your presence is important. If you miss more than one classmeeting, your final grade will reflect your absences, at my discretion. Forevery class you miss, you must write atwo-page paper in response to theassigned readings. Aone-page paper on a cultural event(e.g., art or musicshow, film, festival, political demonstration, lecture, etc.) that you attendedthis semester will also be required. In this paper, describe an experience thattook you out of your own cultural frame, as well as any new understandingsyou ascertained about the culture represented.B. Reading Discussion FacilitationYou will be responsible forleading discussion for 20 minutes on one of theclass themes. When preparing yourdiscussion, consider the followingquestions: What does the theme of the class mean? How do the readingsrespond to the theme? What can we do as a group to facilitate thoughtfuldiscussions about the theme? Which key concepts do we want to convey orhighlight in this discussion? What do we want the class to learn from thediscussion? If you sign up for facilitation on a day with a panel or specialguest, you will be responsible for connecting the readings to introducing theguests, facilitating student questioning and wrapping up the discussion.Please email me your facilitation plan two days before your presentation. Iencourage you to experiment with different ways (e.g., posing questions,simulations, mini-lecture, etc.) of facilitating discussion. Wewill compile a listof possibilities in class.C. Family Education History ProjectUsing class readings as a historical backdrop, you will construct a history ofyour family’s experiences with formal education in the United States. Your7-8 page projectwill be due on. See the guidelines for this exercise.D. Reflection JournalsYou will be responsible forten single-spaced, one-page response papersduring the semester. In these papers, you will respond to and makeconnections between your academic and personal life experiences and thecourse readings. You can also include reflections on other class activities.Some Reflection Journals will have specific guidelines; these will bedisplayed on the weekly course assignment on the course calendar orshared in class. Make sure to check each week.Remember that the reflection journals are a space for you to connect withthe readings, apply them to your life and share that information with me.

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xiiReflection journals are due as indicated on the calendar, except on(Family Education History Project due) and the day of the poster session.E. Case Study Reflection JournalsYou will be responsible for writing aone-page single-spacedreflectionpaper for each case study inAffirming Diversity. Use the questions providedafter the case studies to guide your thinking. With each case study identifyways in which they can connect to your own case study (your final project).F. After-Class Group (Optional)This group is a voluntary committee of studentswho will stay after class withme to review the class session we just had and discuss what worked, whatdid not, what to change and what to do in the upcoming class. I am invitingstudents to collaborate with me by examining, evaluating and recreating theirown learning. I see this group’s ongoing responsibility as reviewing andrevising the syllabus and learning process of this course. If you decide totake part in this group, your contribution will equal five response papers.You will have tocompleteonly five response papers. However, this groupshould be prepared to discuss all readings. Reading facilitators are welcometo join us on the day they lead discussion. Of course, feedback from allclass members is welcome at all times.G. Community Research/Case Study Project/PresentationYour major project for this class will include a group community project with agroup PowerPoint presentation. Each member will do an individual casestudy on a particular student in the community whose culture isdifferent fromyour own. Based on the information from your case study you will uncoverquestions (research questions) that you will address through your annotatedbibliography (see example). By the last day of class,you will turn in yourproject and present your research in the form of a poster presentation orPowerPoint presentation. In addition, you will give feedback to yourclassmates about their projects. We will talk more about this in class.Your critical ethnographic case study will include thefollowing:1.A case study of a student from a culture other than your own.2.This project will include interviews, research about the culture andbackground of the student you will be interviewing and reflections aboutthe relevance of your findings tocritical multicultural education as well aslinking your study to the readings discussed in class.3.You will receive more information about ethnographic research andinterviewing techniques in class as well as specific guidelines for thisproject. (For examples of case studies, refer to snapshots and casestudies inAffirming Diversity: The Sociopolitical Context of MulticulturalEducation)Your annotated bibliography:

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xiiiThe purpose of this assignment is to support you in identifying and learningabout a specific area of interest in multicultural education that was generatedout of your case study. For this assignment, you will need to:1.Select a topic and formulate a question you want to investigate.2.Choose 5 references (books or journal articles) that relateto that topic.3.Prepare an annotated bibliography that includes a complete reference foreach source, an abstract of each source that summarizes the main pointsor arguments and its relevance to your particular research question. Onlyone reference can befrom the Internet.a.Referenced sources should follow APA guidelines.b.More specific guidelines and examples of how to do an annotatedbibliography will be provided later.4.In addition to the annotated bibliography you should include:a.Information about your rationale for choosing your topic.b.A discussion of how the reading in this area connects tomulticultural education and your professional goals.5.Prepare a poster presentation on your research topicSchedule of Reading Discussion FacilitatorsWhat followsis a discussion schedule for the semester. You can work aspartners or in a group of three. Your group is responsible to lead adiscussion for 20 minutes. Be creative and try to use a different format thanthat of the previous groups.Group 1:Class 2Theme:Understanding the Sociopolitical Context of SchoolingStudents:Group 2:Class 3Theme:Defining Multicultural Education for School ReformStudents:Group 3:Class 4Theme:Racism, Discrimination, and Expectations of Students’AchievementStudents:Group 4:Class 5Theme:Structural and Organizational Issues in Classrooms andSchoolsStudents:Group 5:Class 6Theme:Culture, Identity and LearningStudents:Group 6:Class 7Theme:Linguistic Diversity in U.S. ClassroomsStudents:Group 7:Class 8

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xivTheme:Understanding Student Learning and School AchievementStudents:Group 8:Class 9Theme:Learning from StudentsStudents:Group 9:Class 10Theme:Adapting the Curriculum for Multicultural ClassroomsStudents:Group 10:Class 11Theme:Affirming Diversity: Implications for Teachers, Schools,Families, and CommunitiesStudents:

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xvIntroduction to Multicultural EducationDATETOPICCOURSE ASSIGNMENTS#1Setting the ContextIntroduction & SyllabusOverview.Student definitions of MulticulturalEducation.Overview of Nieto and Bode’sdefinition.Begin Writing Your Education History.#2Understanding theSociopolitical Context ofSchoolingCh. 1, Affirming Diversity (AD)Response Paper Due.#3Defining MulticulturalEducation for School ReformCh. 2, Affirming Diversity (AD)Report on Your Research PaperTopic.Response Paper Due.#4Racism, Discrimination, andExpectations of Students’AchievementCh. 3, Affirming Diversity (AD)ResponsePaper Due.#5Structural and OrganizationalIssues in Classrooms andSchoolsCh. 4,Affirming Diversity (AD)Response Paper Due.#6Culture, Identity and LearningCh. 5, Affirming Diversity (AD)Family EducationHistory Project Due.No ResponsePaper Due.#7Linguistic Diversity in U.S.ClassroomsCh. 6, Affirming Diversity (AD)Response Paper Due.#8Understanding StudentLearning and SchoolAchievementCh. 7, Affirming Diversity (AD)Response Paper Due.#9Learning from StudentsCh. 8,Affirming Diversity (AD)Response Paper Due.#10Adapting Curriculum forMulticultural ClassroomsCh. 9, Affirming Diversity (AD)Response Paper Due.#11Affirming Diversity:Implications for Teachers,Schools, Families andCommunitiesAffirming Diversity (AD)Ch. 10Response Paper Due.#12Taking Stock of Our LearningCommunity Presentations Due#13Taking Stock of Our LearningCourse EvaluationsPowerPoint PresentationsClass Celebration

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Chapter One:Understanding theSociopolitical Context of SchoolingCHAPTER OVERVIEWI.Assumptions Underlying This Texta.Identity, Difference, Power, and Privilege Are All Connectedb.Multicultural Education Is Inclusive of Many Differences:Lenses of Race, Ethnicity, and Languagec.Teachers Are Not the Villainsd.Quality Public Education: A Cause Worth Fighting ForII.Defining the Sociopolitical Context of Multicultural EducationIII.Task 1: Clarifying Three Goals and Four Key Terms of MulticulturalEducationa.Defining Key Terms in Multicultural EducationIV.Task 2: Dissolving Myths About Immigration and DifferenceV.Task 3: Naming the Underpinnings of Educational Structuresa.School-Level Policies and PracticesVI.Task 4: Studying the Demographic Mosaic U.S. Schools and SocietyVII.Task 5: Using QualitativeResearch to Understand Students’Sociopolitical Contextsa.Choosing Methodology: What Are Case Studies?b.Beyond Generalizations and Stereotypesc.Learning from the Case Studies and SnapshotsVIII.Task 6: Examining Political Struggles-Multicultural Education,Backlash and Legislationa.The “Back to Basics” Argumentb.Eroding the Traditional Educational Canonc.Political Struggles of Legislation and PolicyIX.ConclusionChapter One: Understanding the Sociopolitical Context of MulticulturalEducation sets the stage forAffirming Diversity. Key terms, concepts, goalsand assumptions of multicultural education through a sociopolitical lens areinvestigated, situated and defined. Nieto and Bode use demographicsrepresenting the mosaic of U.S. schools and society and illustrate thechange in population and the need for multicultural education for all children.They explore students’ lives in U.S. schools by explicitly looking at racial,ethnic, and linguistic diversity while avoiding generalizations andstereotypes. They describethe case study approach used throughout thebook that repositions students’ voices in qualitative academic research. Nietoand Bode respond to critics of multicultural education and the practices andpolicies of federal and state standards, such as the reauthorization of ESEA.They conclude the chapter with a multicultural perspective on the nature ofschooling and the role of teachers.

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2PROBLEM POSING1.Why aren’t the decisions made about education politically neutral?2.What happens when education,multicultural education particularly, isdivorced from policies and practices of schools and from thestructures and ideologies of society?3.Why is the idea of multicultural education problematic when it isdisassociated from the livesof teachers, students, and communities–or is without a sociopolitical context?a.What do Nieto and Bode mean by the sociopolitical context ofeducation?4.What are the four major assumptions underlying the concepts in thisbook? (p.3)5.What do Nieto and Bode mean when they write that “one’s identityframes (although it does notdetermine) how one experiences theworld” (p. 4)6.Why does multicultural education assertively confront issues of powerand privilege in society, as well as affirmissues of identity anddifference?7.Who is included in a comprehensive approach to multiculturaleducation?8.Why do Nieto and Bode use the lenses of race, ethnicity, andlanguage to view and understand multicultural education?a.Why are discussing and facingracism challenging topics forsome educators?9.Describe Nieto and Bode’s perspective that teachers are not villainsor completely responsible for students’ failure.10.Although public education has never lived up to its potential, why isworth defending and fighting for?11.Provide evidence from the text that suggests that U.S. societysupports education.12.What are the goals of multicultural education?13.Explain the significance of tackling inequality and promoting access toan equal education.14.Why is raising achievement of all students an essential goal ofmulticultural education?15.What does it mean to provide apprenticeship as critical and productivemembers of a democratic society?16.In terms of multicultural education, what is the difference betweenequality and equity?17.Describe equity pedagogy.18.Define social justice.19.Why is social justice a key term in understanding a multiculturalapproach? What are the four components?20.Why does “achievement gap” need defining through a multiculturalapproach?

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3a.What are some problemswith the term “achievement gap”?b.Why are terms such as the resource gap, the opportunity gap,or the expectations gap used to describe student achievement?21.Describe what Gloria Ladson-Billings has dubbed the “education debt”(p. 10).22.Why should schoolsfocus on the school-related factors of theachievement gap, rather than the sociocultural factors?23.Explore and discuss the examples of school models and programsthat are successful with students of color, students living in poverty,and students who livein difficult circumstances.24.Discuss and debate whether rigorous curriculum is enough to createsuccessful learning environments for students.25.Identify and reflect on the three categories of “correlates ofachievement” that Paul E. Barton and Richard J. Coley’s synthesizedfrom many research studies (p. 10).26.What are David Berliner’s arguments about Out-of-School Factors(OSFs) and the effects of poverty on learning achievement?a.What are David Berliner’s eleven recommendations to addressthe impact of poverty on schooling? (p.11)27.According to Richard Rothstein what three approaches to closing theachievement gap must be pursued?28.Define deficit theories and how they continue to influence educationalpolicies and practices.a.What do Nieto and Bode suggest as alternatives to deficittheories of students?29.Site examples of U.S. contentions within the sociopolitical context.30.Why is the history of racism, conquest and slavery, and forceimmigration rarely taught in U.S. schools, while conventionalcurriculum and pedagogy are based on the myth of a painless andsmooth assimilation of immigrants?31.What can teachers do to reflect on and experience the journey ofimmigration and colonization?a.How do larger society’s assumptions about people perpetuatestructures in schools that reproduce those assumptions? Whatexamples do Nieto and Bode use? (p. 14)32.Looking at educational structures, and specifically on the ideology ofracism, what does Beverly Tatum mean when she describes racismas “smog in the air” (p.15)?a.Provide examples of “smog in the air” based on school fundingand biases based on human and social differences, such asrace and social class.33.Use examples of“English Only” policies and curriculum to answer:how does the sociopolitical context affect policies and practices at theschool level?

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434.How are U.S. demographics changing (e.g. population, immigration,and language diversity) and how will this affect schooling in the 21stCentury?35.In what three ways is the impact of the growing cultural, racial,national origin,and linguistic diversity clearly visible in our nation’spublic schools?a.In spite of the growing cultural, racial, and linguistic diversity inU.S. schools, why is ethnic segregation on the rise?36.How can teachers, regardless of their own identities and experiences,prepare to effectively teach students of all backgrounds?37.What is a case study?a.What are the essential characteristics of a qualitative casestudy?b.What is the purpose of doing case studies for this text?c.How do case studies avoid generalizations?d.How do case studies challenge stereotypes?38.What are three common strategies that try to destabilize multiculturaleducation? (p. 21)39.One criticism of multicultural education, in terms of “eroding thetraditional educational canon,” is the “us vs.them” mentality. What ismisleading about the separatist notion of pitting Europeans andEuropean Americans against people of other backgrounds? (p. 22)40.Why are opponents of multicultural education particularly nervousabout curricular changes?a.Provide examples of opponents to multicultural educationthrough, seeTexas Board of Education (p .22)41.Why was the 2001 No Child Left Behind version of ESEA damaging tochildren?42.Describe the “mostrecent iteration of ESEA is theEvery StudentSucceeds Act (ESSA), which was signed by President Obama inDecember 2015” (p. 23).43.What analysis do Mintrop and Sunderman–of the Civil Rights Project–provide to show why the NCLB policy is failing? (p. 24)44.How has the landscape of ESSA remained unchanged? What aspectsof the legislation differ? Why? (p. 24)45.How are high standards and multicultural education complementary?46.What did the Common Core international research analysis revealabout the United States?47.Explore Diane Ravitch’s call for “a more criticalanalysis of the scoresfrom the Programme for International Student Assessment (PISA)” (p.26)48.“What are teachers to do?” (p. 27) Discuss teacher responsibilitiesthrough the lens of ESSA and Common Core.49.According to Christine Sleeter and Judith Flores Carmona, what arethe differences between astandards-drivenand astandards-consciouscurriculum?

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550.Provide examples of inventive ways of using standards.REFLECTION JOURNALS1.Critics of multicultural education suggest that it erodes the traditionaleducational cannon, particularly the view of U.S. history. Explore thiscounter argument: we need to acknowledge and understand thehistory of all groups in the United States as part ofAmerican history.a.In this reflection journal,watch the filmPrecious Knowledge.Engage with the comments on “the canon”. Then explore therecent legislation that found Arizona’s ban raciallydiscriminatory (http://www.latimes.com/nation/la-na-arizona-mexican-american-studies-20170822-story.html)b.Also, take Harvard’s Implicit Association test on NativeAmericans (https://implicit.harvard.edu/implicit/). Reflect onyour reactions to the clip, your experience with the test, yourpotential biases, and your perspective/s on this controversy(remember to view all resources with a critical lens).2.Reflect on Gary Orfield’s quote below. Think about the history ofsegregation and desegregation in U.S. schooling and examine thecurrent situation based on the information in the chapter. Since theBrown vs. Board of education, how far do you think we have come asa nation?“Desegregated schools … offer the single most powerful way toreachand prepare the coming generation, which will be the first to live in anAmerica that is truly multiracial and has no racial majority group. It isimperative that we take feasible steps to foster and sustain integrationand to deal with the deeply rooted harms of segregation” (p.3)3.In order to conduct a casestudy,you need to be aware of your ownbiases. Identify a person that you would like to interview. Whilethinking about this person, consider your potential biases abouthis/her class, ethnicity, race, gender, sexuality, language and religion,then reflect on the following questions:What biases do I bring to theinterview? How does my identity influence my attitudes toward theinterviewee? How might my voice, inflection, facial gestures or postureaffect the participant’s answers? How might I inadvertently be puttingwords into the informant’s mouth? How might I be manipulatingher/his/their thoughts?WHOLE CLASS/GROUP WORK1.Have students take the first 5 minutes of class and jot down questionsthey have about the sociopolitical context of multicultural education

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