{"product_id":"multicultural-education-isbn-9781119510215","title":"Multicultural Education","description":"\u003cp\u003eAs diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools. \u003ci\u003eMulticultural Education\u003c\/i\u003e helps current and future educators fully understand sophisticated concepts of culture; become more effective practitioners in diverse classrooms; and view race, class, gender, social class, and exceptionality as intersectional concepts.\u003c\/p\u003e \u003cp\u003eNow in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues surrounding non-native English speakers, students of color, and students with disabilities. Contemporary in relevance, this timely volume promotes multicultural education as a process of school reform. Practical advice helps teachers increase student academic achievement, work effectively with parents, improve classroom assessment, and benefit from diversity.\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Issues and Concepts 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Multicultural Education: Characteristics and Goals 3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby James A. Banks\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 The Nature of Multicultural Education 3\u003c\/p\u003e \u003cp\u003e1.2 The Historical Development of Multicultural Education 4\u003c\/p\u003e \u003cp\u003e1.2.1 How Multicultural Education Developed 6\u003c\/p\u003e \u003cp\u003e1.3 The Nature of Culture in the United States 6\u003c\/p\u003e \u003cp\u003e1.3.1 The Meaning of Culture 6\u003c\/p\u003e \u003cp\u003e1.3.2 Identification and Description of the U.S. Core Culture 7\u003c\/p\u003e \u003cp\u003e1.3.3 Equality 7\u003c\/p\u003e \u003cp\u003e1.3.4 Individualism and Individual Opportunity 8\u003c\/p\u003e \u003cp\u003e1.3.5 Individualism and Groupism 8\u003c\/p\u003e \u003cp\u003e1.3.6 Expansionism and Manifest Destiny 8\u003c\/p\u003e \u003cp\u003e1.3.7 Microcultures in the United States 9\u003c\/p\u003e \u003cp\u003e1.3.8 Groups and Group Identification 11\u003c\/p\u003e \u003cp\u003e1.3.9 The Teaching Implications of Group Identification 12\u003c\/p\u003e \u003cp\u003e1.3.10 The Interaction of Race, Class, and Gender 13\u003c\/p\u003e \u003cp\u003e1.4 The Social Construction of Categories 14\u003c\/p\u003e \u003cp\u003e1.4.1 Gender 14\u003c\/p\u003e \u003cp\u003e1.4.2 Sexual Orientation 14\u003c\/p\u003e \u003cp\u003e1.4.3 Race 14\u003c\/p\u003e \u003cp\u003e1.4.4 Social Class 15\u003c\/p\u003e \u003cp\u003e1.4.5 Exceptionality 15\u003c\/p\u003e \u003cp\u003e1.5 The Dimensions of Multicultural Education 16\u003c\/p\u003e \u003cp\u003e1.5.1 Content Integration 17\u003c\/p\u003e \u003cp\u003e1.5.2 The Knowledge Construction Process 17\u003c\/p\u003e \u003cp\u003e1.5.3 Prejudice Reduction 18\u003c\/p\u003e \u003cp\u003e1.5.4 An Equity Pedagogy 18\u003c\/p\u003e \u003cp\u003e1.5.5 An Empowering School Culture and Social Structure 19\u003c\/p\u003e \u003cp\u003e1.6 The School as a Social System 20\u003c\/p\u003e \u003cp\u003eSummary 21\u003c\/p\u003e \u003cp\u003eQuestions and Activities 21\u003c\/p\u003e \u003cp\u003eReferences 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Culture, Teaching, and Learning 25\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Christina Convertino, Bradley A. Levinson, and Norma González\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Getting to Know Culture 26\u003c\/p\u003e \u003cp\u003e2.1.1 Some Early Origins of the Construct of Culture 27\u003c\/p\u003e \u003cp\u003e2.1.2 Connecting Culture with Education 28\u003c\/p\u003e \u003cp\u003e2.1.3 Culture Change and Changes to Culture 29\u003c\/p\u003e \u003cp\u003e2.2 Culture and Educational Achievement 32\u003c\/p\u003e \u003cp\u003e2.2.1 Cultural Deficit Models 32\u003c\/p\u003e \u003cp\u003e2.2.2 Cultural Difference Model and Mismatch Hypothesis 33\u003c\/p\u003e \u003cp\u003e2.2.3 Educational Achievement: Voluntary versus Involuntary Immigrant Students 34\u003c\/p\u003e \u003cp\u003e2.3 Putting Culture to Work: Culture and Learning in the 21st Century 35\u003c\/p\u003e \u003cp\u003e2.3.1 Rethinking Learning and Cultural Processes in Education 36\u003c\/p\u003e \u003cp\u003e2.3.2 Learning in Context: What Teachers Need to Know 36\u003c\/p\u003e \u003cp\u003eSummary 38\u003c\/p\u003e \u003cp\u003eQuestions and Activities 38\u003c\/p\u003e \u003cp\u003eReferences 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Social Class and Religion 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Social Class and Education 43\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Lois Weis, Seong Won Han, and Hyunmyung Jo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 Education and the Production of Social and Economic Inequalities 45\u003c\/p\u003e \u003cp\u003e3.2 Ability Grouping and Tracking 47\u003c\/p\u003e \u003cp\u003e3.3 Official Knowledge and Its Distribution 48\u003c\/p\u003e \u003cp\u003e3.4 Access and Outcomes in the Postsecondary Sector 49\u003c\/p\u003e \u003cp\u003e3.5 Research on Class Privilege 52\u003c\/p\u003e \u003cp\u003eSummary 54\u003c\/p\u003e \u003cp\u003eQuestions and Activities 54\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Christian Nation or Pluralistic Culture: Religion in American Life 60\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Charles H. Lippy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 Europeans Plant Christianity in North America 61\u003c\/p\u003e \u003cp\u003e4.2 Early Signs of Diversity 61\u003c\/p\u003e \u003cp\u003e4.3 Common Themes 62\u003c\/p\u003e \u003cp\u003e4.4 The Spread of Evangelical Protestantism 63\u003c\/p\u003e \u003cp\u003e4.5 Religious Freedom and the Separation of Church and State 64\u003c\/p\u003e \u003cp\u003e4.6 Diversity, Religious Freedom, and the Courts 67\u003c\/p\u003e \u003cp\u003e4.7 Pluralism Becomes the Norm 70\u003c\/p\u003e \u003cp\u003e4.8 New Faces of Pluralism 72\u003c\/p\u003e \u003cp\u003e4.9 Summary and Educational Implications 76\u003c\/p\u003e \u003cp\u003e4.10 Resources 76\u003c\/p\u003e \u003cp\u003eQuestions and Activities 78\u003c\/p\u003e \u003cp\u003eReferences 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Gender 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Gender Bias: Past, Present, and Future 83\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby David Sadker, Karen Zittleman, and Melissa Koch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1 The Hidden Civil Rights Struggle 84\u003c\/p\u003e \u003cp\u003e5.2 Report Card: The Cost of Sexism in Schools 86\u003c\/p\u003e \u003cp\u003e5.3 Gender Bias in the Classroom: The Curriculum 89\u003c\/p\u003e \u003cp\u003e5.3.1 Invisibility: What You Don’t See Makes a Lasting Impression 90\u003c\/p\u003e \u003cp\u003e5.3.2 Stereotyping: Glib Shortcuts 90\u003c\/p\u003e \u003cp\u003e5.3.3 Imbalance and Selectivity: A Tale Half-Told 90\u003c\/p\u003e \u003cp\u003e5.3.4 Unreality: Rose-Colored Glasses 90\u003c\/p\u003e \u003cp\u003e5.3.5 Fragmentation: An Interesting Sideshow 91\u003c\/p\u003e \u003cp\u003e5.3.6 Linguistic Bias: Words Matter 91\u003c\/p\u003e \u003cp\u003e5.3.7 Cosmetic Bias: Pretty Wrapping 91\u003c\/p\u003e \u003cp\u003e5.4 Gender Bias in the Classrooms: Student–Teacher Interaction 91\u003c\/p\u003e \u003cp\u003e5.5 Trends and Challenges 93\u003c\/p\u003e \u003cp\u003e5.5.1 The Boy Crisis 93\u003c\/p\u003e \u003cp\u003e5.5.2 The Rebirth of Single-Sex Education 95\u003c\/p\u003e \u003cp\u003e5.5.3 Supporting Lesbian, Gay, Bisexual, Transgender, Queer\/Questioning (LGBTQ) Students 97\u003c\/p\u003e \u003cp\u003e5.6 Strategies for Creating Gender-Fair Classrooms 98\u003c\/p\u003e \u003cp\u003eQuestions and Activities 99\u003c\/p\u003e \u003cp\u003eReferences 99\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Classrooms for Diversity: Rethinking Curriculum and Pedagogy 101\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Mary Kay Thompson Tetreault\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1 Feminist Phase Theory 102\u003c\/p\u003e \u003cp\u003e6.2 Male-Defined Curriculum 102\u003c\/p\u003e \u003cp\u003e6.3 Contribution Curriculum 104\u003c\/p\u003e \u003cp\u003e6.4 Bifocal Curriculum 104\u003c\/p\u003e \u003cp\u003e6.5 Women’s Curriculum 106\u003c\/p\u003e \u003cp\u003e6.6 Gender-Balanced Curriculum 109\u003c\/p\u003e \u003cp\u003e6.7 Changes in Traditional Ways of Teaching 110\u003c\/p\u003e \u003cp\u003eSample Lessons 113\u003c\/p\u003e \u003cp\u003eLanguage Arts 113\u003c\/p\u003e \u003cp\u003eMathematics and Science 113\u003c\/p\u003e \u003cp\u003eSocial Studies 115\u003c\/p\u003e \u003cp\u003eSummary 116\u003c\/p\u003e \u003cp\u003eQuestions and Activities 116\u003c\/p\u003e \u003cp\u003eReferences 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Queer Lessons: Sexual and Gender Minorities in Multicultural Education 118\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Cris Mayo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Sexuality and Gender Identity 119\u003c\/p\u003e \u003cp\u003e7.2 LGBTQ Legal Progress, Backlash, and the School Curriculum 120\u003c\/p\u003e \u003cp\u003e7.3 Overlapping Histories of Multiculturalism and LGBTQ Movements 122\u003c\/p\u003e \u003cp\u003e7.4 Histories of Gay-Inclusive Multiculturalism and Other Curricular Inclusiveness 124\u003c\/p\u003e \u003cp\u003e7.5 Challenges to Homophobia and Heterosexism 124\u003c\/p\u003e \u003cp\u003e7.6 Challenging Assumptions about LGBTQ People 125\u003c\/p\u003e \u003cp\u003e7.7 Why Homophobia and Transphobia? 128\u003c\/p\u003e \u003cp\u003e7.8 Dilemmas of Queer Inclusion 129\u003c\/p\u003e \u003cp\u003e7.9 Seven Things to Do to Improve Education for Students of All Sexual Orientations and Genders 131\u003c\/p\u003e \u003cp\u003eQuestions and Activities 132\u003c\/p\u003e \u003cp\u003eReferences 132\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Race, Language Diversity, and Civic Education 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Approaches to Multicultural Curriculum Reform 137\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby James A. Banks\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 The Mainstream-Centric Curriculum 137\u003c\/p\u003e \u003cp\u003e8.2 Public Sites and Popular History 139\u003c\/p\u003e \u003cp\u003e8.3 Efforts to Establish a Multicultural Curriculum 141\u003c\/p\u003e \u003cp\u003e8.4 Levels of Integration of Multicultural Content 142\u003c\/p\u003e \u003cp\u003e8.4.1 The Contributions Approach 142\u003c\/p\u003e \u003cp\u003e8.4.2 The Additive Approach 144\u003c\/p\u003e \u003cp\u003e8.4.3 The Transformation Approach 146\u003c\/p\u003e \u003cp\u003e8.4.4 The Social Action Approach 148\u003c\/p\u003e \u003cp\u003e8.4.5 Mixing and Blending Approaches 150\u003c\/p\u003e \u003cp\u003e8.5 Guidelines for Teaching Multicultural Content 153\u003c\/p\u003e \u003cp\u003eSummary 154\u003c\/p\u003e \u003cp\u003eQuestions and Activities 155\u003c\/p\u003e \u003cp\u003eReferences 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Backstage Racism: Implications for Teaching 158\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Leslie H. Picca and Ruth Thompson-Miller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 Context 159\u003c\/p\u003e \u003cp\u003e9.2 Methodology 159\u003c\/p\u003e \u003cp\u003e9.3 Journals by White Students 160\u003c\/p\u003e \u003cp\u003e9.3.1 The Frontstage 161\u003c\/p\u003e \u003cp\u003e9.3.2 The Backstage 162\u003c\/p\u003e \u003cp\u003e9.4 Journals by Students of Color 164\u003c\/p\u003e \u003cp\u003e9.5 Comparing the Journals Written by Whites and Students of Color 168\u003c\/p\u003e \u003cp\u003e9.6 Conclusion and Next Actionable Steps 169\u003c\/p\u003e \u003cp\u003eJournal Exercise 170\u003c\/p\u003e \u003cp\u003eHow Do I Do This? 170\u003c\/p\u003e \u003cp\u003eQuestions and Activities 172\u003c\/p\u003e \u003cp\u003eReferences 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Language Diversity and Schooling 174\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Rachel Snyder and Manka Varghese\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1 The History of Linguistic Diversity in the United States 175\u003c\/p\u003e \u003cp\u003e10.2 Current Linguistic Diversity in the United States 177\u003c\/p\u003e \u003cp\u003e10.3 Historical and Legal Overview of Language Policy in the United States 179\u003c\/p\u003e \u003cp\u003e10.3.1 Implementation of Federal Policy 179\u003c\/p\u003e \u003cp\u003e10.3.2 Language Policy in Recent History 181\u003c\/p\u003e \u003cp\u003e10.4 Views on Language Learning and Teaching 183\u003c\/p\u003e \u003cp\u003e10.4.1 Language 183\u003c\/p\u003e \u003cp\u003e10.4.2 Theories of Second-Language Learning 184\u003c\/p\u003e \u003cp\u003e10.5 Programmatic Responses to Linguistic Diversity 185\u003c\/p\u003e \u003cp\u003e10.5.1 Instructional Programs 185\u003c\/p\u003e \u003cp\u003e10.5.2 The Bilingual Debate and the Research Context 186\u003c\/p\u003e \u003cp\u003e10.5.3 Program Types that Contribute to Successful Educational Practice 187\u003c\/p\u003e \u003cp\u003e10.6 Instructional Methods and Approaches 188\u003c\/p\u003e \u003cp\u003e10.6.1 English as a Second Language Instructional Strategies 188\u003c\/p\u003e \u003cp\u003e10.6.2 Instructional Methods for Bilingual Education 189\u003c\/p\u003e \u003cp\u003e10.7 Additional Considerations 190\u003c\/p\u003e \u003cp\u003e10.7.1 The Lived Reality of Today’s Linguistically Diverse Students 190\u003c\/p\u003e \u003cp\u003e10.8 Conclusion 191\u003c\/p\u003e \u003cp\u003eQuestions and Activities 192\u003c\/p\u003e \u003cp\u003eResources 192\u003c\/p\u003e \u003cp\u003eProfessional Associations 193\u003c\/p\u003e \u003cp\u003eWebsites 193\u003c\/p\u003e \u003cp\u003eReferences 193\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Civic Education for Non-Citizen and Citizen Students 198\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby James A. Banks\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1 Multicultural Citizenship Education and Cosmopolitan Human Rights Education 199\u003c\/p\u003e \u003cp\u003e11.2 A Framework for Civic Education for Non-Citizens 200\u003c\/p\u003e \u003cp\u003e11.3 Human Rights, Cosmopolitanism, and the Education of Non-Citizen Students 201\u003c\/p\u003e \u003cp\u003e11.4 Education for Human Rights and Cosmopolitan Citizenship 202\u003c\/p\u003e \u003cp\u003e11.5 The Universal Declaration of Human Rights in Education: Challenges and Opportunities 203\u003c\/p\u003e \u003cp\u003e11.6 The Stages of Cultural Identity and Human Rights Cosmopolitan Education 205\u003c\/p\u003e \u003cp\u003e11.7 Multicultural Citizenship Education for Citizen Students 208\u003c\/p\u003e \u003cp\u003e11.8 Mainstream and Transformative Civic Education 210\u003c\/p\u003e \u003cp\u003eSummary 211\u003c\/p\u003e \u003cp\u003eAcknowledgments 212\u003c\/p\u003e \u003cp\u003eQuestions and Activities 212\u003c\/p\u003e \u003cp\u003eReferences 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Exceptionality 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Educational Equality for Students with Disabilities 217\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Sara C. Bicard and William L. Heward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12.1 Identification of Students with Disabilities 218\u003c\/p\u003e \u003cp\u003e12.2 Is Disability a Social Construct? 220\u003c\/p\u003e \u003cp\u003e12.3 How Many Students with Disabilities are There? 220\u003c\/p\u003e \u003cp\u003e12.4 How are Students with Disabilities Classified? 221\u003c\/p\u003e \u003cp\u003e12.5 How is Eligibility for Special Education Determined? 222\u003c\/p\u003e \u003cp\u003e12.6 Does Classification Affect Instruction? 222\u003c\/p\u003e \u003cp\u003e12.7 Brief History of Educational Equality for Students with Disabilities 222\u003c\/p\u003e \u003cp\u003e12.8 The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality for Students with Disabilities 224\u003c\/p\u003e \u003cp\u003e12.8.1 Major Principles of the Individuals with Disabilities Education Act 224\u003c\/p\u003e \u003cp\u003e12.8.2 Section 504 of the Rehabilitation Act of 1973 229\u003c\/p\u003e \u003cp\u003e12.8.3 The Americans with Disabilities Act 229\u003c\/p\u003e \u003cp\u003e12.8.4 The Elementary and Secondary Education Act 230\u003c\/p\u003e \u003cp\u003e12.9 Educational Equality for Students with Disabilities: Progress Made but Challenges Remain 230\u003c\/p\u003e \u003cp\u003e12.9.1 Effective Instruction 231\u003c\/p\u003e \u003cp\u003e12.9.2 General and Special Education Partnership 232\u003c\/p\u003e \u003cp\u003e12.9.3 Early Intervention 233\u003c\/p\u003e \u003cp\u003e12.9.4 Transition from School to Adult Life 233\u003c\/p\u003e \u003cp\u003e12.9.5 Special Education in a Diverse Society 234\u003c\/p\u003e \u003cp\u003eSummary 235\u003c\/p\u003e \u003cp\u003eQuestions and Activities 236\u003c\/p\u003e \u003cp\u003eReferences 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Culturally Responsive Special Education in Inclusive Schools 240\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13.1 Special Education as Exclusion and Segregation 241\u003c\/p\u003e \u003cp\u003e13.2 Strategies to Prevent Misdiagnosis and Disproportionality 243\u003c\/p\u003e \u003cp\u003e13.3 The Monoculture of Mainstream Education 244\u003c\/p\u003e \u003cp\u003e13.4 Parent Involvement and Working with Families 246\u003c\/p\u003e \u003cp\u003e13.5 Causes of Limited Parent Involvement 247\u003c\/p\u003e \u003cp\u003e13.6 Strategies for Schools to Increase Parent Involvement 249\u003c\/p\u003e \u003cp\u003e13.6.1 Preparation of Professionals for Partnerships with Parents 250\u003c\/p\u003e \u003cp\u003e13.6.2 Preparation of Parents for Partnerships with Educators 251\u003c\/p\u003e \u003cp\u003e13.7 Culturally Competent Teachers and Inclusive Pedagogies 251\u003c\/p\u003e \u003cp\u003e13.8 Preintervention Culturally Responsive Teaching 252\u003c\/p\u003e \u003cp\u003e13.9 Culturally Responsive Interventions 254\u003c\/p\u003e \u003cp\u003e13.10 Culturally Situated Schooling and Inclusive Pedagogies 255\u003c\/p\u003e \u003cp\u003e13.11 Quality Inclusive Schools 255\u003c\/p\u003e \u003cp\u003e13.12 Delivery of Special Education in the Context of General Education 256\u003c\/p\u003e \u003cp\u003e13.13 Managing Inclusive Classrooms 257\u003c\/p\u003e \u003cp\u003e13.14 Diversity and Caring Communities: Outcomes for the Social Good 258\u003c\/p\u003e \u003cp\u003eQuestions and Activities 259\u003c\/p\u003e \u003cp\u003eReferences 260\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 6 School Reform and Classroom Assessment 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 School Reform and Student Learning: A Multicultural Perspective 267\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Sonia Nieto and Patty Bode\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14.1 Defining School Reform with a Multicultural Perspective 268\u003c\/p\u003e \u003cp\u003e14.2 Conditions for Systemic School Reform Based on a Multicultural Perspective 269\u003c\/p\u003e \u003cp\u003e14.3 School Reform Should Be Antiracist and Antibiased 270\u003c\/p\u003e \u003cp\u003e14.4 School Reform Should Reflect an Understanding and Acceptance of All Students as Having Talents and Strengths That Can Enhance Their Education 273\u003c\/p\u003e \u003cp\u003e14.5 School Reform Should Be Considered within the Parameters of Critical Pedagogy 275\u003c\/p\u003e \u003cp\u003e14.6 What Kind of World Do You Want to Live In? Practicing and studying the Declaration of Human Rights 276\u003c\/p\u003e \u003cp\u003e14.7 The People Most Intimately Connected with Teaching and Learning (Teachers, Families, and Students) Need to Be Meaningfully Involved in School Reform 278\u003c\/p\u003e \u003cp\u003e14.8 School Reform Needs to Be Based on High Expectations and Rigorous Standards for All Learners 278\u003c\/p\u003e \u003cp\u003e14.9 Conclusion 279\u003c\/p\u003e \u003cp\u003eQuestions and Activities 280\u003c\/p\u003e \u003cp\u003eReferences 280\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Communities, Families, and Educators Working Together for School Improvement 284\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Cherry A. McGee Banks\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15.1 Reasons Why Parent and Family Involvement in Schools is Important 287\u003c\/p\u003e \u003cp\u003e15.2 Historical Overview 289\u003c\/p\u003e \u003cp\u003e15.3 The Changing Face of the Family 290\u003c\/p\u003e \u003cp\u003e15.4 Parents with Special Needs 293\u003c\/p\u003e \u003cp\u003e15.5 Single Parents 294\u003c\/p\u003e \u003cp\u003e15.6 Low-Income Parents 294\u003c\/p\u003e \u003cp\u003e15.7 Teacher Concerns with Parent and Family Involvement 295\u003c\/p\u003e \u003cp\u003e15.8 Steps to Increase Parent and Family Involvement 296\u003c\/p\u003e \u003cp\u003e15.9 Establish Two-Way Communication Between the School and the Home 297\u003c\/p\u003e \u003cp\u003e15.10 Enlist Support from Other Staff Members and Students 298\u003c\/p\u003e \u003cp\u003e15.11 Enlist Support from the Community 299\u003c\/p\u003e \u003cp\u003e15.12 Develop Learning Resources for Parents to Use at Home 300\u003c\/p\u003e \u003cp\u003e15.13 Broaden the Conception of Parent and Community Involvement 301\u003c\/p\u003e \u003cp\u003e15.13.1 Parents Working with Their Own Children 301\u003c\/p\u003e \u003cp\u003e15.13.2 Professional Support Person for Instruction 302\u003c\/p\u003e \u003cp\u003e15.13.3 General Volunteers 302\u003c\/p\u003e \u003cp\u003e15.13.4 Decision-Makers 302\u003c\/p\u003e \u003cp\u003eSummary 303\u003c\/p\u003e \u003cp\u003eQuestions and Activities 303\u003c\/p\u003e \u003cp\u003eWebsites 303\u003c\/p\u003e \u003cp\u003eReferences 304\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Classroom Assessment and Diversity 306\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eby Catherine S. Taylor and Susan B. Nolen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16.1 Bias and Sensitivity Issues in Assessment 308\u003c\/p\u003e \u003cp\u003e16.2 Lessons Learned from a Bias and Sensitivity Review Panel 310\u003c\/p\u003e \u003cp\u003e16.2.1 “Othering” 310\u003c\/p\u003e \u003cp\u003e16.2.2 Consistency with Culture 310\u003c\/p\u003e \u003cp\u003e16.2.3 Respect for Indigenous Peoples 311\u003c\/p\u003e \u003cp\u003e16.2.4 Developing Interpretations 311\u003c\/p\u003e \u003cp\u003e16.2.5 Culturally Inappropriate Content 311\u003c\/p\u003e \u003cp\u003e16.3 Investigating Potential Bias through Statistical Analyses 312\u003c\/p\u003e \u003cp\u003e16.3.1 The Case of Bias Due to Multiple-Choice Format 313\u003c\/p\u003e \u003cp\u003e16.4 The Impact of Language Complexity on ELL Students’ Performance 314\u003c\/p\u003e \u003cp\u003e16.5 Potential Bias in Computer-Based Testing 315\u003c\/p\u003e \u003cp\u003e16.6 The Effects of Engagement on Assessment Performance 317\u003c\/p\u003e \u003cp\u003e16.7 The Social Context of Assessment 321\u003c\/p\u003e \u003cp\u003e16.8 Teacher Assessment Practices 322\u003c\/p\u003e \u003cp\u003eSummary 323\u003c\/p\u003e \u003cp\u003eQuestions and Activities 323\u003c\/p\u003e \u003cp\u003eReferences 324\u003c\/p\u003e \u003cp\u003eAppendix: Multicultural Resources 329\u003c\/p\u003e \u003cp\u003eGlossary 333\u003c\/p\u003e \u003cp\u003eContributors 339\u003c\/p\u003e \u003cp\u003eIndex 343\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCherry A. McGee Banks\u003c\/b\u003e is professor of education emeritus at the University of Washington, Bothell. She is the author of \u003ci\u003eImproving Multicultural Education: Lessons from the Intergroup Education Movement\u003c\/i\u003e and co-editor of the \u003ci\u003eHandbook of Research of Multicultural Education\u003c\/i\u003e. Professor Banks has served on several national committees and boards and is a member the Seattle Art Museum Board of Trustees.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJames A. Banks\u003c\/b\u003e is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus at the University of Washington, Seattle. His research focuses on multicultural education and diversity and citizenship education in a global context. He is the author of \u003ci\u003eAn Introduction to Multicultural Education\u003c\/i\u003e (Sixth Edition, Pearson) and editor of \u003ci\u003eCitizenship Education and Global Migration: Implications for Theory, Research, and Teaching,\u003c\/i\u003e published by the American Educational Research Association (AERA).\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eDid You Know?\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eThis book is also available as a Wiley eText.\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003eThe Wiley eText is a complete digital version of the text that makes time spent studying more efficient. Course materials can be accessed on a desktop, laptop, or mobile device—so that learning can take place anytime, anywhere. A more affordable alternative to traditional print, the Wiley eText creates a flexible user experience: \u003c\/p\u003e\u003cul\u003e \u003cli\u003e\u003cb\u003eAccess on-the-go\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eSearch across content\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eHighlight and take notes\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eSave money!\u003c\/b\u003e\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003ePurchase the Wiley eText from \u003cb\u003ewww.wiley.com\/go\/multiculturaleducation10\u003c\/b\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989659762917,"sku":"NP9781119510215","price":104.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119510215.jpg?v=1761784995","url":"https:\/\/k12savings.com\/products\/multicultural-education-isbn-9781119510215","provider":"K12savings","version":"1.0","type":"link"}