Early Childhood Education
01 July 2012

Culture and Diversity Webliography Assignment

• Jones, T., (2005). Incorporate Diversity Into Your Classroom. Intervention In School & Clinic, 41 (1), 9-12. Retrieved from http://0-search.ebscohost.com.lasiii.losrios.edu/login.aspx?direct=true&db=trh&AN=17997021&site=ehost-live&scope=site This article has 20 relatively simple ways to incorporate diversity into the classroom. Some of the ideas were so simple they could be seamlessly integrated with other teaching that was already happening. Such as while learning about the traditional explorers from Spain, England, and Portugal; it would be a perfect time to learn about explorers from Africa, Mexico, or Norway. Another idea was to study games from other parts of the world and if the students seemed keen about one the games, the article suggested learning how to play the game and incorporate into the games already played. I chose this particular article over other articles for its simplicity and its approach to teaching diversity without actually drawing attention specifically to diversity education. Some of the other like minded articles were to complex for my simplemindedness and made it a point to teach diversity instead of incorporating it into existing learning. After reading the article I thought I could employ some of the ideas without much effort while playing with my grandchildren. • Barta, J., & Winn, T. (1996). Involving parents in creating anti-bias classrooms. Children Today, 24 (1), 28. Retrieved from http://0-search.ebscohost.com.lasiii.losrios.edu/login.aspx?direct=true&db=a9h&AN=9606216252&site=ehost-live&scope=site This particular article focused on an anti-bias curriculum and approaches to implement the anti-bias curriculum. The article pointed out how parents can affect biases and prejudices in non-traditional ways for their children. For example being culturally isolated, with little or no interaction with people of a different culture, could be sending a message to your children about those cultures and the people in them are beneath you and your culture. The article also proposed ways to involve parents in the curriculum, in order to have parents participate and support the anti-bias curriculum at home. The article states that knowledgeable parents can seriously assist their children in non-biased attitudes. It also brings to mind cultural differences, and mentions how a mannerism or gesture may be appropriate in one culture but insulting in another culture. I chose this article over others because the one I was really interested was a book review and it was too confusing to write about a book review. This was my second choice out of maybe 6 readings I did on the subject. I chose this one because of its straightforwardness. Typically when I think of narrow-mindedness, about other cultures, I think of people in the Deep South. After reading the article I realized that perhaps I could be sending a bad message unknowingly. • Cloud, J. (2010). Bullied To Death?. Time, 176 (16), 60-63. Retrieved from http://0-search.ebscohost.com.lasiii.losrios.edu/login.aspx?direct=true&db=a9h&AN=54397788&site=ehost-live&scope=site This article specifically talks about bullying at school secondary, high school, or college and touches on anti-bullying curriculums. There was a 19 day span, beginning of the 2010 school year, where 4 boys committed suicide. The boys were from four different states, from California to New York, and all were bullied for being gay or thought to be gay. The bullying became too much for each young man. The article explains that while there are some anti-bullying curriculums in existence, there is very little data on their actual effectiveness. One of the most widely adopted anti-bullying programs, Olweus Bullying Prevention Program, was established in the 1980s and predates the social media craze. The article states that there is not a proven, post twitter era, anti-bullying curriculum; however some schools have invested money in a school resource officer (SRO). The SRO’s main duty is to patrol the halls and connect with the students. There is data supporting that schools with SROs have lower rates of violence than schools that do not have SROs, again though there is no data stating whether the violence was at the school before the SRO. I chose this article over others because I recently heard something on the radio about Seth Walsh from Tehachapi, one of the students who committed suicide and it sparked my interest. I do not watch much TV so I just assumed bullying was like the old days when on student called another out after school and what not. I had never considered Twitting or Facebook involvement in bullying and truly it is beyond anything I really can wrap my head around. • Blackburn, G., & Wise, T. (2009). ADDRESSING White Privilege IN INDEPENDENT SCHOOLS. Independent School, 68 (3), 114-120. Retrieved from http://0-search.ebscohost.com.lasiii.losrios.edu/login.aspx?direct=true&db=a9h&AN=37214780&site=ehost-live&scope=site This article addresses “White Privilege”, by first defining white privilege and then discussing the subject in more depth. It states that whites have had an upper hand when it comes to good paying jobs, housing opportunities, and schools available to them. The article goes on to state that many of the privileges that whites enjoy were not earned but exist by just being white in a mostly white population. The article continues with examples of the struggles that colored students have, while implying that white students never have similar issues. It also hints the curriculum in independent schools have not really changed much beyond cultural food and holidays. I chose this particular article because it clearly defined “White Privilege” and it ticked me off. I am white and as a child I grew up in a Hispanic neighborhood. I am a California Native at least four generations, I have served in the military, I have been shot at and hit while serving, and am making the best of it. It drives me batty how people who are not Resident Card holders qualify for Financial Aid, when they should be deported. This article to me was more about how white people need to blah, blah and make it easier for those of color. I say all people no matter their color need to put their head down and go get what they want. No one should give anyone else anything. There are too many people in this country with their hand out wanting and too few using those hands to climb the ladder. Have you ever heard of the, “United White College Fund”? (Sorry this one ticked me off!!) Clark, J. K., Eno, C. A., & Guadagno, R. Clark, J. K., Eno, C. A., & Guadagno, R. E. (2011). Southern Discomfort: The Effects of Stereotype Threat on the Intellectual Performance of US Southerners. Self & Identity, 10 (2), 248-262. doi: 10.1080/15298861003771080E. (2011). Retrieved from http://0-search.ebscohost.com.lasiii.losrios.edu/login.aspx?direct=true&db=a9h&AN=59131297&site=ehost-live&scope=site This paper reports on the psychological effects of “stereotyping”. The paper had four different study groups from the University of Alabama, with four different procedures to measure the effects of stereotyping and intellectual test taking. It concluded that when a negative stereotype was called to attention prior to administering the test, the results were worse than when not called to attention. The paper was centered on deep southerners and the stereotype that they are less intelligent than people from other parts of the country. It also mentioned that other negative stereotypes would most likely add similar pressure to themselves and in doing so would lower their performances on comparable tests. I chose this paper over others mostly because the white privilege article ruffled my feathers and my eye was drawn to the title of the article. I did though read the article with an open mind and learned that being labeled, even subconsciously, can definitely jade one’s perception.