Multicultural

Education in a
Pluralistic Society
SEVENTH EDITION

Donna M. Gollnick
National Council for Accreditation of Teacher Education

Philip C. Chinn
California State University at Los Angeles

Upper Saddle River, New Jersey

Columbus, Ohio
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ISBN 0-13-119719-3
To my late husband, Willard C. Loftis, for supporting my
work in multicultural education for 17 years.
DMG

To Frances Kuwahara Chinn, my best friend

and daily inspiration to make a difference.
PCC
 Preface

Introduction
The seventh edition of Multicultural Education in a Pluralistic Society, by Donna
M. Gollnick and Philip C. Chinn, introduces students to diversity, helps them
understand the issues involved with a diverse nation, and guides them to
think critically and reflectively regarding their decisions as a teacher in a di-
verse classroom.

Diversity in the Twenty-First Century

As we begin the twenty-first century, we find the United States considerably
more diverse than it was at the beginning of the last century. The country is a
multicultural nation comprised of indigenous peoples, such as the American In-
dians, Aleuts, Eskimos, and Hawaiians, and those who themselves or whose an-
cestors arrived as immigrants from other countries. These groups of individuals
represent different classes, religions, and native languages. In addition, the peo-
ple differ in gender, sexual orientation, age, and physical and mental abilities. As
we move further into the new millennium, the population will become increas-
ingly more diverse. By 2040, the U.S. Census Bureau predicts that children of
color will comprise 50 % of the school-aged population. As the ethnic composi-
tion of the United States changes, so will the religious landscape as new immi-
grants bring their religions from abroad. They will also bring diverse languages,
values, and ideas that will help reshape the United States society.
The culture and the society of the United States are dynamic. They are in a con-
tinuous state of change. Unless teachers are able to understand the diverse needs
of their students, it will be difficult if not impossible to teach them effectively.

v
What Impact Does Multicultural
Education Have on Teaching?
Education that is multicultural provides an environment that values diversity and
portrays it positively. Gender, age, race, ethnicity, native language, religion, class, or
disability should not limit students’ educational and vocational options. Educators
have the responsibility to help students contribute to and benefit from our demo-
cratic society. Effective instructional strategies for all students in the classroom
should not evolve solely from the teacher’s culture; they should be drawn primarily
from the cultures of students and communities. The integration of multicultural ed-
ucation throughout the curriculum helps students and teachers think critically
about institutional racism, classism, sexism, ablism, ageism, and homophobia.
Hopefully, educators will help their students develop both individual and group
strategies to overcome the debilitating effects of these society scourges.

About the Seventh Edition

Students in undergraduate, graduate, and in-service courses will find this text
helpful in examining social and cultural conditions that influence education
and in understanding diversity and how to use this knowledge effectively in the
classroom and schools. Other professionals in the social services will find it
helpful in understanding the complexity of cultural backgrounds and experi-
ences as they work with families and children.

A MICROCULTURE APPROACH
As in previous editions, we approach multicultural education with a broad
perspective of the concept. Using culture as the basis for understanding mul-
ticultural education, we present descriptions of seven cultural groups or
microcultures to which students and teachers belong: class, ethnicity and
race, gender, exceptionality, religion, language, and age. We feel that these
groups are among the most critical to understand pluralism and multicultural
education at this time. Thus, this text is designed to examine these group
memberships and the ways in which educators can develop education pro-
grams to meet the needs of diverse groups and the nation.

TEACHING TO CREATE EQUITABLE ENVIRONMENTS

We also emphasize that educators can deliver an equitable education for all stu-
dents. We believe that educators cannot attack sexism without also fighting
racism, classism, homophobia, and discrimination based on abilities, age, and
religion. Schools can eradicate discrimination in their own policies and prac-

vi www.prenhall.com/gollnick
tices if educators are willing to confront and eliminate their own racism and sex-
ism. To rid our schools of such practices takes a committed and strong faculty. It
is a task that can no longer be ignored. To help with this, the seventh edition en-
courages students to recognize that developing the habit of self-reflection will
help them become more effective teachers in the classroom.

FOCUS OF THE SEVENTH EDITION

AND ITS INTEGRATED PACKAGE
The seventh edition places an even greater emphasis on engaging students in ex-
ploring diversity by inviting and encouraging students to think reflectively and
giving them access to real classrooms. Students must begin to develop skills for
reflection while they are preparing to teach and develop the habit of reflecting
on their practice now and throughout their teaching career in order to make in-
formed decisions. The seventh edition also includes application opportunities
for the students through a debate feature and portfolio activities. Additionally,
this seventh edition gives students the opportunity to see what culturally re-
sponsive teaching looks like in a real classroom by viewing and analyzing the
Exploring Diversity booklet’s CD that is packaged with every copy of this text.

Self-Reflection Opportunities. Students need to understand how self-

understanding influences a teacher’s practice in the classroom and how devel-
oping the habit of self-reflection will help them make informed decisions
regarding multicultural issues. The seventh edition introduces reflection in
Chapter 1 and encourages students to continue this habit of reflection in each
chapter through the chapter narrative and in-chapter features.
H Chapter Opening Classroom Scenarios. Each chapter opens with a class-
room scenario to place chapter content in an educational setting. Questions
at the end of each scenario encourage students to think about the scenario
and guide them to reflect on the decisions they would make.

1. What factors contribute to racial and ethnic conflict in some schools?

2. What racial groups are most likely to see themselves in the school curriculum?
Opportunities 3. How can a classroom reflect the diversity of its students so that they all feel valued and respected?
for Reflection 4. What were the positive and negative outcomes of the steps taken by Ms. Williams?
5. What would you have done to improve cross-cultural relations among class members?

To answer these questions online, go to this chapter’s Opportunities for Reflection module of the Com-
panion Website.

H NEW! Opportunities for Reflection Margin Note. Located in every chapter,

the questions within the narrative guide students to think critically about
chapter content and issues and are connected to the text’s Companion Web-
site at www.prenhall.com/gollnick. These questions help students to
begin to develop skills for reflection while they are preparing to teach and to
develop the habit of reflecting on their practice now and throughout their
teaching career. Students are encouraged to answer the questions online via
the Companion Website to promote reflection and group discussion.

Preface vii
 existence of racial inequality in schools (Gallagher, 2003). Teachers do not usu-
ally confront issues of race in schools and classrooms, in part because race is not
supposed to matter. Teachers’ discomfort becomes intertwined with their own
uncertainties about race and their possible complicity in maintaining racial in-
Opportunities equities. How comfortable do you feel with handling issues of race in the classroom?
for Reflection How can you ensure that you are not racially discriminating against students of color
in your classroom?

H Critical Incidents in Teaching. With at least two in every chapter, this

feature, which appears twice or more in each chapter, reflects both real-life
and hypothetical situations that occur in schools or classrooms. Students
have the opportunity to examine their feelings, attitudes, and possible ac-
tions or reactions to each scenario. Linked to the Companion Website,
these problem-solving exercises help facilitate and sharpen students’ criti-
cal thinking skills and their ability to reflect when they need to make in-
formed decisions.

CRITICAL INCIDENTS IN TEACHING

Student Conflict between Family and Peer Values

Wing Tek Lau is a sixth-grade student in a predominantly white and African American Southern
community. He and his parents emigrated from Hong Kong four years ago. His uncle, an engineer at a
local high-tech company, had encouraged Wing Tek’s father to immigrate to this country and open a
Chinese restaurant. The restaurant is the only Chinese restaurant in the community, and it was an instant
success. Mr. Lau and his family have enjoyed considerable acceptance in both their business and their
neighborhood. Wing Tek and his younger sister have also enjoyed academic success at school and appear
to be well liked by the other students.
One day when Mrs. Baca, Wing Tek’s teacher, calls him by name, he announces before the class, “My
American name is Kevin. Please, everybody call me Kevin from now on.” Mrs. Baca and Wing Tek’s
classmates honor this request, and Wing Tek is “Kevin” from then on.
Three weeks later, Mr. and Mrs. Lau make an appointment to see Mrs. Baca. When the teacher makes
reference to “Kevin,” Mrs. Lau says, “Who are you talking about? Who is Kevin? We came here to talk
about our son, Wing Tek.”
“But I thought his American name was Kevin. That’s what he asked us to call him from now on,” Mrs.
Baca replies.
“That child,” Mrs. Lau says in disgust, “is a disgrace to our family.”
“We have heard his sister call him by that name, but she said it was just a joke,” Mr. Lau adds. “We
came to see you because we are having problems with him in our home. Wing Tek refuses to speak
Chinese to us. He argues with us about going to his Chinese lessons on Saturday with the other Chinese
students in the community. He says he does not want to eat Chinese food anymore. He says that he is an
American now and wants pizza, hamburgers, and tacos. What are you people teaching these children in
school? Is there no respect for family, no respect for our culture?”
Mrs. Baca, an acculturated Mexican American who was raised in East Los Angeles, begins to put
things together. Wing Tek, in his attempt to ensure his acceptance by his classmates, has chosen to
acculturate to an extreme, to the point of rejecting his family heritage. He wants to be as “American” as
anyone else in the class, perhaps more so. Like Wing Tek, Mrs. Baca had acculturated linguistically and in
other ways, but she had never given up her Hispanic values. She knows the internal turmoil Wing Tek is
experiencing.

Questions for Discussion

1. Is Wing Tek wrong in his desire to acculturate?
2. Are Mr. and Mrs. Lau wrong in wanting their son to maintain their traditional family values?
3. What can Mrs. Baca do to bring about a compromise?
4. What can Mrs. Baca do in the classroom to resolve the problem or at least to lessen the problem?
To answer these questions online, go to the Critical Incidents in Teaching module for this chapter of the
Companion Website.

viii www.prenhall.com/gollnick
H Pause to Reflect. Located in every chapter, this feature encourages students
to think more deeply about the topic being discussed. At times, this feature
asks students to complete an activity or collect data, or the feature poses ques-
tions about the topic. This feature will help students learn how to reflect on
how the topic or issue relates to their everyday life. Feature questions are
linked to the Companion Website.

Although race has no scientific significance in describing people, it is a social construct that endures in
the United States to classify groups. It is nearly impossible to be color-blind.

Pause to h What characteristics do you attribute to whites, blacks, Latinos, Asians, and Native Americans?
Reflect 3.2 h Do you view some groups more positively than others?
h What has influenced your perceptions of your own group and others?
h How will you overcome any negative stereotypes you hold to ensure that you do not discriminate against
students in your classroom?

To answer these questions online, go to the Pause to Reflect module for this chapter of the Companion Website.

Application Opportunities. The seventh edition gives students the ability to

practice what they have learned regarding multicultural education.
H NEW! Portfolio Activities. Linked to INTASC standards and located at the
end of every chapter, these activities encourage students to begin to think re-
flectively and to begin to construct professional portfolio entries tied to each
chapter’s content.

PORTFOLIO ACTIVITIES
1. Develop a lesson that reflects an integrative approach to incorporating
multiethnic content. The lesson should be for the subject and level (for ex-
ample, elementary or secondary) that you plan to teach. (INTASC Stan-
dard 3)
2. As you observe schools, record practices in classrooms, the halls, the cafe-
teria, extracurricular activities, and the main office that might be per-
ceived as racist by persons of color. Write a paper for your portfolio that
describes these practices and why they could be considered racist. (IN-
TASC Standard 3)
3. Analyze the performance of students on required standardized scores in
one or more of the schools you are observing. Discuss the results based on
the race or ethnicity of students in the school and indicate your conclu-
sions. (Note: Schools are required by the federal legislation, “No Child Left
Behind,” to disaggregate data by race and ethnicity.) (INTASC Standard 8)

H NEW! Focus Your Cultural Lens: Debate. Located in every chapter, this fea-
ture presents a controversial school issue with for and against statements for
student consideration. Questions help guide students to critically analyze
both sides of the issue and encourage them to take a side by posting their re-
sponses on the message board on the Companion Website.

Preface ix
 FOCUS YOUR CULTURAL LENS: DEBATE

Should Proms Be Segregated?

Many schools in communities with diverse populations are racially and ethnically integrated. Developing
positive cross-cultural communications and interactions has long been a goal of schools that are seriously
trying to integrate. However, practices in schools are not supportive of this goal when students are
segregated in bilingual classes, advanced placement courses, special education classes, and gifted programs
when students from one racial or ethnic group are disproportionately over- or underrepresented. Students
often separate themselves by their racial or ethnic group at lunchtime in the school cafeteria, in after-
school activities, in their choices of extracurricular activities, and in work groups in the classroom. The
integration of another school tradition is being threatened in a number of communities. Students who do
not feel welcome at their high school prom are organizing their own proms for students from the same
racial, ethnic, religious, sexual orientation, or disability group (Richard, 2004). Schools in the South that
have for years sponsored segregated proms for black and white students have been assailed for not
integrating this social event. Does support for segregated events fly in the face of the goal for integration or
support the preferences of each racial, ethnic, or other group?
FOR AGAINST
h Students from the same racial or ethnic group h School-sponsored events like a prom should
prefer to attend proms with members of their support the school’s goal for integration in all of
own groups because they like the same music its activities.
and food. h The separation of groups in social situations like
h Integrated proms favor one group’s preference a prom exacerbates poor intergroup relations.
for music and refreshments over another, which
does not treat groups equally.

Questions
1. Why do some students not feel welcome at their high school proms?
2. What could school officials do to ensure that the needs of a diverse group of students are met at
school proms and other school activities?
3. When would you be in favor of a segregated prom? Why?
To answer these questions online, go to the Focus Your Cultural Lens module for this chapter of the Companion
Website.
Reference: Richard, A. (2004, May 10). Alternative proms gain in popularity. Education Week, XXIII(37), 1, 19.

H Attitude Inventories. Located on the Companion Website and linked to

chapter content, these inventories allow students to reflect on their attitudes
regarding their individual feelings toward topics, issues, and other content.
H Responding to Hate, Southern Poverty Law Activities. Through this feature,
located on the Companion Website, students are encouraged to sign up for a
free monthly newsletter. Activities help guide them to explore issues and top-
ics.
H Integration Activities. This module on the Companion Website includes
both Class Activities and Class Websites for students to work on and explore.

Seeing Diversity in Action. This edition gives students a glimpse into the real-
life world of culturally responsive teaching and learning.
H Explore Diversity. Packaged with every copy of this text, the Exploring Diver-
sity activity guide and CD-ROM provide immediate access to powerful, liv-
ing classroom examples of culturally responsive teaching. Culturally
responsive teaching reflects the knowledge, skills, and dispositions of the
INTASC (Interstate New Teacher Assessment and Support Consortium) stan-
dards. The activity guide provides discussion of various concepts, including
culturally responsive teaching, instructional planning, classroom climate, and

x www.prenhall.com/gollnick
 how to engage families; it offers activities and questions that guide students to-
ward understanding, analyzing, and synthesizing the video cases. Additional
CD activities are also located on the Companion Website at www.prenhall.
com/gollnick. Chapters 3, 4, 8, and 9 include an in-chapter feature, Explore
Diversity, that directs students to the CD and its chapter-related content. The
CD, student activity guide, and the directives in the text work together as a field
experience for students where they can view quality examples of culturally re-
sponsive teaching and learning in a classroom setting.

E X P LO R E D I V E R S I T Y: Go to the Exploring Diversity CD located in the

accompanying booklet for the perspective of one Native American and view the clip:
Majority Culture.

H Five New ABC News Video Insights. In order to explore even more current is-
sues in multicultural education today, the seventh edition has packaged the
videos in the back of this text on DVD and added 5 new videos, for a total of
18. Each video feature in the text provides a synopsis of the video segment,
along with thought-provoking questions that challenge students to consider
the real-life experiences presented. Students are invited to submit their re-
sponses online via the Companion Website. See pages xvii to xx for a com-
plete description of all ABC News videos.

VIDEO INSIGHT

America in Black and White: A Search for Common Ground

Society forms impressions of people every day based solely on appearance. Many people make judgments
about intelligence, happiness, and earning potential without any real information. Do you think our society in
general continues to judge people based on skin tone, consciously or unconsciously?
The issue of colorism is as big an issue now as ever. In this video segment you will see people working in dif-
ferent industries, and they are all saying the same thing: it’s easier to get a job if you are a lighter skinned African
American than if you are a darker skinned African American. In addition, this segment shows the disparity be-
tween salaries of lighter versus darker skinned men and women and the judgments people make about them sim-
ply based on the color of their skin.
1. What do you think of the experiment Professor Midge Wilson of DePaul University conducted with her
introductory psychology class?
2. Do you think it is fair to say that most college students would respond in the same way as those chosen
by Professor Wilson?
3. How do you think college students on your campus would respond? What can you do as an individual
to change this way of thinking?
To answer these questions online, go to the Video Insight module for this chapter of the Companion Website.

WHAT ELSE IS NEW IN THE SEVENTH EDITION?

H Chapter Cross-Reference Margin Notes. Located in every chapter, margin

notes direct students to other chapters in the text that discuss related topics

Preface xi
 and issues. The learning and understanding of multicul- Please refer to
tural education occurs throughout all microcultures. These Chapter 5 for a
margin notes will help students connect the text’s overall more extensive discussion of
message. intelligence testing and how it
impacts all students with
H Key Terms and Glossary. Key terms are boldfaced in exceptionalities.
every chapter and a comprehensive glossary is located at
the back of the text, helping students build their multicul-
tural education vocabulary and identify terms during class and in their fu-
ture classrooms.
H New Topics. New topics on racism, the Civil Rights movement, Islam, multi-
cultural proficiencies, and reflection have been added to the seventh edition
for currency and to emphasize the world’s constantly changing diverse society.

Supporting Materials
FOR STUDENTS

H Exploring Diversity Booklet and CD-ROM, packaged with every copy of this
text and part of the Explore Diversity feature. See page xxi for a complete de-
scription of this integrated package.
H ABC News Videos on DVD, packaged in the back of every text and con-
nected to the text’s ABC News Video Insights feature. Students are able to
view the videos as they read the chapter. See pages xvii to xx for more in-
formation.
H Companion Website. Provides students with resources and immediate
feedback on exercises and other activities linked to the text. These activities,
projects, and resources enhance and extend chapter content to real-world
issues and concepts. Each chapter on the Companion Website contains the
following modules or sections:
H Chapter Summary. Outlines key concepts and issues in the chapter.
H Chapter Opening Scenario. Includes questions from the scenario, giving
students the opportunity to submit their responses via e-mail for viewing
by the instructor or members of student discussion groups.
H Explore Diversity Activities (NEW!). These activities extend beyond the
activity guide and give students the ability to gain understanding of cul-
turally responsive teaching and learning in the classroom.
H Opportunities for Reflection (NEW!). Students submit their responses to
questions from each chapter’s reflection margin notes. Students are en-
couraged to answer the questions online to promote reflection and group
discussion.
H Attitude Inventories (NEW!). See page ix for a complete description.

xii www.prenhall.com/gollnick
 H Portfolio Activities (NEW!). INTASC-linked activities encourage stu-
dents to begin constructing professional portfolio entries tied to each
chapter’s content.
H Southern Poverty Law e-Newsletter Activities (NEW!). See page ix for a
complete description.
H Self-Assessment. Multiple choice and true/false questions are provided
with automatic grading to provide immediate feedback to students. Each
question includes a hint button to guide students in their learning.
H Discussion Questions. Additional questions to help students test their
knowledge of chapter content. A hint button helps students to guide their
learning.
H Questions for Review. Each end-of-chapter review question is provided
online for students to submit their responses electronically.
H Web Resources. Links to World Wide Web sites that relate to and en-
hance chapter content.
H Integration Activities. See page ix for a complete description.
H Pause to Reflect. Includes discussion questions for reflection to encour-
age exploration of issues and ideas. These questions are from the text’s fea-
ture of the same name.
H Critical Incidents in Teaching. Classroom-based scenarios provide prob-
lem-solving exercises to facilitate and sharpen students’ critical thinking
skills.
H ABC Video Insights Connects to thought-provoking questions pre-
sented within the text feature of the same name.
H Focus Your Cultural Lens: Debate. Includes questions and online re-
sources that encourage students to explore the issue, research the issue,
take a stand, and share their ideas and beliefs with others online.
H Other Resources. Includes a complete list of INTASC and NCATE stan-
dards.
H Message Board. Serves as a virtual bulletin board to post or respond to
questions or comments to/from a national audience.
H OneKey. OneKey is Prentice Hall’s exclusive new resource for students and
instructors. OneKey is an integrated online course management resource fea-
turing everything students and instructors need for work in or outside of the
classroom, available in the nationally hosted CourseCompass platform, as
well as WebCT and Blackboard.
h SafariX. SafariX is Prentice Hall’s exciting new digital platform where stu-
dents can subscribe to textbooks at savings of up to 50 % over the suggested
list price of print editions. SafariX will help meet the needs of students who
are looking for lower-cost alternatives to print editions.
For more information about OneKey or SafariX, please contact your local Mer-
rill representative prior to placing your textbook order.

Preface xiii
 FOR INSTRUCTORS
h Instructor’s Manual and Media Guide. This manual provides concrete sug-
gestions to actively involve students in learning and to promote interactive
teaching using the PowerPoints, ABC Videos, and the Exploring Diversity CD
and Activity Guide. Chapters in the manual parallel the organization and
content of the text. This manual will help teach chapter topics and integrate
the accompanying media to the fullest extent. Each chapter contains chapter
objectives; key terms; a comprehensive test bank containing multiple choice,
true/false, and discussion questions; as well as a number of individual and
group activities.
h Computerized Test Bank Software. This software gives instructors elec-
tronic access to the test questions printed in the Instructor’s Manual and al-
lows them to create and customize exams on their computer. The PC and
Macintosh-compatible software can help professors manage their courses
and gain insight into their students’ progress and performance.
h PowerPoint Slides. Designed as an instructional tool, the PowerPoint pre-
sentations for each chapter can be used to present and elaborate on chapter
content and can be found on the Companion Website.
h ABC News Videos: Critical Issues in Multicultural Education. Free to
professors who adopt this text, these ABC News videos available on DVD
and VHS feature 18 thought-provoking video segments that are tied to
each chapter’s content. The questions provide you with discussion ques-
tions to challenge your students to consider the real-life experiences pre-
sented.
h Syllabus Manager. An online syllabus creation and management instru-
ment located on the Companion Website, the Syllabus Manager has the fol-
lowing capabilities:
h Syllabus Manager provides you, the instructor, with a step-by-step process
for creating and revising syllabi, with direct links into the Companion
Website and other online content.
h Your completed syllabus is hosted on our servers, allowing convenient
updates from any computer on the Internet. Changes you make to
your syllabus are immediately available to your students at their next
logon.
h Students may log on to your syllabus at any time. All they need to know is
the web address for this text’s Companion Website and the password
you’ve assigned to your syllabus.
h Clicking on a date, the student is shown the list of activities for that day’s
assignment. The activities for each assignment are linked directly to text
content, saving time for students.
h Adding assignments consists of clicking on the desired due date, then fill-
ing in the details of the assignment.
h Links to other activities can be created easily. If the activity is online, a URL
can be entered in the space provided, and it will be linked automatically in
the final syllabus.

xiv www.prenhall.com/gollnick
 Instructor supplements can also be accessed at our Instructor Resource Cen-
ter located at http://www.prenhall.com. The Instructor Resource Center
opens the door to a variety of print and media resources in downloadable, digi-
tal format. Resources available for instructors include:
h Instructor’s Manual/Media Guide
h Computerized Test Bank
h PowerPoints
h Request and/or review Gollnick’s OneKey, WebCT, and BlackBoard course
content
h Obtain instructions for downloading a Blackboard cartridge or WebCT e-
Pack
Your one-time registration opens the door to Prentice Hall’s premium digital
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and passwords to remember to access new titles and/or editions. Register today
and maximize your time at every stage of course preparation.

How the Text Is Organized

Multicultural Education in a Pluralistic Society provides an overview of the differ-
ent cultural groups to which students belong. The first chapter examines the
pervasive influence of culture and the importance of understanding our own
cultural backgrounds and experiences, as well as those of our students. The fol-
lowing seven chapters examine class, ethnicity and race, gender, exceptionality,
religion, language, and age. The final chapter contains recommendations for us-
ing culturally responsive and social justice pedagogies in the implementation of
multicultural education. All of the chapters in this edition have been revised and
reorganized to reflect current thinking and research in the area. In particular,
the first chapter provides the foundational framework that supports our think-
ing about multicultural education. The final chapter integrates critical peda-
gogy with research on teaching effectively. Each chapter opens with a scenario
to place the topic in an educational setting.

MULTIPLE PERSPECTIVES
We have tried to present different perspectives on a number of issues in the most
unbiased manner possible. We are not without strong opinions or passion on
some of the issues. However, in our effort to be equitable, we do attempt to pre-
sent different perspectives on the issues and allow the reader to make his or her
own decisions. There are some issues related to racism, sexism, handicapism,
and so on, that are so important to the well-being of society that we do provide
our positions, which we recognize to be our biases.

Preface xv
 AN AT TENTION TO LANGUAGE
Readers should be aware of several caveats related to the language used in this text.
Although we realize that the term American is commonly used to refer to the U.S.
population, we view American as including other North Americans as well. There-
fore, we have tried to limit the use of this term when referring to the United States.
Although we have tried to use the terms black and white sparingly, data about groups
often have been categorized by the racial identification, rather than by national ori-
gin such as African or European American. In many cases, we were not able to dis-
tinguish ethnic identity and have continued to use black, white, or persons of color.
We have limited our use of the term minority and have focused more on the power
relationships that exist between groups. In previous editions we used the term His-
panic. In this edition we have tried to use Latino, which appears to be the preferred
term for individuals from a group with many ethnic origins.
To request a complimentary copy of Multicultural Education in a Pluralistic So-
ciety, Seventh Edition, or any of its supplements, please contact your Prentice
Hall sales representative, call Faculty Services at 1-800-526-0485, or e-mail us at
merrillmarketing@prenhall.com. We look forward to hearing from you.

Acknowledgments
The preparation of any text involves the contributions of many individuals in
addition to those whose names are found on the cover. We wish to thank the fol-
lowing reviewers, whose recommendations were used to improve this edition:
Rod Janzen, Fresno Pacific University; Bob Gustafson, Warner Southern Col-
lege; Dr. Mark J. Guillette, Valencia Community College; Janice Dinsmore,
Wayne State University; Helen Hoffner, Holy Family University; and Valerie
Janesick, Roosevelt University.
We wish to thank William Howe, Sandra Winn, and Pauline Chinn for their
contributions to the critical incidents. The research assistance of Maria Gutier-
rez and Michele Clarke is also acknowledged and very much appreciated. A spe-
cial thanks to Dr. Muzammil H. Siddiqi, Director of the Islamic Society of Orange
County, California, for his review of and helpful suggestions on the section on
Islam. The assistance, patience, encouragement, and guidance of our editors,
Debra A. Stollenwerk and Amy Nelson, are sincerely appreciated.
 ABC News/Prentice Hall Video Library

The ABC News/Prentice Hall Video Library titled to the services and resources that other students
“Critical Issues in Multicultural Education, Volume receive. In addition, because these schools are
III” is packaged on DVD in the back of this text, not close to home, it is difficult for parents to be
Multicultural Education in a Pluralistic Society, Sev- involved or even be present if there is a problem
enth Edition. This video library is also available on or an emergency at school.
VHS for professors. Chapter 1
This video library challenges students to explore Running Time: 6:32 minutes
chapter topics through ABC News segments focus-
ing on multicultural issues. Video Insight features Looking for a Chance in Appalachia
within each chapter offer a short summary of each This video shows how most Appalachian coun-
episode and ask students to think about and re- ties have unemployment and poverty rates well
spond to questions relating to the video and chap- above the national average. These once-vibrant
ter content. communities are now shrinking because many
people simply can not find work in their home-
A Teen’s Video of Growing Up in the City towns. In this video segment you will see that
This ABC News video segment discusses how the there are a number of factors contributing to this
population becomes more diverse, including problem, but one of the biggest is education.
classrooms. Students will have limited English Things are appearing to change, however. Fed-
proficiency, and others with both physical and eral programs are helping to educate workers,
mental disabilities are entering an inclusive giving them the opportunity to get their
classroom for the first time. Teaching in a multi- diploma and receive job training in different vo-
age environment, you will probably encounter cations.
students from a range of religious, socioeco- Chapter 2
nomic, and cultural backgrounds. As you review Running Time: 5:33 minutes
this video segment and read through this book,
consider your own background. Smart Kid, Tough School
Chapter 1 This ABC News video segment discusses how
Running Time: 12:43 minutes students who are educated in deteriorating
schools do not receive an education equal to the
School Busing education given to students who attend schools
In this video segment, you will hear proponents with greater financial and community re-
of this movement in Oklahoma City and in sources. This segment features Cedric Jennings,
other cities across the country say their children a star student from a high school in the poorest
have been subjected to segregated settings section of Washington, DC. Cedric saw this con-
within integrated schools. African American firmed when he enrolled in a summer program
children are often assigned to remedial classes or for gifted minority students, only to find that
lower academic tracks and do not get exposure the students from higher-income neighborhoods

xvii
 were better prepared academically. Yet, when to achieve, improve their life, or to go on to
scholarship offers to attend expensive prep higher education.
schools came his way, Cedric refused and re- Chapter 3
turned to his old high school for his senior year. Running Time: 14:03 minutes
Chapter 2
Running Time: 19:09 minutes America in Black and White: South Carolina
High School Drug Raid
America in Black and White: A Search for This segment focuses on how school drug
Common Ground searches have unfortunately become common-
This video segment explores how society forms place across the United States. Many across the
impressions of people every day based solely on country saw video clips on the national news of
appearance. Many people make judgments police with drawn guns, snarling dogs, and fright-
about intelligence, happiness, and earning po- ened students in the hallway of a South Carolina
tential without any real information. In this high school searching for drugs. In an effort to rid
video segment you will see people working in the school of what the principal considered a
different industries, and they are all saying the drug problem, the principal arranged a surprise
same thing: it’s easier to get a job if you are a raid with the local police. While the school is pre-
lighter skinned African American than if you are dominantly white, the students detained in the
a darker skinned African American. In addition, raid were mostly black. No drugs or weapons were
this segment shows the disparity between found in the raid. As soon as the video clips were
salaries of lighter versus darker skinned men and shown locally and across the nation, the backlash
women and the judgments people make about was instantaneous.
them simply based on the color of their skin. Chapter 3
Chapter 3 Running Time: 19:30 minutes
Running Time: 18:37 minutes
The Secret Life of Boys
Acting White: Hurtful Accusations Among In this video segment, you will see that boys have
Black Students a more difficult time showing emotion and feel-
This ABC News video segment discusses how ings. By the age of 5 it’s often difficult to tell if
African American students in any school can something is bothering a little boy, because he has
define “acting white.” The concept of “acting already learned to mask his feelings. In addition,
white” is one of the greatest problems in the ed- while boys are conditioned to keep their feelings
ucation of African American students. Under- and emotions inside, girls are supported and ex-
achieving African American students often pected to share and discuss their feelings with oth-
attack achieving students for excelling in ers. Does this difference have an outward effect?
school, speaking Standard English, listening to Some researchers say yes; this emotional repres-
the “wrong” music, or having white friends. sion leads to boys acting out more in school and
African American students (particularly those being labeled with learning disorders and behav-
who are underachieving) may perceive the ior problems more often than girls. Often, culture
achieving student as being traitors or disloyal to determines the appropriate activities in which
their race because of these behaviors. By adopt- boys and girls participate.
ing values common to the dominant culture, Chapter 4
they are seen as trying to behave like whites Running Time: 15:34 minutes
(who have been demonized by some blacks).
Latino students have indicated that they have The Fairer Sex?
experienced this same phenomenon. This is a In this video segment, a man and a woman decide
major problem for students of color who want to see for themselves whether men and women

xviii www.prenhall.com/gollnick
 are treated differently in otherwise identical situ- best possible education. With the private school-
ations, such as buying a car, getting clothes dry ing, these three children seem to be thriving. The
cleaned, setting a tee time at a golf course, and in- public schools are reluctant to pay the tuition to
terviewing for a job. Using hidden cameras, they the private clinic.
document that women often suffer from a subtle Chapter 5
and insidious kind of discrimination, the kind of Running Time: 22:29
discrimination that is difficult to quantify and
even more difficult to prove. God and Evolution in Kansas Classrooms
Chapter 4
This video segment shows how and why the
Running Time: 17:05 minutes
State Board of Education in Kansas decided in
the late 1990s to side with creationists and not
Jessica Parks Surmounts Her Obstacles require the teaching of evolution in their
In this video, the accomplishments of a truly schools. To the opponents of creationism, this
remarkable young woman, Jessica Parks, are seemed an irresponsible move in the education
highlighted. Born without arms, she has ac- of Kansas’ children. Proponents of creationism
complished more than many individuals with- say it should be taught in schools because it is a
out disabilities, and far more than her parents, more scientifically valid theory than evolution.
physicians, and educators could have imag- To these people, it is not an issue of religious
ined. Educators (including special educators) fundamentalism versus science; it’s an issue of
often predetermine in their minds what chil- science versus science.
dren with disabilities will or will not be able to Chapter 6
accomplish, and limit their access to educa- Running Time: 17:46 minutes
tional programs. This is often a mistake, which
can even lead to lawsuits. In this video, we can Standing Alone
see why the courts will almost always side with Although the Supreme Court voted in 1963 to
the student and his or her parents if the remove prayer from schools, the issue is still not
schools refuse to allow the student the oppor- settled. In some areas of the country where reli-
tunity to demonstrate the ability to perform in gious diversity is minimal, this ruling is effec-
a general education class. tively ignored. Other districts have agreed to a
Chapter 5 “moment of silence” for the purpose of moral re-
Running Time: 10:41 minutes flection. Still others are locked in battle over this
issue, like the high school choir in Utah, an area
Against the Odds: Three Children with Autism with a large Mormon population, that refused to
This ABC News video segment introduces us to a honor the wishes of Rachel, its single Jewish
family with three children with autism. The fam- member, to sing fewer religious songs.
ily has found a highly specialized treatment pro- Chapter 6
gram, which has had a profoundly positive Running Time: 12:53 minutes
impact on these children. However, the program
requires tuition of more than $170,000 a year for American Spoken Here
the three children. The family has exhausted This ABC News video segment discusses Ameri-
their life savings on tuition. The Individuals with can accents. In this information age where
Disabilities Education Act (IDEA) requires schools everyone is a phone call, an e-mail, or a flight
to provide for the educational needs of children away from another, it would seem logical that
with disabilities. The U.S. Supreme Court has the different accents and dialects around the
ruled that the schools are required to provide a ba- country might merge into one, but research
sic floor of opportunity for children with disabili- from the University of Pennsylvania tells a dif-
ties, but are not required to provide them with the ferent story. In this video segment, you will see

ABC News/Prentice Hall Video Library xix

 how American accents are becoming more and approximately 83. Often in our culture, the aged
more distinct from one another. are seen as useless, noncontributing burdens for
Chapter 7 their younger family members and society to
Running Time: 7:10 minutes shoulder.
Chapter 8
Girl Gangsters Running Time: 5:36 minutes
In this segment, four girls in an affluent Hous-
ton, Texas, suburb apparently found themselves Survival Lessons
bored one summer. Few are surprised when they In this video segment, you are introduced to
hear of urban street gang members involved in Francis Scott Key Elementary and other schools
armed robberies. But what would possess four that present models for helping troubled youth.
white middle-class girls from an upscale subur- Kids are faced with more and more violence and
ban community to rob several stores at gun- tragedy every day. To combat this, some schools
point? Between their boredom and their drug across the country have set up full-time mental
use, they turned a flippant remark about rob- health programs to identify and help troubled
bing a store into a crime spree that eventually children before the trouble gets out of control.
ended in prison sentences. It may be difficult to Chapter 9
understand why children from privileged back- Running Time: 18:41 minutes
grounds would engage in such high-risk behav-
ior that would leave an indelible stain on their Children and Race
lives. This video segment explores the relationship be-
Chapter 8 tween our children and race. It has been more
Running Time: 22:33 minutes than 50 years since the U.S. Supreme Court man-
dated school desegregation. As you watch the
A Closer Look segment think about the following: Is this na-
In this video segment, you will see that accord- tion any closer to integrating children of differ-
ing to the Census Bureau, 34 million people over ent backgrounds in its schools? Do the
the age of 65 are still working, and 50,000 of generations of children who are growing up in
those who over the age of 90 are still cashing a schools today experience less prejudice than
paycheck. If medicine and technology continue past generations? Is the nation any closer to
at the rate they are moving now, by the year melding relationships of racially and ethnically
2030, one third of our lifetimes will be spent in diverse people in this pluralistic society?
retirement. Right now, individuals who make it Chapter 9
past the age of 65 can expect to live until they are Running Time: 9:50 minutes

xx www.prenhall.com/gollnick
 Exploring Diversity CD-ROM Video Cases

The Explore Diversity feature located in Chap- One Teacher’s Influence

ters 3, 4, 8, and 9 directs students to the interac- In the third case, a secondary school teacher, Joy
tive Exploring Diversity: A Video Case Approach Lohrer, saw a need for diversity in the school.
CD-ROM and accompanying activity guide (pack- Rather than impose structure, she turned to the
aged free with every copy of this text) that provide students for ideas and suggestions. Ms. Lohrer
examples of culturally responsive teaching re- initially provided the specific agenda of the tol-
lated to chapter content. erance training videos and then generated a list
of student-desired activities. This educator made
2nd Grade Literacy in an Urban School a commitment to meet each Thursday. Her goal
In the first case, Janice Glaspie and Darwin Hen- was to listen to students. In this video case, Ms.
derson are working with literate, inner-city, Lohrer provides an example of “what one
African American children. In this classroom teacher can do” to bring diversity into a school.
every child is challenged, feels safe, and experi- Chapter 4
ences the joy of learning. Though well-meaning Chapter 9
individuals may emphasize the need for direct
instruction with young children in inner urban Majority Culture—Challenging Cultural
settings, these two teachers demonstrate the use Assumptions
of literature to enhance literacy learning. As Ms. In the final case, Guy Jones, Hunkpapa Lakota
Glaspie contends, these children are literate. and a full-blood member of the Standing Rock
Chapter 3 Sioux Nation, discusses assumptions that may
have an impact on the self-concept of young chil-
7th Grade Science—The Emerging Competence dren. In this conversation with his colleague,
of Youth Sally Moomaw, they illustrate how classroom
At first glance, the second video case appears to practices—some of which are embedded in our
present a homogeneous classroom. The socio- own experiences as students and teachers—are
economic diversity and developmental needs of laid bare in view of another culture.
these middle school students, however, have a Chapter 3
significant effect on the interactions in the class- Chapter 9
room. In this science classroom, Cathy Burton
works with students to make connections to
other content areas, as well as worldwide issues
using poster projects and presentations.
Chapter 8

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 Brief Contents

Chapter 1 Foundations of Multicultural Education

Chapter 2 Class

Chapter 3 Ethnicity and Race

Chapter 4 Gender

Chapter 5 Exceptionality

Chapter 6 Religion

Chapter 7 Language

Chapter 8 Age

Chapter 9 Education That Is Multicultural

Glossary

Name Index

Subject Index

xxiii
 Contents

CHAPTER 1 Summary
Questions for Discussion

Foundations of Portfolio Activities

Suggested Readings
Multicultural References

Education CHAPTER 2
Diversity in the Classroom
Multicultural Education
Characteristics of a School That Is Class
Multicultural Class Structure
Evolution of Multicultural Education Social Stratification
Multicultural Education Today Socioeconomic Status
Multicultural Proficiencies for Teachers Income
Reflecting on Multicultural Teaching Wealth
Culture Occupation
Characteristics of Culture Education
Manifestations of Culture Power
Ethnocentrism Class Differences
Cultural Relativism The Unemployed and Homeless
Cultural Identity The Working Class
Cultural Borders The Middle Class
Biculturalism and Multiculturalism The Upper Middle Class
Pluralism in Society The Upper Class
The Dominant Culture Interaction of Class with Race and Ethnicity, Gender,
Assimilation and Age
Cultural Pluralism Race and Ethnic Inequality
Cultural Choice Gender Inequality
Equality and Social Justice in a Democracy Age Inequality
Individualism and Meritocracy Educational Implications
Equality Teacher Expectations
Social Justice Tracking
Obstacles to Equality Curriculum for Equality

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 Financial Support for Schools Acknowledgment of Sexual Orientation
Summary Homophobia
Questions for Discussion Gender Identity
Portfolio Activities Socialization
Suggested Readings Stereotyping of Gender Roles
References Interaction of Gender with Race, Ethnicity, and
Religion
CHAPTER 3 The Women’s Movement
Sexism and Gender Discrimination

Ethnicity and Race Jobs and Wages

Sexual Harassment
Ethnic and Racial Diversity Educational Implications
Immigration Women’s Studies
Civil Rights Nonsexist Education
Ethnic and Racial Group Identity Single-Sex Education
Ethnicity Nondiscrimination and Title IX
Race Summary
Racism Questions for Discussion
Intergroup Relations Online Activities
Hate Groups Portfolio Activities
Educational Implications Suggested Readings
Acknowledging Race and Ethnicity References
in Schools
Confronting Racism in Classrooms
CHAPTER 5
Race and Ethnicity in the Curriculum
Closing the Achievement Gaps
Desegregation and Intergroup Relations Exceptionality
Summary Students with Disabilities and Those Who Are Gifted
Questions for Discussion and Talented
Online Activities Labeling
Portfolio Activities Historical Antecedents
Suggested Readings Litigation
References Case Law
Brown v. Board of Education
CHAPTER 4 PARC v. the Commonwealth of Pennsylvania
Mills v. Board of Education

Gender Legislation
Section 504 of Public Law 93-112
Gender Differences Public Law 94-142
Biological Determinism Americans with Disabilities Act
Cultural Influences on Gender Individuals with Disabilities
Sexual Orientation Education Act (IDEA)

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 Post 94-142 Litigation Religion and Gender
Exceptional Individuals and Society Religion and Homosexuality
Exceptional Cultural Groups Religion and Race
Disproportionate Placements in Individual Religious Identity
Special Education Influence of the Religious Right
Reporting by Composition Testing the First Amendment
and Individual Risk Educational Implications
Contributing Variables Controversial Issues
Need for Disaggregated Data Censorship
California Proposition 227 Classroom Implications
and Special Education
Guidelines for Teaching about Religions
Educational Implications
Summary
Communication Needs
Questions for Discussion
Acceptance Needs
Portfolio Activities
Freedom to Grow
Suggested Readings
Normalization and Inclusion
References
Summary
Questions for Discussion
CHAPTER 7
Portfolio Activities
Suggested Readings
References Language
Language and Culture
Language as a Socializing Agent
CHAPTER 6
Language Diversity
The Nature of Language
Religion Cultural Influence
Religion and Culture Language Differences
Influence of Religion on Education Bilingualism
The First Amendment and the Separation of Church Accents
and State Dialects
Religion as a Way of Life Bi-dialecticism
Religious Pluralism in the United States Perspectives on Standard English
Protestantism Perspectives on Black English
Catholicism Dialects and Education
Judaism Sign Language
Islam Nonverbal Communication
Buddhism Second Language Acquisition
Hinduism The Role of First Language in Second Language
Other Denominations and Religious Groups Acquisition
Cults Official English (English Only)
Interaction of Religion with Gender, Homosexuality, Controversy
and Race Educational Implications

Contents xxvii
 Language and Educational Assessment Suggested Readings
Bilingual Education References
English as a Second Language
Nonverbal Communications in CHAPTER 9
the Classroom
Summary
Questions for Discussion Education That Is
Portfolio Activities Multicultural
Suggested Readings
Initiating Multicultural Education
References
Focusing on Learning
Supporting Dispositions
CHAPTER 8
Culturally Responsive Teaching
Multicultural Curriculum
Age Holding High Expectations
Age and Culture Caring
Childhood Encouraging Student Voices
Social Class and Poverty Engaging Students
Immigrant Children Teaching for Social Justice
Children, Ethnic Awareness, and Prejudice Developing Critical Thinking
Variables Affecting Attitudes and Prejudice Addressing Inequity and Power
Child Abuse Fostering Learning Communities
Adolescence Working with Families and Communities
Relationship with Parents School Climate
At-Risk Youth and High-Risk Behavior Hidden Curriculum
Substance Abuse Messages Sent to Students
Sexual Behaviors Student and Teacher Relations
Adolescent Suicide Student and Teacher Communications
Youth Violence Developing Multicultural Proficiencies
Street Gangs Know Yourself and Others
The Young African American Male: An Endangered Reflecting on Your Practice
Species Teaching as a Political Activity
Adulthood Summary
The Baby Boomers Questions for Discussion
Generation X Online Activities
Generation Y Portfolio Activities
The Aged Suggested Readings
Educational Implications References
Summary
Glossary
Questions for Discussion
Name Index
Online Activities
Portfolio Activities Subject Index

xxviii www.prenhall.com/gollnick
Note: Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information
posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change.

Contents xxix
 Special Features

Critical Incidents in ABC News Video Insights

Teaching Chapter Topic Page

Chapter Topic Page 3 America in Black and White:

A Search for Common Ground 23
3 Student Conflict between
Family and Peer Values 16 Acting White: Hurtful Accusations
Among Black Students 25
Racial Identification 35
America in Black and White:
One Person, One Vote 37
South Carolina High School
Drug Raid 27

Pause to Reflect
Chapter Topic Page
Explore Diversity
3 3.1 18 Chapter Topic Page

3.2 24 3 Majority Culture–Challenging

Cultural Assumptions 5

2nd Grade Literacy in an

Urban School 39

Focus Your Cultural

Lens: Debate
Chapter Topic Page

3 Should Proms Be Segregated? 30

xxxi