The Myth of Colorblindness

Author(s):  
Stephanie R. Logan

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

Author(s):  
Stephanie R. Logan

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.


Author(s):  
Monica Gray ◽  
Connie Lundy

Successful engineers must be technically savvy, self-confident as well as culturally competent. Cultural competence is the ability to tolerate ambiguity and empathize with the socio-cultural nuances of different people groups. This calls for a diverse engineering workforce especially in today's increasingly global economy. In the United States, Minorities and Females constitute only 4% and 15% of the engineering workforce respectively. Research shows that women and students of color, dropout due to feelings of not belonging coupled with low self-efficacy. To change the profession's diversity portfolio requires a plethora of high impact approaches. Common among successful retention strategies is the provision of structured opportunities for all students to develop self-directing competencies in both the cognitive and affective learning domains. This chapter demonstrates that the study abroad experience engenders, facilitates and fosters these very aptitudes as well as cultural literacy, and advocates for its inclusion in discussions on increasing under-represented participations in engineering.


2020 ◽  
Vol 6 ◽  
pp. 233372142092041 ◽  
Author(s):  
M. Courtney Hughes ◽  
Erin Vernon

Background: Racial/ethnic minority populations in the United States are less likely to utilize hospice services nearing their end of life, potentially diminishing their quality of care while also increasing medical costs. Objective: Explore the minority hospice utilization gap from the hospice perspective by examining perceived barriers and facilitators as well as practices and policies. Method: Qualitative surveys were conducted with 41 hospices across the United States. Qualitative data analysis included performing a limited content analysis, including the identification of themes and representative quotations. Results: Commonly reported barriers to hospice care for racial/ethnic minorities included culture/beliefs, mistrust of the medical system, and language barriers. A major theme pertaining to successful minority hospice enrollment was an inclusive culture that provided language services, staff cultural training, and a diverse staff. Another major theme was the importance of community outreach activities that extended beyond the medical community and forming relationships with churches, racial/ethnic minority community leaders, and Native American reservations. Conclusion: The importance of incorporating a culture of inclusivity by forming committees, providing language services, and offering culturally competent care emerged in this qualitative study. Building strong external relationships with community groups such as churches is a strategy used to increase racial/ethnic minority utilization of hospice.


Author(s):  
Douglas Petersen ◽  
Trina D. Spencer

The majority of children who are culturally and linguistically diverse in the United States read below grade level. This disproportionate prevalence of reading difficulty is likely due to language-related factors. Although most of these children do not have language impairment, they do need explicit instruction in the use and comprehension of complex, academically-related language that is expected in public schools. Speech-language pathologists (SLPs) are particularly well suited to help guide this needed explicit language instruction and help implement language progress monitoring. In this clinical tutorial, we propose ways in which narrative assessment and intervention within a response to intervention framework can be carefully aligned and realistically carried out. We propose that narrative assessment and narrative intervention should become standard practice in schools to monitor language growth and provide explicit language instruction to students.


2017 ◽  
Vol 40 (4) ◽  
pp. 199-212 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
Elizabeth A. Bettini ◽  
Thomas O. Williams

Students benefit from a teacher workforce that represents the full racial/ethnic diversity of the United States. We examine racial/ethnic composition of general education teacher (GET) and special education teacher (SET) workforce using the Schools and Staffing Survey. We find that the teacher workforce continues to be primarily White. In 2011–2012, 18% of SETs and GETS were people of color; however, 47% of students with disabilities were students of color. Among teachers of color, the majority identify as Black or Hispanic, with a smaller proportion of Hispanic SETs than GETs. Early career SETs are racially/ethnically similar to experienced SETs, while early career GETs are somewhat more diverse. There were dramatic differences across regions, type of districts, and schools; higher percentages of teachers of color taught in high-poverty and urban schools as well as in schools with higher enrollments of students of color. Results have important implications for education policy and teacher preparation.


Author(s):  
Andrew Frank

The Creek Confederacy was a loose coalition of ethnically and linguistically diverse Native American towns that slowly coalesced as a political entity in the 18th and early 19th centuries. Its towns existed in Georgia, Alabama, and northern Florida, and for most of its preremoval history, these towns operated as autonomous entities. Several Creek leaders tried to consolidate power and create a more centralized polity, but these attempts at nation building largely failed. Instead, a fragile and informal confederacy connected the towns together for various cultural rituals as well as for purposes of diplomacy and trade. Disputes over centralization, as well as a host of other connected issues, ultimately led to the Creek War of 1813–1814. In the 1830s, the United States forced most members of the Creek Confederacy to vacate their eastern lands and relocate their nation to Indian Territory. Today, their western descendants are known as the Muskogee (Creek) Nation. Those who remained in the east include members of the federally recognized Seminole Tribe of Florida and the Poarch Band of Creek Indians who live in Alabama.


Author(s):  
Belinda Robnett

For decades, women in the United States have fought for civil rights. Other than the fight for women’s civil rights, women’s activism in other types of social movements has been largely ignored in textbooks and in the media. Two factors contribute to this neglect. First, historically, women have held differential access to structural and institutional power. Second, with a narrow definition of leadership, researchers focused exclusively on charismatic and formal social movement leaders. However, women served as leaders and participants not only in the Suffrage movement and the second-wave feminist movement but also in the U.S. civil rights movement, the Chican@ movement, the Asian American movement, and the Native American movement. Among the causes, women have fought on the front lines for voting rights; equal employment opportunities; equal pay; desegregated housing, schools, and public facilities; reproductive rights; tribal land rights; cultural and religious preservation; LGBTQ+ rights; criminal justice; welfare rights; universal healthcare; parental leave; environmental justice; and subsidized child care. Women served as formal leaders in women’s movement organizations, and as bridge leaders in mixed-gender groups. As bridge leaders, they fostered ties between the social movement and the community, between strategies (aimed at individual change, identity, and consciousness) and political strategies (aimed at organizational tactics designed to challenge existing relationships with the state and other societal institutions). The African American, Asian American, Native American, and Chicana women’s movements did not emerge after the second-wave feminist movement, which mainly comprised white middle-class women, but simultaneously. In the case of women of color, African American, Latinx, Asian American, and Native American women have struggled for justice and equality on behalf of their specific racial–ethnic groups. Born out of gender inequality within their respective racial–ethnic movement, the activists formulated a multicultural/womanist feminism/womanism that addressed the intersectionality, race–ethnicity, gender, and class dimensions of their lived experiences.


2019 ◽  
Vol 41 (9) ◽  
pp. 845-867 ◽  
Author(s):  
Wei Zhang ◽  
Yan Yan Wu ◽  
Bei Wu

This study examines racial/ethnic disparities of dental service utilization for foreign-born and U.S.-born dentate residents aged 50 years and older. Generalized linear mixed-effects models (GLMM) were used to perform longitudinal analyses of five-wave data of dental service utilization from the Health and Retirement Study (HRS). We used stratified analyses for the foreign-born and U.S.-born and assessed the nonlinear trend in rates of dental service utilization for different racial/ethnic groups. Findings indicate that Whites had higher rates of service utilization than Blacks and Hispanics regardless of birthplace. For all groups, the rates of service utilization decreased around age 80, and the rates of decline for Whites were slower than others. The U.S.-born showed the trend of higher rates of service utilization than the foreign-born for all racial/ethnic groups. These findings suggest the importance of developing culturally competent programs to meet the dental needs of the increasingly diverse populations in the United States.


2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Juliasih Kusharyanto

Multicultural society in the United States is depicted as a mosaic, composed of a variety of races andethnic groups that have always been different from one another. Some people argue that multiculturalismmay undermine solidarity. The designation African-American, Native-American, Asian-American,Hispanic-American, and many more to certain groups of people in a society may cause hostility oreven disintegration. Sui Sin Far in Its Wavering Image expresses her dissenting opinions. She whosupports diversity which is the main issue in America asserts that cultural differences have alwaysexisted. A person can be an American and can still be able to maintain another cultural identity. Shebelieves that all human beings are born free and are equal in dignity and rights. Thus, those who livein a heterogeneous society can be considered as a dignified society. Multicultural feminism theory isapplied to identify the inequalities induced by cultural, racial, ethnic, and sexual diversity.


2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Brenda L. Barrio ◽  
Yun-Ju Hsiao ◽  
Nydia Prishker ◽  
Callie Terry

AbstractDespite the increasing number of children from culturally and linguistically diverse (CLD) backgrounds in the United States, limited research exists synthesizing what is known about the prevalence and diagnosis of autism spectrum disorder (ASD) in these communities. Children from culturally and linguistically diverse backgrounds are disproportionately diagnosed with ASD and, there is a need for practitioners and educators to be culturally competent at addressing challenges and practices related to ASD for children and youth. The purpose of this paper is to review the literature related to parental perspectives on ASD, in children from a wide range of culturally diverse backgrounds to provide information and resources to practitioners about the importance to strive for cultural competence in practice-related work.


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