Multicultural Education: Issues and Perspectives

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Multicultural Education Issues and Perspectives by Banks 1. Multicultural Education 2. The cover wasprinted by Phoenix Color Corporation. This book is printed on acid-free paper. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by anymeans, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections or of the United States Copyright Act, without either the prior written permission of the Publisher, orauthorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc.

PrefaceBoth diversity and the recognition of diversity have increased in nations around the worldwithin the last two decades Banks, , Banks, ; Castles, The near zeropopulation growth in many of the Western nations and Japan and the rapid population growth inthe developing nations have created a demographic divide and a demand for immigrants to meetlabor needs. The growth of the population of ethnic, racial, linguistic, and religious minoritieswithin the Western nations is also increasing at a much faster rate than are mainstream groups.

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The percentage of the non-Hispanic White population in the United States is projected todecrease during the s and s and comprise 50 percent of the population in ,down from 66 percent in U. Census Bureau, Obama was supportedby 63 percent of Asian, 67 percent of Hispanic, and 77 percent of Jewish voters Nichols, Forty-two percent of White voters also voted for Obama, which exceeded the percentage whovoted for John Kerry in Boynton, Consequently, the campaign and election of Obamaillustrate both the promises and challenges of diversity in the United States.

Because of worldwide migration and globalization, racial, ethnic, cultural, linguistic, andreligious diversity is increasing in nations around the world, including the United States Banks,; Castles, In , 43 percent of the students enrolled in gradesone to 12 in the public schools were students of color Planty et al. In , 20 percent of school-age youth spoke a languageother than English at home Planty et al. It is projected that by about 40 percent ofthe students in the United States will speak English as a second language Peebles, In , The gap between the rich and the poor is also widening.

Consequently,a wide gap exists between the racial, cultural, and linguistic characteristics of U. The increasing diversity within U. Diverse classrooms and schools make it possible to teach students from many different culturesand groups how to live together cooperatively and productively. However, racial prejudice anddiscrimination are challenges that arise when people from diverse groups interact.

Teachersneed to acquire the knowledge and skills necessary to maximize the opportunities that diversityoffers and to minimize its challenges. Teacher education programs should help teachers attainthe knowledge, attitudes, and skills needed to work effectively with students from diverse groupsas well as help students from mainstream groups develop cross-cultural knowledge, values, andcompetencies.

Multicultural Education: Issues and Perspectives, seventh edition, is designed to help currentand future educators acquire the concepts, paradigms, and explanations needed to becomeeffective practitioners in culturally, racially, and linguistically diverse classrooms and schools. Exceptionality is part of our concept of diversity becausethere are exceptional students in each group discussed in this book. Chapters 8 and 9 are new to this seventh edition. The coauthors added to Chapters 14 and16 have brought new information, insights, and perspectives to the revisions of these chapters.

The Multicultural Resources in theAppendix have been substantially revised and updated.

A new section on Sexual and GenderMinorities has been added to the Appendix. This book consists of six parts.

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Social class and religion and their effectson education are discussed in Part II. Part III describes how educational opportunity differs forfemale and male students and how schools can foster gender equity. Chapter 8—which is newto this seventh edition—describes how race and gender are interacting rather than separate anddiscrete variables. The other new chapter to this edition—Chapter 9—examines the role ofqueer studies and sexual and gender minorities in multicultural education. The issues, problems,and opportunities for educating students of color and students with language differences arediscussed in Part IV.

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Chapter 11—on the colorblind perspective—highlights the importance ofrace even when it is unacknowledged by teachers. Part V focuses on exceptionality, describingthe issues involved in creating equal educational opportunity for students who have disabilitiesand for those who are gifted. PREFACE viiprocess of school reform and ways to increase student academic achievement and to work moreeffectively with parents.

AcknowledgmentsWe are grateful to a number of colleagues who helped with the preparation of this seventhedition. First, we would like to thank the authors who revised their chapters in a timelyand professional way and for incorporating our editorial suggestions. We would also like tothank Annette Henry and Cris Mayo for taking time from busy schedules to write and revisenew chapters for this edition. Lisa Albrecht and Mary Kay Thompson Tetreault preparedperceptive prepublication reviews of Chapter 8 that enabled the author to strengthen it.

KevinKumashiro and Nelson Rodriguez provided insightful comments on Chapter 9 that the authorused to improve it.

Multicultural Education: Issues and Perspectives

We appreciate their recommendations. We thank Dennis Rudnick, Kosta Kyriacopoulos, Yuhshi Lee, and Adebowale Adekile—research assistants in the Center for Multicultural Education at the Univeristy ofWashington—for helping to update the statistics in this edition and for their work on thechapters to make them consistent with APA style requirements. In this edition, the style was changed to make itcompletely consistent with APA. James A. Banks and Cherry A. Diversity and citizenship education: Global perspectives.

San Francisco: Jossey-Bass. Banks, J. The Routledge international companion to multicultural education. New York andLondon: Routledge.

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Boynton, R. Demographics and destiny. New York Times Book Review, Castles, S. World population movements, diversity, and education. Banks Ed. New York and London:Routledge. DeNavas-Walt, C.

Census Bureau, current population reports:Income, poverty, and health insurance coverage in the United States: Washington, DC: U. Meeting challenges in US education: Striving for success in a diverse society. Guofang Ed. London: Springer. Massing, M.