There is no single "cookbook" approach to working effectively with a diverse classroom population--and that's why this book is so useful. Its practical, research-based approach prepares educators to meet the unique demands of their intercultural interactions armed with knowledge that assures proper, responsive, and ethical intercultural communication. Based on current research and enriched by the individual voices of those with diverse worldviews, the book provides abundant practical, theoretically sound approaches for addressing the needs of those who are marginalized in today's classroom. Designed to engage readers intellectually and emotionally, this distinctive book will move you from the realm of understanding (head), through personal valuing (heart), and finally to applying (voice) the information provided.
: Dr. Spradlin serves as the Adron Doran Distinguished Professor for Educational Leadership in the College of Education at Morehead State University. She teaches counselor and teacher education courses in the Foundational and Graduate Education Department and coordinates a partnership with the Fayette County Public Schools. In this position she also works with the College of Education Leadership Team to advance the unit's diversity education goals in addressing national accreditation standards. She is a certified high school English, theatre, and speech teacher; a certified school counselor; and a licensed professional counselor. In addition, Dr. Spradlin has published extensively in the field of diversity education. Her many national and regional diversity presentations, school consultations, and collaborations with school districts and universities across the country widen her perspective and bring relevance and practicality to her work.
PART I: SOCIAL CONTEXT OF U.S. SCHOOLING: MINORITY EXPERIENCE. 1. Minority Status and Marginalization. 2. Power, Disparity, and Expectations Collide: Minority Family Attitudes, Academic Expectations, and Treatment in Schools. 3. School Climate: Effects on Minority Student Achievement and Socio-emotional Adjustment. 4. Teaching: Power to Influence. PART II: MINORITY VOICES: NARRATIVES FOR GAINING CULTURAL INSIGHT. 5. Learning from Native American Stories. 6. Learning from Asian American Stories. 7. Learning from Latino/a Stories. 8. Learning from African American Stories. 9. Learning from Poor and Working Class Stories. 10. Learning from Girls' and Women's Stories. 11. Learning from Lesbian, Gay, Bisexual, Transgendered, and Questioning (LGBTQ) Individuals' Stories. 12. Learning from Stories of People with Disabilities. PART III: PROMOTING CHANGE AND ACHIEVEMENT. 13. Understanding the Achievement Gap between Minority and Dominant Culture Students: Stratification Effects 14. Transforming Knowledge: A Primary Form of Teacher Advocacy. 15. Moving from Knower to Doer: Advocacy for Educators. Index.