Describe how social class, nationality and race will affect teaching in a pluralistic society.

This paper expounds the definition of stereotype threat and discusses its possible influence on students' grades.

Discuss the definition of multicultural education.

Apply the research related to diversity to create a culturally compatible classroom.

Section 1 Today's diversified classrooms

First of all, the diversity of American culture

Culture is the knowledge, values, attitudes and characteristics that guide people's behavior and solve life problems in the environment in a specific group. Most cultural differences are "hidden underwater". They are implicit, unspeakable and even unconscious prejudices and thoughts. The influence of culture is extensive and far-reaching.

Second, the performance of cultural diversity

Everyone has unique abilities and experiences. They speak different languages, have different ethnic and racial backgrounds and live in different communities.

Iii. Matters needing attention about cultural differences

The differences between different cultures are sometimes obvious, and sometimes they are subtle and deeply rooted in people's hearts. When subtle but not obvious cultural differences collide, it is easy to misunderstand and conflict.

The difference between economic class and social class in the second quarter

I. Social stratum and socio-economic status

In modern society, wealth, power and prestige are not unified. Sociologists and psychologists synthesize variables such as wealth, power, control over resources and prestige into an index, which is called socio-economic status. Most researchers believe that there are four levels of social and economic status: the upper class, the middle class, the workers and the bottom class.

Second, poverty and academic achievement.

Generally speaking, among all ethnic groups, students with high socio-economic status have higher average scores in exams than those with low socio-economic status, and they have longer years of education.

How does the low social and economic status lead to the low academic performance of students? Lack of good medical care for mothers and children, dangerous or unhealthy family environment, limited resources, family pressure, academic interruption, violence, overcrowding, homelessness, discrimination and other factors will all lead to students' academic failure. It seems normal to have low expectations, so the educational resources provided to these students will be insufficient. Students with low socioeconomic status may become part of the culture of resistance.

Most poor families cannot provide high-quality care for preschool children to promote their cognitive ability and social development. Regardless of social and economic status, as long as parents support and encourage their children-reading books, providing educational toys, taking children to the library, and providing time and place for study-their children are often better at reading and more willing to read. The retrogression in summer vacation is also the reason for the decline in academic performance of students from lower social classes. Middle-class students are encouraged to think and create more in class. Children with low family income are more likely to go to schools that lack educational resources and face teachers with poor teaching ability.

Section 3 Ethnic and racial issues in teaching

First, what is nationality and race?

A nation refers to a group with common cultural characteristics such as history, motherland, language, tradition or religion. Sociologists sometimes use ethnic minorities to refer to these groups that are treated unfairly or discriminated against.

Second, the influence of nationality and race on academic performance.

One of the main problems in schools is that the scores of some ethnic groups are always lower than the average level of all students.

Third, the tradition of discrimination.

Many years' research on the abolition of racial discrimination shows that the compulsory implementation of integrated education by law cannot immediately solve the adverse effects brought about by hundreds of years of racial inequality. Racial prejudice is universal, not targeted at a certain group. Children begin to form prejudices when they are very young. One reason for prejudice is that people tend to divide society into two categories-us and them. Prejudice is hard to get rid of, because it is already a part of the process of the four of us.

Discrimination refers to the unequal treatment of a specific group of people.

Fourth, the stereotype threat.

One reason why stereotype threatens to affect test scores is anxiety.

Section 4 Gender Issues in Teaching

I. Sex and gender

The word gender usually refers to the characteristics and behaviors suitable for men or women determined by a particular culture. On the contrary, sex refers to biological differences. Gender identity is a complex structure, involving beliefs, attitudes and behaviors. In adolescence, men are more likely to have same-sex sexual partners than women. But in college, women are more likely to have same-sex partners.

Second, gender roles.

Gender roles refer to expectations of how men and women should behave-what is masculine and what is feminine.

Third, gender bias in gender.

Many studies have confirmed that gender bias seems to be more biased towards men. One of the most convincing findings in the past 30 years is that, on the whole, teachers have more interaction with boys than girls, but at the same time, there are more negative interactions than positive ones.

Dividing classes for boys and girls has a positive impact on the learning, motivation and investment of boys and girls. But the premise is that some specific conditions must be met: teachers must realize that there is no teaching strategy specifically for boys or girls-good teaching is good teaching. In order to achieve good teaching results, both teachers and students must realize that the purpose of separate classes for men and women is to create a better learning atmosphere for each student. This kind of atmosphere will contribute to more open discussion in class, and students are less worried about leaving a bad impression in front of their peers.

Section 5 Multicultural Education: Creating Classes with Cultural Integration

First, cultural relevance teaching

According to the research, Ladson-Billings put forward the concept of high-quality teaching, which she called culture-related teaching, and pointed out that culture-related teaching must conform to the following three principles: 1, and students must experience academic success. Students must have the ability to develop or maintain their own culture. 3. To cultivate students' critical awareness of challenging the status quo. Teaching colored students with culture-related teaching method includes the above three steps: 1. Teachers must believe in students' inner intelligence, humanity and spiritual characteristics-teachers must trust students. Teachers often think that high test scores indicate that students study well, and self-study means good teaching. 3. Teachers must understand students from three aspects and their genetic characteristics.

Second, cultivate psychological resilience.

Cardiac resilience is a good adaptability, which can effectively deal with difficult situations or threats that hinder its own development. Psychological resilience's full-fledged students are those who can grow up healthily even after hardships. Usually, they will actively participate in school life. Only by integrating the strategy into the natural and supportive environmental system around students (such as schools) will this strategy be more lasting and effective.

Dole and his colleagues believe that there are two factors that maintain students and their classrooms: students' self-management and interpersonal relationships. 1, self-management factor: academic self-efficacy; Self-control of behavior; Academic autonomy. 2. Interpersonal relationship: warm teacher-student relationship. Caring teacher-student relationship is positively related to students' good performance in school, especially those who face severe challenges. Effective peer relationship. Effective home-school relationship. Effective home-school relationship is the last link to build a caring interpersonal network for students.

Third, the diversity of learning.

"The core of educational design is to make the organizational structure of teaching, learning and behavior conform to the corresponding social structure, so that students are most creative, devoted and likely to learn." The social structure and social organization mentioned here refers to the way people interact to achieve a specific goal.

The best advice for teachers is to observe the individual differences of all students keenly and popularize feasible and appropriate learning methods. In order to communicate successfully, students must understand the communication rules. In other words, we must understand the pragmatics in the classroom-the time, place and way of communication. But this is not an easy thing. When classroom activities change, so do communication rules. The communication rules of most schools are close to those of middle-class families, so children in these families usually seem to be able to communicate better. They know the unwritten rules.

Fourth, the enlightenment to teachers: educate every student.

We must know who our students are and what their traditions are. We should know their families and communities.

We should respect students' willingness to learn-because they face many challenges and overcome many obstacles. We must trust our students. For a child, getting sincere acceptance is a necessary condition for developing his self-esteem.

For students, the most important thing a teacher can do is to teach them to learn to read, write, speak, calculate, think and create-teaching should be continuous and rigorous, and should be related to the culture in which students live.