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• Cover
• Preface
• References
• part 1: Issues and Concepts
• chapter 1: Multicultural Education: Characteristics and Goals
• 1.1 The Nature of Multicultural Education
• 1.2 The Historical Development of Multicultural Education
• 1.3 The Nature of Culture in the United States
• 1.4 The Social Construction of Categories
• 1.5 The Dimensions of Multicultural Education
• 1.6 The School as a Social System
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 2: Culture, Teaching, and Learning
• 2.1 Getting to Know Culture
• 2.2 Culture and Educational Achievement
• 2.3 Putting Culture to Work: Culture and Learning in the 21st Century
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• part 2: Social Class and Religion
• chapter 3: Social Class and Education
• 3.1 Education and the Production of Social and Economic Inequalities
• 3.2 Ability Grouping and Tracking
• 3.3 Official Knowledge and Its Distribution
• 3.4 Access and Outcomes in the Postsecondary Sector
• 3.5 Research on Class Privilege
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 4: Christian Nation or Pluralistic Culture: Religion in American Life
• 4.1 Europeans Plant Christianity in North America
• 4.2 Early Signs of Diversity
• 4.3 Common Themes
• 4.4 The Spread of Evangelical Protestantism
• 4.5 Religious Freedom and the Separation of Church and State
• 4.6 Diversity, Religious Freedom, and the Courts
• 4.7 Pluralism Becomes the Norm
• 4.8 New Faces of Pluralism
• 4.9 Summary and Educational Implications
• 4.10 Resources
• QUESTIONS AND ACTIVITIES
• REFERENCES
• part 3: Gender
• chapter 5: Gender Bias: Past, Present, and Future
• 5.1 The Hidden Civil Rights Struggle
• 5.2 Report Card: The Cost of Sexism in Schools
• 5.3 Gender Bias in the Classroom: The Curriculum
• 5.4 Gender Bias in the Classrooms: Student–Teacher Interaction
• 5.5 Trends and Challenges
• 5.6 Strategies for Creating Gender-Fair Classrooms
• QUESTIONS AND ACTIVITIES
• REFERENCES
• Note
• chapter 6: Classrooms for Diversity: Rethinking Curriculum and Pedagogy
• 6.1 Feminist Phase Theory
• 6.2 Male-Defined Curriculum
• 6.3 Contribution Curriculum
• 6.4 Bifocal Curriculum
• 6.5 Women’s Curriculum
• 6.6 Gender-Balanced Curriculum
• 6.7 Changes in Traditional Ways of Teaching
• Sample Lessons
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 7: Queer Lessons: Sexual and Gender Minorities in Multicultural Education
• 7.1 Sexuality and Gender Identity
• 7.2 LGBTQ Legal Progress, Backlash, and the School Curriculum
• 7.3 Overlapping Histories of Multiculturalism and LGBTQ Movements
• 7.4 Histories of Gay-Inclusive Multiculturalism and Other Curricular Inclusiveness
• 7.5 Challenges to Homophobia and Heterosexism
• 7.6 Challenging Assumptions about LGBTQ People
• 7.7 Why Homophobia and Transphobia?
• 7.8 Dilemmas of Queer Inclusion
• 7.9 Seven Things to Do to Improve Education for Students of All Sexual Orientations and Genders
• QUESTIONS AND ACTIVITIES
• REFERENCES
• part 4: Race, Language Diversity, and Civic Education
• chapter 8: Approaches to Multicultural Curriculum Reform
• 8.1 The Mainstream-Centric Curriculum
• 8.2 Public Sites and Popular History
• 8.3 Efforts to Establish a Multicultural Curriculum
• 8.4 Levels of Integration of Multicultural Content
• 8.5 Guidelines for Teaching Multicultural Content
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 9: Backstage Racism: Implications for Teaching
• 9.1 Context
• 9.2 Methodology
• 9.3 Journals by White Students
• 9.4 Journals by Students of Color
• 9.5 Comparing the Journals Written by Whites and Students of Color
• 9.6 Conclusion and Next Actionable Steps
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 10: Language Diversity and Schooling
• 10.1 The History of Linguistic Diversity in the United States
• 10.2 Current Linguistic Diversity in the United States
• 10.3 Historical and Legal Overview of Language Policy in the United States
• 10.4 Views on Language Learning and Teaching
• 10.5 Programmatic Responses to Linguistic Diversity
• 10.6 Instructional Methods and Approaches
• 10.7 Additional Considerations
• 10.8 Conclusion
• QUESTIONS AND ACTIVITIES
• RESOURCES
• PROFESSIONAL ASSOCIATIONS
• WEBSITES
• REFERENCES
• chapter 11: Civic Education for Non-Citizen and Citizen Students
• 11.1  Multicultural Citizenship Education and Cosmopolitan Human Rights Education
• 11.2 A Framework for Civic Education for Non-Citizens
• 11.3 Human Rights, Cosmopolitanism, and the Education of Non-Citizen Students
• 11.4 Education for Human Rights and Cosmopolitan Citizenship
• 11.5 The Universal Declaration of Human Rights in Education: Challenges and Opportunities
• 11.6 The Stages of Cultural Identity and Human Rights Cosmopolitan Education
• 11.7 Multicultural Citizenship Education for Citizen Students
• 11.8 Mainstream and Transformative Civic Education
• SUMMARY
• ACKNOWLEDGMENTS
• QUESTIONS AND ACTIVITIES
• REFERENCES
• Note
• part 5: Exceptionality
• chapter 12: Educational Equality for Students with Disabilities
• 12.1 Identification of Students with Disabilities
• 12.2 Is Disability a Social Construct?
• 12.3 How Many Students with Disabilities Are There?
• 12.4 How Are Students with Disabilities Classified?
• 12.5 How Is Eligibility for Special Education Determined?
• 12.6 Does Classification Affect Instruction?
• 12.7 Brief History of Educational Equality for Students with Disabilities
• 12.8 The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality for Students with Disabilities
• 12.9 Educational Equality for Students with Disabilities: Progress Made but Challenges Remain
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 13: Culturally Responsive Special Education in Inclusive Schools
• 13.1 Special Education as Exclusion and Segregation
• 13.2 Strategies to Prevent Misdiagnosis and Disproportionality
• 13.3 The Monoculture of Mainstream Education
• 13.4 Parent Involvement and Working with Families
• 13.5 Causes of Limited Parent Involvement
• 13.6 Strategies for Schools to Increase Parent Involvement
• 13.7 Culturally Competent Teachers and Inclusive Pedagogies
• 13.8 Preintervention Culturally Responsive Teaching
• 13.9 Culturally Responsive Interventions
• 13.10 Culturally Situated Schooling and Inclusive Pedagogies
• 13.11 Quality Inclusive Schools
• 13.12 Delivery of Special Education in the Context of General Education
• 13.13 Managing Inclusive Classrooms
• 13.14 Diversity and Caring Communities: Outcomes for the Social Good
• QUESTIONS AND ACTIVITIES
• REFERENCES
• part 6: School Reform and Classroom Assessment
• chapter 14: School Reform and Student Learning: A Multicultural Perspective
• 14.1 Defining School Reform with a Multicultural Perspective
• 14.2 Conditions for Systemic School Reform Based on a Multicultural Perspective
• 14.3 School Reform Should Be Antiracist and Antibiased
• 14.4 School Reform Should Reflect an Understanding and Acceptance of All Students as Having Talents and Strengths That Can Enhance Their Education
• 14.5 School Reform Should Be Considered within the Parameters of Critical Pedagogy
• 14.6 What Kind of World Do You Want to Live In? Practicing and studying the Declaration of Human Rights
• 14.7 The People Most Intimately Connected with Teaching and Learning (Teachers, Families, and Students) Need to Be Meaningfully Involved in School Reform
• 14.8 School Reform Needs to Be Based on High Expectations and Rigorous Standards for All Learners
• 14.9 Conclusion
• QUESTIONS AND ACTIVITIES
• REFERENCES
• chapter 15: Communities, Families, and Educators Working Together for School Improvement
• 15.1 Reasons Why Parent and Family Involvement in Schools Is Important
• 15.2 Historical Overview
• 15.3 The Changing Face of the Family
• 15.4 Parents with Special Needs
• 15.5 Single Parents
• 15.6 Low-Income Parents
• 15.7 Teacher Concerns with Parent and Family Involvement
• 15.8 Steps to Increase Parent and Family Involvement
• 15.9 Establish Two-Way Communication Between the School and the Home
• 15.10 Enlist Support from Other Staff Members and Students
• 15.11 Enlist Support from the Community
• 15.12 Develop Learning Resources for Parents to Use at Home
• 15.13 Broaden the Conception of Parent and Community Involvement
• SUMMARY
• QUESTIONS AND ACTIVITIES
• WEBSITES
• REFERENCES
• chapter 16: Classroom Assessment and Diversity
• 16.1 Bias and Sensitivity Issues in Assessment
• 16.2 Lessons Learned from a Bias and Sensitivity Review Panel
• 16.3 Investigating Potential Bias through Statistical Analyses
• 16.4 The Impact of Language Complexity on ELL Students’ Performance
• 16.5 Potential Bias in Computer-Based Testing
• 16.6 The Effects of Engagement on Assessment Performance
• 16.7 The Social Context of Assessment
• 16.8 Teacher Assessment Practices
• SUMMARY
• QUESTIONS AND ACTIVITIES
• REFERENCES
• Note
• Appendix: Multicultural Resources
• ISSUES AND CONCEPTS
• SOCIAL CLASS
• RELIGION
• GENDER
• SEXUAL AND GENDER MINORITIES
• RACE, LANGUAGE DIVERSITY, AND CIVIC EDUCATION
• EXCEPTIONALITY
• SPECIAL EDUCATION AND EQUITY
• SCHOOL REFORM AND ASSESSMENT
• Glossary
• REFERENCES
• Contributors
• Index
• End User License Agreement