Serving Students in Diverse Classrooms

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dc.contributor.author Taylor, Kimberly
dc.date.accessioned 2012-09-05T20:19:11Z
dc.date.available 2012-09-05T20:19:11Z
dc.date.issued 2012-06-15
dc.identifier.uri http://hdl.handle.net/1803/5149
dc.description Teaching and Learning Department Capstone Project en_US
dc.description.abstract Like all people, adolescent members of racial, linguistic, and socio-economic class minorities are in possession of norms and values from their home cultures that influence how they see and act in the world. Unlike those of members of the racial, linguistic, and class majority groups in America, these norms and values often preclude these students from full participation in the classroom culture. Considering racial, linguistic, and class minority students through the theoretical lenses of Lisa Delpit (“culture of power”), Luis Moll (“funds of knowledge”), and Abraham Maslow (Maslow’s Hierarchy of Needs) can allow teachers to understand better the interactions between these students’ home cultures and the classroom culture and guide teachers in the creation of strategies for overcoming the barriers or gaps to participation that may arise out of these interactions. Considering through each lens three hypothetical student cases that represent typical, not actual, students in the city of Memphis, Tennessee, the author conducts a conceptual study of racial, linguistic, and class minority students and the aforementioned theories, applying each theory systematically to the cases. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject Race, SES, Language diversity en_US
dc.subject.lcsh Multicultural education en_US
dc.subject.lcsh Multicultural education -- Case studies en_US
dc.subject.lcsh Biculturalism -- Case studies en_US
dc.title Serving Students in Diverse Classrooms en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US

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