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Understanding human differences : multicultural education for a diverse America

Author: Kent L Koppelman; R Lee Goodhart
Publisher: Boston, MA : Pearson/Allyn & Bacon, ©2011.
Edition/Format:   Print book : English : 3rd edView all editions and formats
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Document Type: Book
All Authors / Contributors: Kent L Koppelman; R Lee Goodhart
ISBN: 9780136103011 0136103014 9780136103059 0136103057
OCLC Number: 457156858
Description: xxii, 386 pages : illustrations, map ; 24 cm
Contents: section 1: Individual attitudes and interpersonal relations --
ch. 1. Understanding ourselves and others: clarifying values and language --
The role of values in human differences --
What is the relationship between a person's values and behaviors? --
What inconsistencies exist between American values and American behaviors? --
Should parents rather than schools teach values to children? --
What problems can interfere with making ethical decisions? --
Defining terms related to human differences --
How do negative attitudes --
What is the difference between race, ethnicity, and nationality? --
What are minority groups and why are they called minority groups? How have labels been used to define and control subordinate groups? --
What is the impact of labels on individuals who are labeled? --
How are negative bureaucratic terms as harmful as social derisive terms? How has our society responded to social problems experience by minority groups? --
ch. 2. Understanding prejudice and misconceptions of prejudice --
Conceptions and misconceptions of prejudice --
How are prejudices reflected in American media? --
What examples of prejudice exist in our language? --
How does gender prejudice in our language promote sexist attitudes? --
What sexist terms for men could be considered derisive? --
Aren't some prejudices positive? --
Consequences and causes of prejudice --
I prejudice the main cause of discrimination in society? --
How does the interest theory explain discrimination? --
How is self-interest involved in the internal colonialism theory? --
How is discrimination explained by the institutional discrimination theory? --
What factors promote the development of prejudice? --
How does frustration cause prejudice? --
What do stereotypes have to do with uncertainty and how do they cause prejudice? --
How does threat to self-esteem cause prejudice? --
How does competition for status, wealth, and power cause prejudice? --
The perpetuation of prejudice --
How are prejudices perpetuated? --
Denial rationalizations --
Victim-blaming rationalizations --
Avoidance rationalizations --
ch. 3. Communication, conflict, and conflict resolution --
Communication and conflict --
What is an appropriate definition of communication? --
How does assigning meaning lead to conflict? --
How does nonverbal communication lead to conflict? --
How does effective communication occur? --
What does this communication model suggest about conflict resolution? --
How can attitudes toward people or groups create conflict? --
What are the levels of cultural awareness? --
Culture, communication style, and conflict --
What are some communication style differences that are based on culture? --
How does gender influence communication styles? --
How do gender differences in communication styles lead to misunderstanding and conflict? --
Conflict resolution --
With so much conflict occurring, how are conflicts resolved? --
How do people develop moral reasoning abilities? section 2: Cultural foundations of oppression in the United States --
ch. 4. Immigrants and oppression: the assault on cultural and language diversity --
As the dominant ethnic group, how did British colonists react to diversity? --
Causes of Xenophobia and nativism in the United States --
Nativism as anti-Catholicism --
Nativism as anti-radicalism --
Nativism, politics, and social change --
How successful were the nativists in their political activities? --
Why did nativists fail to form a major political party? --
What influenced twentieth-century nativist attitudes in America? --
What new development affected xenophobic attitudes in the United States? --
How did racism affect nativist attitudes and actions? --
What groups were affected by the addition of racism to xenophobia? --
The paradox of xenophobia and nativism in a nation of immigrants --
How is the English Only movement an example of xenophobic behavior? --
How have xenophobic attitudes promoted violent behavior? --
What American nativist attitudes are evident today? --
How do immigrants contribute to the American economy? --
The value of cultural and linguistic diversity --
Do Americans support or oppose linguistic diversity? --
Why do immigrant families tend to lose their native language? --
What alternative pedagogical strategy have American educators proposed? Have research studies identified effective approaches to ELL instruction? --
Why should educators be advocates for bilingual programs? --
What myths about immigrants do many Americans believe? --
ch. 5. Race and oppression: the experiences of people of color in America --
Native Americans --
What did Europeans learn from Native Americans? --
What did European settlers fail to learn from Native Americans? --
What relationships did colonists have with native people? --
What was the main source of conflict between Europeans and Indians? --
Why are Indian treaties still important today? --
Why were Native American treaties consistently violated? --
What are other contemporary issues affecting indigenous people? --
African Americans --
How were the black indentured servants treated differently? --
Where and how did the British procure Africans? --
Why did so many Africans die during the Middle Passage? --
What was it like to be a slave? --
How did Africans resist the oppression of slavery? --
Who opposed slavery and what did they do? --
Why did blacks fight on the American side during the Revolutionary War? --
How did the U.S. Constitution address the issue of slavery? --
Were these anti-slavery organizations widely supported and effective? --
What was the Underground Railroad? --
Did slaves and free blacks fight for the Union during the Civil War? --
Did blacks play a role in shaping the new South? --
How did black citizens in the South respond to this transformation? --
What did Du Bois want for black Americans? --
What were black Americans doing to cope with race problems? --
What was the Harlem Renaissance? --
Was there a decrease in discrimination against blacks after World War I? --
Did the New Deal programs help black Americans? --
What gains did black Americans make during World War II --
What happened to African Americans after the war? --
What did the civil rights movement achieve for African Americans? --
Asian Americans --
What actions did nativists initially take against the Chinese in America? --
Why didn't Chinese men bring their wives and families? --
Who employed Chinese immigrants? --
What kind of hostile actions did the Chinese encounter? --
How did Americans view the Japanese before World War II? --
What was a picture bride? --
Where were Japanese immigrants employed? --
How did the war affect American attitudes toward Japanese families living in the United States? --
What actions were taken against the Japanese during World War II? --
What other Asian immigrants faced anti-Asian attitudes? --
What is the model minority myth? --
How does the model minority myth distort reality? --
Hispanic Americans (Latinos/as) --
What was the first Spanish-speaking group to come to the United States? --
What was the experience like for Mexicans immigrating to the United States? --
What did Nativists do to keep Mexicans from immigrating? --
Why did attitudes toward Mexicans change during world War II? --
What were the Zoo Suit Riots? --
Was it better for Latinos afters the war? --
How did Mexican Americans respond to discrimination after the war? --
How did Puerto Ricans become citizens of the United States? --
What effect did becoming part of the United States have on Puerto Rico? --
What happened to the Cubans who came to the United States? --
What other Latino groups live in the United States? --
Why have many Americans objected to Latino immigration? --
ch.6. Religion and oppression: the struggle for religious freedom --
Religious diversity in Colonial America --
How did the first colonists deal with religious diversity? --
How did the colonies promote the concept of religious freedom? --
How was the principle of religious freedom established in all the colonies? --
The emerging concept of religious freedom --
What was the relationship between Deism and Christianity? --
Why was there so little reference to religion in the original Constitution? --
Why wasn't religious freedom guaranteed in the Constitution? --
Did the First Amendment establish religious freedom? --
Was any group actively persecuted for their religious beliefs? --
The rise and fall of anti-Catholicism --
What was the impact of large numbers of Catholics immigrants? --
Why was hostility directed against Catholics? --
What were the Philadelphia Bible Riots? --
What caused anti-Catholic sentiments in the United States to subside? --
How did religious diversity increase following the Civil War? --
What non-Christian religions were included among immigrants? --
did increasing numbers of non-Christians cause anti-Catholic prejudice to diminish? --
How did the 1928 election demonstrate anti-Catholic prejudice? --
How were Jews affected by the "Americanization of religion"? --
Anti-Semitism in America --
What influence did the Holocaust have on American attitudes? --
The impact of immigration reform on religious diversity --
How have schools taught students about the concept of religious freedom? --
How can public schools teach about religion in a way that respects religions? --
ch. 7. Rejecting oppressive relationships: the logic of cultural pluralism for a diverse society --
Diversity in the United States --
Attitudes about diversity --
What does it mean to have an Anglo conformity perspective? --
How did the BIA boarding schools promote Anglo conformity with Indian children? --
What does it mean to describe America as a melting pot? --
How is the separatist perspective negative? --
What attitudes about diversity does pluralism promote? --
Why should American society become pluralistic? --
Valuing individual differences --
Must one be actively involved in change to be a pluralist? --
what kinds of activities can create social change? section 3: Contemporary dilemmas for intergroup relations --
ch. 8. Racism: confronting a legacy of white domination in America --
Cultural racism --
How is racism taught to children and youth in our schools? --
How does society reinforce the cultural racism taught in school? --
Individual racism --
What denial rationalizations justify individual racism? --
What victim-blaming rationalizations justify individual racism? --
What avoidance rationalizations justify individual racism --
Institutional racism --
How is institutional racism reflected in statistics on employment? --
How does institutional racism influence hiring decisions? --
How has institutional racism influenced the development of segregated neighborhoods? --
How does institutional racism occur in schools? --
How does institutional racism affect politics? --
How can institutional racism be reduced in the United States? --
How do advocates and critics assess the effectiveness of affirmative action programs? --
What are some consequences of racial discrimination? --
What remedies have been proposed to address institutional racism? --
ch.9. Sexism: where the personal becomes political --
Cultural sexism --
What gender bias did women confront in the earliest years of the United States? --
How and when did forms of discrimination change? --
What effect did the Civil War have on women's demands for gender equality? --
What progress and what resistance to women's rights occurred in the early twentieth century? --
did women workers during World War II prove their competence? --
What role did the media play in women being forced out of their jobs? --
How did women respond to the pressure to stay home and not have a career? --
What other sexist messages exist in American culture? --
How does learning sexist language influence attitudes and behavior? --
what do studies say about who benefits from marriage in our culture? --
Individual sexism --
"Male chauvinists" or a "feminist" --
Androgynous --
What kind of abuse do women encounter in the United States? --
How has rape been misunderstood in the United States? --
Why do women choose not to report a rape or attempted rape? --
Institutional sexism --
Why are men earning more than women in the workforce? --
Economic consequences of institutional sexism for women --
How is sexual harassment a significant problem for women in the workforce? --
what are the workplace guidelines for sexual harassment in the United States? --
Are American employers following sexual harassment guidelines? --
How much of a problem is sexual harassment in the schools? --
Gender issues in schools --
Gender issues for boys --
Gender equity issues addressed in schools --
ch. 10. Heterosexism: transforming homosexuality from deviant to different --
The heterosexual assumption --
When was the heterosexual assumption challenged? --
The Kinsey Report --
What has current research reported with regard to homosexuality? --
Cultural heterosexism --
What historical evidence has described the existence of homosexuality? --
How have attitudes of the American people changed concerning homosexuality? --
What are some anti-gay cultural and religious beliefs? --
Individual heterosexism --
Myths about homosexuality --
Institutional heterosexism --
Is the demand for gay rights really a demand for special privileges? --
How can homosexuals be discriminated against if they don't reveal their identity? --
Why do homosexuals want legal recognition for domestic partnerships? --
If domestic partnerships were recognized, why would homosexuals wish to marry? --
What harm is done to a child raised by gay parents? --
Why have homosexuals always been excluded from military service? --
Why should homosexuals be allowed become teachers? --
Why are the terms bisexual and transgender being linked to gays and lesbians --
ch.11. Classism: misperceptions and myths about income, wealth, and poverty --
Cultural classism --
What was the response in England to people in poverty? --
what was the response to poverty in America during the colonial period? --
What happened to the "religious obligation" to help the poor? --
Why were people who had a job so close to poverty? --
Why was it so difficult to find work? --
Why did people think poorhouses were the solution to poverty? --
Why were children removed from poorhouses? --
What was the response to the needs of poor people? --
What did workers do to protest employer exploitation? --
How did unions ultimately help workers to gain higher salaries? --
How did the federal government address unemployment in the 1930s? --
What was the outcome of the New Deal? --
Individual classism --
How are children from low-income families disadvantaged in schools? --
How can schools make a difference in the lives of poor children? --
How has the federal government addressed the disadvantages for low-income students? --
Why should problems outside of school affect a child's performance in school? --
How do we know that addressing the social problems of children living in poverty will improve their academic achievement? --
Myths about welfare recipients --
Institutional classism --
Why is the disparity between the richest and poorest Americans increasing? --
How have salaries in the United States been affected by recent economic changes? --
How large is the disparity of wealth in the United States? --
Who suffers most from poverty? --
Ageism --
How do the market place and the media portray elderly people in a negative way? --
What are some economic consequences of ageism for both the elderly and youth? --
How do institutions exploit poor people? --
How do businesses discriminate against poor people? --
What can federal and state governments do to assist families living in poverty? --
ch.12. Ableism: disability does not mean inability --
Why should people with disabilities be considered a minority group? --
Cultural ableism --
Historical perceptions of people with disabilities --
How do scholars describe a disability culture? --
Individual ableism --
What assumptions are made about people with disabilities? --
What labels represent legitimate ways of identifying people? --
What are some current controversies about labeling children? --
How can negative attitudes be change? --
Institutional ableism --
Why were people with disabilities placed in institutions? --
How were institutions for people with disabilities established in the United States? --
What evidence exist that negative attitudes prevailed in institutions and in society? --
Are institutions for people with disabilities providing good care today? --
What is the alternative to placing people with disabilities in institutions? --
Cost of care for people with disabilities --
How do other countries respond to the needs of people with disabilities? --
How does the U.S. government provide support for people with disabilities? --
How does the United States support people with disabilities who want to live independently? --
Is there discrimination against people with disabilities living in communities? --
How difficult is it to change people's attitudes? section 4: The challenge of diversity to American institutions --
ch. 13. Pluralism in schools: the promise of multicultural education --
Defining multicultural education --
Traditional assumptions in American education --
What body of knowledge have essentialists identified? --
What essential human values do schools teach? --
How do essentialists define or describe learning? --
What is the role of the essentialist teacher in helping students learn? --
Why are students not learning in essentialist schools? --
Assumptions of multicultural education --
What assumptions do multicultural educators make about curriculum? --
Why is it necessary to take a conceptual approach to curriculum? --
What is the hidden curriculum? --
Why have schools implemented multicultural curriculum? --
How do multicultural educators describe learning? --
In what different ways do individuals learn? --
Why is self-confidence necessary for learning? --
What must teachers do to implement a multicultural education approach? --
What does it mean to implement democratic practices in schools? --
What specific instructional strategies are recommended for teachers? --
How can multicultural education help to reduce student prejudice? --
Multicultural education as a context for culturally responsive teaching --
Culturally responsive teaching --
How does culturally responsive teaching address multicultural education goals? --
Current issues that make culturally responsive teaching difficult --
What students benefit from culturally responsive teaching? --
Characteristics of a culturally responsive teacher --
What actual classroom experiences illustrate culturally responsive teaching? --
What other strategies for culturally responsive teaching have been advocated? --
Is multicultural education too idealistic? --
ch. 14. Pluralism in society: creating unity in a diverse America --
Federal Government --
The Affirmative Action debate --
Judicial limitations on Affirmative Action --
Affirmative Action and quotas --
Affirmative Action for minority-owned businesses --
The future of Affirmative Action --
Higher education --
Criticism of diversity goals in higher education --
Diversity in college faculty and course content --
Results and possibilities --
Corporate and small business --
Corporate litigation --
Workplace diversity --
Diversity training programs --
Lingering problems --
Mass media --
Increasing media representation of human diversity --
Media presentation and language --
Representation of diversity in media: present and future --
Military services --
Military desegregation --
Integration problems --
Diversity policy and gender --
Religion and sexual orientation --
Military leadership.
Responsibility: Kent l. Koppelman ; with contributions by R. Lee Goodhart.

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   schema:about <http://dewey.info/class/370.1170973/e22/> ;
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   schema:about <http://id.worldcat.org/fast/1204155> ; # United States.
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   schema:datePublished "2011" ;
   schema:description "section 3: Contemporary dilemmas for intergroup relations -- ch. 8. Racism: confronting a legacy of white domination in America -- Cultural racism -- How is racism taught to children and youth in our schools? -- How does society reinforce the cultural racism taught in school? -- Individual racism -- What denial rationalizations justify individual racism? -- What victim-blaming rationalizations justify individual racism? -- What avoidance rationalizations justify individual racism -- Institutional racism -- How is institutional racism reflected in statistics on employment? -- How does institutional racism influence hiring decisions? -- How has institutional racism influenced the development of segregated neighborhoods? -- How does institutional racism occur in schools? -- How does institutional racism affect politics? -- How can institutional racism be reduced in the United States? -- How do advocates and critics assess the effectiveness of affirmative action programs? -- What are some consequences of racial discrimination? -- What remedies have been proposed to address institutional racism? -- ch.9. Sexism: where the personal becomes political -- Cultural sexism -- What gender bias did women confront in the earliest years of the United States? -- How and when did forms of discrimination change? -- What effect did the Civil War have on women's demands for gender equality? -- What progress and what resistance to women's rights occurred in the early twentieth century? -- did women workers during World War II prove their competence? -- What role did the media play in women being forced out of their jobs? -- How did women respond to the pressure to stay home and not have a career? -- What other sexist messages exist in American culture? -- How does learning sexist language influence attitudes and behavior? -- what do studies say about who benefits from marriage in our culture? -- Individual sexism -- "Male chauvinists" or a "feminist" -- Androgynous -- What kind of abuse do women encounter in the United States? -- How has rape been misunderstood in the United States? -- Why do women choose not to report a rape or attempted rape? -- Institutional sexism -- Why are men earning more than women in the workforce? -- Economic consequences of institutional sexism for women -- How is sexual harassment a significant problem for women in the workforce? -- what are the workplace guidelines for sexual harassment in the United States? -- Are American employers following sexual harassment guidelines? -- How much of a problem is sexual harassment in the schools? -- Gender issues in schools -- Gender issues for boys -- Gender equity issues addressed in schools -- ch. 10. Heterosexism: transforming homosexuality from deviant to different -- The heterosexual assumption -- When was the heterosexual assumption challenged? -- The Kinsey Report -- What has current research reported with regard to homosexuality? -- Cultural heterosexism -- What historical evidence has described the existence of homosexuality? -- How have attitudes of the American people changed concerning homosexuality? -- What are some anti-gay cultural and religious beliefs? -- Individual heterosexism -- Myths about homosexuality -- Institutional heterosexism -- Is the demand for gay rights really a demand for special privileges? -- How can homosexuals be discriminated against if they don't reveal their identity? -- Why do homosexuals want legal recognition for domestic partnerships? -- If domestic partnerships were recognized, why would homosexuals wish to marry? -- What harm is done to a child raised by gay parents? -- Why have homosexuals always been excluded from military service? -- Why should homosexuals be allowed become teachers? -- Why are the terms bisexual and transgender being linked to gays and lesbians -- ch.11. Classism: misperceptions and myths about income, wealth, and poverty -- Cultural classism -- What was the response in England to people in poverty? -- what was the response to poverty in America during the colonial period? -- What happened to the "religious obligation" to help the poor? -- Why were people who had a job so close to poverty? -- Why was it so difficult to find work? -- Why did people think poorhouses were the solution to poverty? -- Why were children removed from poorhouses? -- What was the response to the needs of poor people? -- What did workers do to protest employer exploitation? -- How did unions ultimately help workers to gain higher salaries? -- How did the federal government address unemployment in the 1930s? -- What was the outcome of the New Deal? -- Individual classism -- How are children from low-income families disadvantaged in schools? -- How can schools make a difference in the lives of poor children? -- How has the federal government addressed the disadvantages for low-income students? -- Why should problems outside of school affect a child's performance in school? -- How do we know that addressing the social problems of children living in poverty will improve their academic achievement? -- Myths about welfare recipients -- Institutional classism -- Why is the disparity between the richest and poorest Americans increasing? -- How have salaries in the United States been affected by recent economic changes? -- How large is the disparity of wealth in the United States? -- Who suffers most from poverty? -- Ageism -- How do the market place and the media portray elderly people in a negative way? -- What are some economic consequences of ageism for both the elderly and youth? -- How do institutions exploit poor people? -- How do businesses discriminate against poor people? -- What can federal and state governments do to assist families living in poverty? -- ch.12. Ableism: disability does not mean inability -- Why should people with disabilities be considered a minority group? -- Cultural ableism -- Historical perceptions of people with disabilities -- How do scholars describe a disability culture? -- Individual ableism -- What assumptions are made about people with disabilities? -- What labels represent legitimate ways of identifying people? -- What are some current controversies about labeling children? -- How can negative attitudes be change? -- Institutional ableism -- Why were people with disabilities placed in institutions? -- How were institutions for people with disabilities established in the United States? -- What evidence exist that negative attitudes prevailed in institutions and in society? -- Are institutions for people with disabilities providing good care today? -- What is the alternative to placing people with disabilities in institutions? -- Cost of care for people with disabilities -- How do other countries respond to the needs of people with disabilities? -- How does the U.S. government provide support for people with disabilities? -- How does the United States support people with disabilities who want to live independently? -- Is there discrimination against people with disabilities living in communities? -- How difficult is it to change people's attitudes?"@en ;
   schema:description "section 4: The challenge of diversity to American institutions -- ch. 13. Pluralism in schools: the promise of multicultural education -- Defining multicultural education -- Traditional assumptions in American education -- What body of knowledge have essentialists identified? -- What essential human values do schools teach? -- How do essentialists define or describe learning? -- What is the role of the essentialist teacher in helping students learn? -- Why are students not learning in essentialist schools? -- Assumptions of multicultural education -- What assumptions do multicultural educators make about curriculum? -- Why is it necessary to take a conceptual approach to curriculum? -- What is the hidden curriculum? -- Why have schools implemented multicultural curriculum? -- How do multicultural educators describe learning? -- In what different ways do individuals learn? -- Why is self-confidence necessary for learning? -- What must teachers do to implement a multicultural education approach? -- What does it mean to implement democratic practices in schools? -- What specific instructional strategies are recommended for teachers? -- How can multicultural education help to reduce student prejudice? -- Multicultural education as a context for culturally responsive teaching -- Culturally responsive teaching -- How does culturally responsive teaching address multicultural education goals? -- Current issues that make culturally responsive teaching difficult -- What students benefit from culturally responsive teaching? -- Characteristics of a culturally responsive teacher -- What actual classroom experiences illustrate culturally responsive teaching? -- What other strategies for culturally responsive teaching have been advocated? -- Is multicultural education too idealistic? -- ch. 14. Pluralism in society: creating unity in a diverse America -- Federal Government -- The Affirmative Action debate -- Judicial limitations on Affirmative Action -- Affirmative Action and quotas -- Affirmative Action for minority-owned businesses -- The future of Affirmative Action -- Higher education -- Criticism of diversity goals in higher education -- Diversity in college faculty and course content -- Results and possibilities -- Corporate and small business -- Corporate litigation -- Workplace diversity -- Diversity training programs -- Lingering problems -- Mass media -- Increasing media representation of human diversity -- Media presentation and language -- Representation of diversity in media: present and future -- Military services -- Military desegregation -- Integration problems -- Diversity policy and gender -- Religion and sexual orientation -- Military leadership."@en ;
   schema:description "section 1: Individual attitudes and interpersonal relations -- ch. 1. Understanding ourselves and others: clarifying values and language -- The role of values in human differences -- What is the relationship between a person's values and behaviors? -- What inconsistencies exist between American values and American behaviors? -- Should parents rather than schools teach values to children? -- What problems can interfere with making ethical decisions? -- Defining terms related to human differences -- How do negative attitudes -- What is the difference between race, ethnicity, and nationality? -- What are minority groups and why are they called minority groups? How have labels been used to define and control subordinate groups? -- What is the impact of labels on individuals who are labeled? -- How are negative bureaucratic terms as harmful as social derisive terms? How has our society responded to social problems experience by minority groups? -- ch. 2. Understanding prejudice and misconceptions of prejudice -- Conceptions and misconceptions of prejudice -- How are prejudices reflected in American media? -- What examples of prejudice exist in our language? -- How does gender prejudice in our language promote sexist attitudes? -- What sexist terms for men could be considered derisive? -- Aren't some prejudices positive? -- Consequences and causes of prejudice -- I prejudice the main cause of discrimination in society? -- How does the interest theory explain discrimination? -- How is self-interest involved in the internal colonialism theory? -- How is discrimination explained by the institutional discrimination theory? -- What factors promote the development of prejudice? -- How does frustration cause prejudice? -- What do stereotypes have to do with uncertainty and how do they cause prejudice? -- How does threat to self-esteem cause prejudice? -- How does competition for status, wealth, and power cause prejudice? -- The perpetuation of prejudice -- How are prejudices perpetuated? -- Denial rationalizations -- Victim-blaming rationalizations -- Avoidance rationalizations -- ch. 3. Communication, conflict, and conflict resolution -- Communication and conflict -- What is an appropriate definition of communication? -- How does assigning meaning lead to conflict? -- How does nonverbal communication lead to conflict? -- How does effective communication occur? -- What does this communication model suggest about conflict resolution? -- How can attitudes toward people or groups create conflict? -- What are the levels of cultural awareness? -- Culture, communication style, and conflict -- What are some communication style differences that are based on culture? -- How does gender influence communication styles? -- How do gender differences in communication styles lead to misunderstanding and conflict? -- Conflict resolution -- With so much conflict occurring, how are conflicts resolved? -- How do people develop moral reasoning abilities?"@en ;
   schema:description "section 2: Cultural foundations of oppression in the United States -- ch. 4. Immigrants and oppression: the assault on cultural and language diversity -- As the dominant ethnic group, how did British colonists react to diversity? -- Causes of Xenophobia and nativism in the United States -- Nativism as anti-Catholicism -- Nativism as anti-radicalism -- Nativism, politics, and social change -- How successful were the nativists in their political activities? -- Why did nativists fail to form a major political party? -- What influenced twentieth-century nativist attitudes in America? -- What new development affected xenophobic attitudes in the United States? -- How did racism affect nativist attitudes and actions? -- What groups were affected by the addition of racism to xenophobia? -- The paradox of xenophobia and nativism in a nation of immigrants -- How is the English Only movement an example of xenophobic behavior? -- How have xenophobic attitudes promoted violent behavior? -- What American nativist attitudes are evident today? -- How do immigrants contribute to the American economy? -- The value of cultural and linguistic diversity -- Do Americans support or oppose linguistic diversity? -- Why do immigrant families tend to lose their native language? -- What alternative pedagogical strategy have American educators proposed? Have research studies identified effective approaches to ELL instruction? -- Why should educators be advocates for bilingual programs? -- What myths about immigrants do many Americans believe? -- ch. 5. Race and oppression: the experiences of people of color in America -- Native Americans -- What did Europeans learn from Native Americans? -- What did European settlers fail to learn from Native Americans? -- What relationships did colonists have with native people? -- What was the main source of conflict between Europeans and Indians? -- Why are Indian treaties still important today? -- Why were Native American treaties consistently violated? -- What are other contemporary issues affecting indigenous people? -- African Americans -- How were the black indentured servants treated differently? -- Where and how did the British procure Africans? -- Why did so many Africans die during the Middle Passage? -- What was it like to be a slave? -- How did Africans resist the oppression of slavery? -- Who opposed slavery and what did they do? -- Why did blacks fight on the American side during the Revolutionary War? -- How did the U.S. Constitution address the issue of slavery? -- Were these anti-slavery organizations widely supported and effective? -- What was the Underground Railroad? -- Did slaves and free blacks fight for the Union during the Civil War? -- Did blacks play a role in shaping the new South? -- How did black citizens in the South respond to this transformation? -- What did Du Bois want for black Americans? -- What were black Americans doing to cope with race problems? -- What was the Harlem Renaissance? -- Was there a decrease in discrimination against blacks after World War I? -- Did the New Deal programs help black Americans? -- What gains did black Americans make during World War II -- What happened to African Americans after the war? -- What did the civil rights movement achieve for African Americans? -- Asian Americans -- What actions did nativists initially take against the Chinese in America? -- Why didn't Chinese men bring their wives and families? -- Who employed Chinese immigrants? -- What kind of hostile actions did the Chinese encounter? -- How did Americans view the Japanese before World War II? -- What was a picture bride? -- Where were Japanese immigrants employed? -- How did the war affect American attitudes toward Japanese families living in the United States? -- What actions were taken against the Japanese during World War II? -- What other Asian immigrants faced anti-Asian attitudes? -- What is the model minority myth? -- How does the model minority myth distort reality? -- Hispanic Americans (Latinos/as) -- What was the first Spanish-speaking group to come to the United States? -- What was the experience like for Mexicans immigrating to the United States? -- What did Nativists do to keep Mexicans from immigrating? -- Why did attitudes toward Mexicans change during world War II? -- What were the Zoo Suit Riots? -- Was it better for Latinos afters the war? -- How did Mexican Americans respond to discrimination after the war? -- How did Puerto Ricans become citizens of the United States? -- What effect did becoming part of the United States have on Puerto Rico? -- What happened to the Cubans who came to the United States? -- What other Latino groups live in the United States? -- Why have many Americans objected to Latino immigration? -- ch.6. Religion and oppression: the struggle for religious freedom -- Religious diversity in Colonial America -- How did the first colonists deal with religious diversity? -- How did the colonies promote the concept of religious freedom? -- How was the principle of religious freedom established in all the colonies? -- The emerging concept of religious freedom -- What was the relationship between Deism and Christianity? -- Why was there so little reference to religion in the original Constitution? -- Why wasn't religious freedom guaranteed in the Constitution? -- Did the First Amendment establish religious freedom? -- Was any group actively persecuted for their religious beliefs? -- The rise and fall of anti-Catholicism -- What was the impact of large numbers of Catholics immigrants? -- Why was hostility directed against Catholics? -- What were the Philadelphia Bible Riots? -- What caused anti-Catholic sentiments in the United States to subside? -- How did religious diversity increase following the Civil War? -- What non-Christian religions were included among immigrants? -- did increasing numbers of non-Christians cause anti-Catholic prejudice to diminish? -- How did the 1928 election demonstrate anti-Catholic prejudice? -- How were Jews affected by the "Americanization of religion"? -- Anti-Semitism in America -- What influence did the Holocaust have on American attitudes? -- The impact of immigration reform on religious diversity -- How have schools taught students about the concept of religious freedom? -- How can public schools teach about religion in a way that respects religions? -- ch. 7. Rejecting oppressive relationships: the logic of cultural pluralism for a diverse society -- Diversity in the United States -- Attitudes about diversity -- What does it mean to have an Anglo conformity perspective? -- How did the BIA boarding schools promote Anglo conformity with Indian children? -- What does it mean to describe America as a melting pot? -- How is the separatist perspective negative? -- What attitudes about diversity does pluralism promote? -- Why should American society become pluralistic? -- Valuing individual differences -- Must one be actively involved in change to be a pluralist? -- what kinds of activities can create social change?"@en ;
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