Chapter Overview
Classism is discrimination of people and groups based on their social class. Children from low-income families often do not have the same opportunities because they do not have the cultural capital, social capital, or educational experiences compared with children from higher-income families. Class and poverty intersect with race; child poverty rates for African American and Latino children are much higher than for White children. Poor children of color may be food insecure, and they may not have homes or healthcare. Social stratification refers to a systematic hierarchy based on social categories. Frequently, children of color from low-income families also attend schools that have the least qualified teachers and fewest resources.
Sexism or gender bias is the belief that women and men have different characteristics and these differences are based on the right for males to have more resources and power than women. The history of women in the United States shows the long-standing discrimination that women have experienced. Women did not receive the right to vote until 1920. Women have long had to fight for rights to education, employment, and fair wages. Title IX (1978) was an important piece of legislation that did a great deal to ensure that women were given the same opportunities as men in school, including the ability to be involved in sports.
Stereotype threat impedes the performance of women. It is important that teachers are careful about signaling that girls and women are just as capable as boys and men. Furthermore, all students can benefit from the inclusion of the history of women and women role models in the curriculum.
Learning Objectives
L01. Define classism, income, wealth, and sexism.
L02. Describe classism and poverty rates and their impact on children and low-income individuals.
L03. Evaluate how school stratification acts as an obstacle to equal educational opportunities.
L04. Explain how poverty is a global issue.
L05. Describe how traditional gender roles can conflict with values of equality.
L06. Summarize how Title IX has assisted women in gaining equity in schools and society.
L07. Examine how stereotype threat can undermine the self-confidence and performance of women.
L08. Analyze the way women have been presented in the school curriculum.
Readings and Resources
Due this Week
Classism is discrimination of people and groups based on their social class. Children from low-income families often do not have the same opportunities because they do not have the cultural capital, social capital, or educational experiences compared with children from higher-income families. Class and poverty intersect with race; child poverty rates for African American and Latino children are much higher than for White children. Poor children of color may be food insecure, and they may not have homes or healthcare. Social stratification refers to a systematic hierarchy based on social categories. Frequently, children of color from low-income families also attend schools that have the least qualified teachers and fewest resources.
Sexism or gender bias is the belief that women and men have different characteristics and these differences are based on the right for males to have more resources and power than women. The history of women in the United States shows the long-standing discrimination that women have experienced. Women did not receive the right to vote until 1920. Women have long had to fight for rights to education, employment, and fair wages. Title IX (1978) was an important piece of legislation that did a great deal to ensure that women were given the same opportunities as men in school, including the ability to be involved in sports.
Stereotype threat impedes the performance of women. It is important that teachers are careful about signaling that girls and women are just as capable as boys and men. Furthermore, all students can benefit from the inclusion of the history of women and women role models in the curriculum.
Learning Objectives
L01. Define classism, income, wealth, and sexism.
L02. Describe classism and poverty rates and their impact on children and low-income individuals.
L03. Evaluate how school stratification acts as an obstacle to equal educational opportunities.
L04. Explain how poverty is a global issue.
L05. Describe how traditional gender roles can conflict with values of equality.
L06. Summarize how Title IX has assisted women in gaining equity in schools and society.
L07. Examine how stereotype threat can undermine the self-confidence and performance of women.
L08. Analyze the way women have been presented in the school curriculum.
Readings and Resources
Due this Week
- Taking Action Proposal
- Students will write a 2-3 page paper identifying a multicultural issue facing diverse student populations in today’s communities, schools, and societies. Students will be an advocate and “voice” for these diverse students. Students are to propose strategies and recommendations to alleviate the identified issue. Submit the Taking Action assignment to Assignments in Laulima by 11:55pm on the given due date.
- Students will write a 2-3 page paper identifying a multicultural issue facing diverse student populations in today’s communities, schools, and societies. Students will be an advocate and “voice” for these diverse students. Students are to propose strategies and recommendations to alleviate the identified issue. Submit the Taking Action assignment to Assignments in Laulima by 11:55pm on the given due date.
- Quiz
- This is an open-book, open-resource quiz that you are required to take after completing the assigned readings and videos. This quiz is graded but you are able to take the quiz as many times as you like and only your highest score will be counted. Complete your quiz by Sunday at 11:55pm. To complete the quiz, go to LAULIMA TESTS & QUIZZES.