Chapter 5 socializing the individual review worksheet answers

MULTICULTURAL EDUCATION SERIES JAMES A. BANKS, Series Editor

Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education, Second Edition

ÖZLEM SENSOY AND ROBIN DIANGELO Teaching for Equity in Complex Times: Negotiating Standards in a High- Performing Bilingual School

JAMY STILLMAN AND LAUREN ANDERSON Transforming Educational Pathways for Chicana/o Students: A Critical Race Feminista Praxis

DOLORES DELGADO BERNAL AND ENRIQUE ALEMÁN, JR. Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom, 2nd Edition

CHRISTINE E. SLEETER AND JUDITH FLORES CARMONA Global Migration, Diversity, and Civic Education: Improving Policy and Practice

JAMES A. BANKS, MARCELO SUÁREZ-OROZCO, AND MIRIAM BEN-PERETZ, EDS.

Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education

WAYNE AU, ANTHONY L. BROWN, AND DOLORES CALDERÓN Human Rights and Schooling: An Ethical Framework for Teaching for Social Justice

AUDREY OSLER We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools, Third Edition

GARY R. HOWARD Teaching and Learning on the Verge: Democratic Education in Action

SHANTI ELLIOTT Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education

ALICIA C. DOWD AND ESTELA MARA BENSIMON Diversity and Education: A Critical Multicultural Approach

MICHAEL VAVRUS First Freire: Early Writings in Social Justice Education

CARLOS ALBERTO TORRES Mathematics for Equity: A Framework for Successful Practice

NA’ILAH SUAD NASIR, CARLOS CABANA, BARBARA SHREVE, ESTELLE WOODBURY, AND NICOLE LOUIE, EDS.

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Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice

SUHANTHIE MOTHA Black Male(d): Peril and Promise in the Education of African American Males

TYRONE C. HOWARD LGBTQ Youth and Education: Policies and Practices

CRIS MAYO Race Frameworks: A Multidimensional Theory of Racism and Education

ZEUS LEONARDO Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap

PAUL C. GORSKI Class Rules: Exposing Inequality in American High Schools

PETER W. COOKSON JR. Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools

ALYSSA HADLEY DUNN Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys

GILBERTO Q. CONCHAS AND JAMES DIEGO VIGIL Americans by Heart: Undocumented Latino Students and the Promise of Higher Education

WILLIAM PÉREZ Achieving Equity for Latino Students: Expanding the Pathway to Higher Education Through Public Policy

FRANCES CONTRERAS Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools

KATHRYN H. AU Understanding English Language Variation in U.S. Schools

ANNE H. CHARITY HUDLEY AND CHRISTINE MALLINSON Latino Children Learning English: Steps in the Journey

GUADALUPE VALDÉS, SARAH CAPITELLI, AND LAURA ALVAREZ Asians in the Ivory Tower: Dilemmas of Racial Inequality in American Higher Education

ROBERT T. TERANISHI Our Worlds in Our Words: Exploring Race, Class, Gender, and Sexual Orientation in Multicultural Classrooms

MARY DILG Culturally Responsive Teaching, Second Edition

GENEVA GAY

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Why Race and Culture Matter in Schools TYRONE C. HOWARD

Diversity and Equity in Science Education OKHEE LEE AND CORY A. BUXTON

Forbidden Language PATRICIA GÁNDARA AND MEGAN HOPKINS, EDS.

The Light in Their Eyes, 10th Anniversary Edition SONIA NIETO

The Flat World and Education LINDA DARLING-HAMMOND

Teaching What Really Happened JAMES W. LOEWEN

Diversity and the New Teacher CATHERINE CORNBLETH

Frogs into Princes: Writings on School Reform LARRY CUBAN

Educating Citizens in a Multicultural Society, Second Edition JAMES A. BANKS

Culture, Literacy, and Learning CAROL D. LEE

Facing Accountability in Education CHRISTINE E. SLEETER, ED.

Talkin Black Talk H. SAMY ALIM AND JOHN BAUGH, EDS.

Improving Access to Mathematics NA’ILAH SUAD NASIR AND PAUL COBB, EDS.

“To Remain an Indian” K. TSIANINA LOMAWAIMA AND TERESA L. MCCARTY

Education Research in the Public Interest GLORIA LADSON-BILLINGS AND WILLIAM F. TATE, EDS.

Multicultural Strategies for Education and Social Change ARNETHA F. BALL

Beyond the Big House GLORIA LADSON-BILLINGS

Teaching and Learning in Two Languages EUGENE E. GARCÍA

Improving Multicultural Education CHERRY A. MCGEE BANKS

Education Programs for Improving Inter group Relations

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WALTER G. STEPHAN AND W. PAUL VOGT, EDS. City Schools and the American Dream

PEDRO A. NOGUERA Thriving in the Multicultural Classroom

MARY DILG Educating Teachers for Diversity

JACQUELINE JORDAN IRVINE Teaching Democracy

WALTER C. PARKER The Making—and Remaking—of a Multiculturalist

CARLOS E. CORTÉS Transforming the Multicultural Education of Teachers

MICHAEL VAVRUS Learning to Teach for Social Justice

LINDA DARLING-HAMMOND, JENNIFER FRENCH, AND SILVIA PALOMA GARCIA-LOPEZ, EDS.

Culture, Difference, and Power, Revised Edition CHRISTINE E. SLEETER

Learning and Not Learning English GUADALUPE VALDÉS

The Children Are Watching CARLOS E. CORTÉS

Multicultural Education, Transformative Knowledge, and Action JAMES A. BANKS, ED.

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Is Everyone Really Equal?

An Introduction to Key Concepts in Social Justice Education

SECOND EDITION

Özlem Sensoy and Robin DiAngelo

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Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027

Copyright © 2017 by Teachers College, Columbia University

Cover design by Katherine Streeter.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. For reprint permission and other subsidiary rights requests, please contact Teachers College Press, Rights Dept.: tcpressrights@tc.columbia.edu

Library of Congress Cataloging-in-Publication Data is available at loc.gov

ISBN: 978-0-8077-5861-8 (paper) ISBN: 978-0-8077-7617-9 (ebook)

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mailto:tcpressrights@tc.columbia.edu
http://loc.gov
To all those whose shoulders we stand on and lean on—may ours be as steady for the next generation.

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Contents

Series Foreword   James A. Banks

Acknowledgments

Preface

What Is Critical Social Justice? Chapter Summaries

Prologue

A Parable: Hodja and the Foreigner Layers of the Parable

1.  How to Engage Constructively in Courses That Take a Critical Social Justice Approach

An Open Letter to Students A Story: The Question of Planets Guideline 1: Strive for Intellectual Humility Guideline 2: Everyone Has an Opinion. Opinions are Not the Same as

Informed Knowledge Guideline 3: Let Go of Anecdotal Evidence and Examine Patterns Guideline 4: Use Your Reactions as Entry Points for Gaining Deeper

Self-Knowledge Guideline 5: Recognize How Your Social Position Informs Your

Reactions to Your Instructor and the Course Content Grading Conclusion

2.  Critical Thinking and Critical Theory

Two Dimensions of Thinking Critically About Knowledge A Brief Overview of Critical Theory Why Theory Matters Knowledge Construction

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Example of Knowledge as Socially Constructed Thinking Critically About Opinions

3.  Culture and Socialization

What Is Culture? What Is Socialization? Cultural Norms and Conformity “You” in Relation to the “Groups” to Which You Belong

4.  Prejudice and Discrimination

What is Prejudice? What is Discrimination? All Humans Have Prejudice and Discriminate

5.  Oppression and Power

What is Oppression? Social Stratification Understanding the “isms” Internalized Dominance Internalized Oppression Hegemony, Ideology, and Power

6.  Understanding Privilege Through Ableism

What Is Privilege? External and Structural Dimensions of Privilege Internal and Attitudinal Dimensions of Privilege Common Dominant Group Misconceptions About Privilege

7.  Understanding the Invisibility of Oppression Through Sexism

What Is an Institution? An Example: Sexism Today What Makes Sexism Difficult to See? Discourses of Sexism in Advertising Discourses of Sexism in Movies Discourses of Sexism in Music Videos

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8.  Understanding the Structural Nature of Oppression Through Racism

What Is Race? A Brief History of the Social Construction of Race in the United States A Brief History of the Social Construction of Race in Canada What Is Racism? Two Key Challenges to Understanding Racism Racism Today Dynamics of White Racial Superiority Dynamics of Internalized Racial Oppression Racism and Intersectionality

9.  Understanding the Global Organization of Racism Through White Supremacy

What Is Whiteness? White Supremacy in the Global Context Common White Misconceptions about Racism

10.  Understanding Intersectionality Through Classism

Mr. Rich White and Mr. Poor White Strike a Bargain What Is Class? Common Class Venacular Class Socialization Common Misconceptions About Class Understanding Intersectionality Examples of Everyday Class Privilege Common Classist Beliefs

11.  “Yeah, But …”: Common Rebuttals

Claiming That Schools Are Politically Neutral Dismissing Social Justice Scholarship as Merely the Radical and

Personal Opinions of Individual Left Wing Professors Citing Exceptions to the Rule Arguing That Oppression Is Just Human Nature Appealing to a Universalized Humanity

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Insisting on Immunity from Socialization Ignoring Intersectionality Refusing to Recognize Structural and Institutional Power Rejecting the Politics of Language Invalidating Claims of Oppression as Oversensitivity Reasoning That If Choice Is Involved It Can’t Be Oppression Positioning Social Justice Education as Something “Extra” Being Paralyzed by Guilt

12.  Putting It All Together

Recognize How Relations of Unequal Social Power Are Constantly Being Negotiated

Understand Our Own Positions Within Relations of Unequal Power Think Critically About Knowledge Act in Service of a More Just Society

Glossary

References

Index

About the Authors

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Series Foreword

Since publication of the first edition of this visionary, practical, and engaging book, a number of events around the world have stimulated the rise of xenophobia, institutionalized racism, and the quest for social cohesion and nationalism (Banks, 2017). These events include the migration of Syrian and other refugees to European nations and the xenophobic responses they evoked as well as the populist revolts that resulted in the 2016 passage of the Brexit referendum in England to leave the European Union (Erlanger, 2017). The election of Donald Trump as President of the United States in 2016 and the popularity of Marine Le Pen in France and other right-wing politicians in European nations are also manifestations of the resurgence of neoliberalism and the pushback on social justice in nations around the world. The election and rising popularity of conservative politicians have led to an increase in reported Anti-Semitic and Islamophobic attacks in the United States and other nations. Reported attacks and threats on Jewish centers increased significantly after Trump won the presidential election in 2016 (Haberman & Chokshi, 2017). Reported harassment and attacks on Muslims in the United States increased after Trump issued an executive order on January 27, 2017 that banned immigrants from seven predominantly Muslim nations (Chokshi & Fandos 2017; Shear & Cooper, 2017).

Martin Luther King Jr. said, “The arc of the moral universe is long, but it bends toward justice” (King, 1965). The chilling and pernicious events described above do not necessarily invalidate the belief that the quest for social justice is long and “bends toward justice.” However, they exemplify the major thesis of Arthur W. Schlesinger Jr.’s (1986) illuminating book, The Cycles of American History, in which he argues that during the past two centuries of American history periods of social justice and idealism have rotated with periods of pragmatism and conservative backlash. The election of Donald Trump as president of the United States after Barack Obama engineered the passage of progressive legislation related to health care and the environment during his 8-year occupancy of the White House epitomizes Schlesinger’s thesis. The dismal and toxic “cycle” of American history that was initiated by the Trump administration and the White nationalism that it sanctioned (Painter, 2016) underscores how much we need the second edition of this informative and helpful book. Teachers, like other Americans and Canadians, will be influenced by the

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disconcerting and dispiriting racial climate in the United States and in many other nations today. These developments require multicultural and progressive teacher educators to work more diligently to promote social justice and equality today than was perhaps the case when the first edition of this book was published.

This trenchant and timely book is written to help both preservice and practicing teachers attain the knowledge, attitudes, and skills needed to work effectively with students from diverse groups, including mainstream groups. A major assumption of this book is that teachers need to develop a critical social justice perspective in order to understand the complex issues related to race, gender, class, and exceptionality in the United States and Canada and to teach in ways that will promote social justice and equality.

One of the most challenging tasks that those of us who teach multicultural education courses to teacher education students experience is resistance to the knowledge and skills that we teach. This resistance has deep roots in the communities in which most teacher education students are socialized as well as in the mainstream knowledge that becomes institutionalized within the academic community and the popular culture that most students have not questioned until they enroll in a multicultural education or diversity course. Sensoy and DiAngelo—who have rich and successful experiences teaching difficult concepts to teacher education students—thoughtfully anticipate student resistance to many of the concepts discussed in this adept and skillfully conceptualized book. They respectfully and incisively convey to readers the important difference between opinion and informed knowledge. They also convincingly describe why informed and reflective knowledge is essential for effective teaching in diverse schools and classrooms. The authors also provide vivid and compelling examples, thought experiments, and anecdotes to help their readers master challenging and complex concepts related to diversity, social justice, and equity.

Sensoy and DiAngelo draw upon their years of experience working with predominantly White teachers and their deep knowledge of diversity issues to construct explicit definitions of complicated concepts such as racism, sexism, classism, ableism, and internalized oppression. Another important feature of this book is the wide range of issues and groups with which it deals, including race, gender, exceptionality, and social class. The authors also present an informative discussion of intersectionality and how the various concepts related to diversity interrelate in complex and dynamic ways that create institutionalized and intractable forms of marginalization.

This well-written and practical book will help practicing educators deal

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effectively with the growing ethnic, cultural, and linguistic diversity within U.S. society and schools. Although students in the United States are becoming increasingly diverse, most of the nation’s teachers are White, female, and monolingual. Race and institutionalized racism are significant factors that influence and mediate the interactions of students and teachers from different ethnic, language, and social-class groups (G. R. Howard, 2016; T. C. Howard, 2010; Leonardo, 2013). The growing income gap between adults (Stiglitz, 2012)—as well as between youth that are described by Putnam (2015) in Our Kids: The American Dream in Crisis —is another significant reason why it is important to help teachers understand how race, ethnicity, gender, and class influence classroom interactions and student learning and to comprehend the ways in which these variables affect student aspirations and academic engagement (Suárez-Orozco, Pimentel, & Martin, 2009).

American classrooms are experiencing the largest influx of immigrant students since the beginning of the 20th century. Approximately 21.5 million new immigrants—documented and undocumented—settled in the United States in the years from 2000 to 2015. Less than 10% came from nations in Europe. Most came from Mexico, nations in South Asia, East Asia, Latin America, the Caribbean, and Central America (Camarota, 2011, 2016). The influence of an increasingly diverse population on U.S. schools, colleges, and universities is and will continue to be enormous.

Schools in the United States are more diverse today than they have been since the early 1900s, when a multitude of immigrants entered the United States from Southern, Central, and Eastern Europe. In 2014, the National Center for Education Statistics estimated that the percentage of students from ethnic minority groups made up more than 50% of the students in prekindergarten through 12th grade in public schools, an increase from 40% in 2001 (National Center for Education Statistics, 2014). Language and religious diversity is also increasing in the U.S. student population. The 2012 American Community Survey estimated that 21% of Americans aged 5 and above (61.9 million) spoke a language other than English at home (U. S. Census Bureau, 2012). Harvard professor Diana L. Eck (2001) calls the United States the “most religiously diverse nation on earth” (p. 4). Islam is now the fastest-growing religion in the United States, as well as in several European nations such as France, the United Kingdom, and the Netherlands (Banks, 2009; O’Brien, 2016).