| Term | Definition |
|---|
| Status positionality | Degree of respect in society |
| Cultural devaluation | Act and process of ascribing insignificance and/or deficiency to cultures of a specific collective populations |
| Cultural Normalization | act and process of ascribing a state of normalization and commonality to the history, worldview, and general ways of being of a particular collective population |
| Cultural Hegemony | Process whereby the more powerful cultural group wins the consent of less powerful cultural groups without the direct use of conflict or overt coercion through legislation |
| Worldview | Cognitive templates that people use to organize info about themselves, other people, and institutions (informed by culture) |
| Equity pedagogy | The principle that all students can learn; teachers who embrace this work to create learning atmospheres that demonstrably heighten the likelihood that all students can learn by using diverse teaching techniques |
| Knowledge Construction Empowering | Helping students to understand the various assumptions, frames of reference, and biases that come with knowledge and encouraging them that they also can construct knowledge |
| Self-efficacy | perception that one's personal efforts can and do affect the outcomes of one's endeavors |
| value orientations | complex principles which give order and direction to the ever-flowing stream of human acts and thoughts as these relate to teh solution of common human problems |
| person/nature mode | relationship of humans to nature; subjugation to nature, harmony with nature or mastery over nature |
| time sense mode | Which time frame is most valued: past, present, future |
| activity mode | How people live their lives: being (spontaneous), being in becoming (develop inner self), or doing (hard work) |
| social relations mode | To whom does a person answer to: lineality (authority based on kinship), collaterality (subject to group), or individualism (personal goals) |
| racial classification | the phenotype or outward appearance of race |
| racial identity | perception that one shares a common racial heritage with a group, pyschological identifying with a particular group |
| stereotype burden | Realizing that one is being seen as representing a particular race and that people are characterizing a people group by one's actions |
| speaking for the race | when persons who have neither the the qualifications nor the inclinations to do so find that they are expected to provide the racial perspective on situation, issue, or event |
| self-determination | attempts to assert control over personal fate, body, work, etc... |
| perpetual foreigner | Especially with Asian students, being thought of as a recent immigrant (because they might look like one) even when a family has been there for generations |
| communication anxiety | Feeling the inability to do well as well as fearing writing and speaking |
| familial piety | also called filial piety, reverence and respect for parents and other people in authority |
| cultural continuity | the extent to shich the culture they encounter in schoools complements that which they bring to schools |
| ESL | English as a second language |
| Power distance | a measure of interpersonal power of influence that exists between two individuals |
| Reservations | protected lands that as a part of a treaty or legislation are in teh possession of a particular Native American tribal group or nation |
| cultural marginality | Where people feel displaced or uncomfortable in the majority culture and at the same time, uncomfortable |
| federal recognition | Given status as citizens as well as rights to lands and political sovereignty, granted through treaties or other government recognition |
| white privilege | invisible package of unearned assets which white people can count on cashing in on each day, but about which they were meant to remain oblivious |
| invisibility of whiteness | the fact that white culture is often unnamed and unmarked and that gives the illusion that other cultures are included and that nonwhite cultures are different or exotic |
| mainstream worldview | collective set of values, expectations, assumptions, and general ways of being that is usually associated with white culture because of its sheer enormity |
| equity | orientation toward doing the right thing by studnets...compassionate, grace, meet needs of students by sometimes treating them differently |
| stereotype threat | pyschological phenomenon that inhibits the academic performance of students from groups negatively sterotyped in the larger society |
| hurried-child syndrome | occurs when children encounter experiences or are put into situations wherein they are expected to act and/or reason in ways for which they are not mature |
| students at promise | Change in perspective instead of seeing student's limitations, seeing their potential for success |
| equality | urging teachers to retain teaching practices and enforce formal school policies in a consisent manner |
| content integration | identifying and incporating material into the curriculum that represents diverse perspectives |
| knowledge construction | exploring worldviews and assumptions reflected in curricular content |
| textbook content uniformity | books are all the same, have uniformity in the content and skills taught in a particular grade level or subject area (can lead to lack of multicultural or diverse content) |
| cultural tokenism | including just a few sterotypical representations of people that are identifiable in roles or perspectives that are typical of that race, gender, etc... |
| intensification | when the tasks a teacher are required to perform as part of the normal teaching orle increase, but the time and resources made availabe remains constant |
| cultural centering | the deliberate efforts of teachers to lesson incongruities among curricular content, the techniques and strategies they use in the teaching learning process and the cultural worldviews of their students |
| idiolect | the unique characteristics of the language of an individual speaker |
| multiple intelligences | the various ways a person can be intelligent (Gardner's 9) |
| Cross-cultural interactions | interacting proficiently across cultures that are different from one's own |
| collaborative planning | when teachers meet to design units of study or other activities for students they have in common |
| politicizing the curriculum | giving a bias to curriculum material that is allegedly void of a certain perspective (although no knowledge is free from bias) |
| hierarchy of oppressions | placing certain kinds of oppression (racism, sexism, homophobia) as being more important than others |
| Playing the race card | using race as a reason for an objection or need?? |
| alienation | feeling out of place, not fitting in, not belonging to any group |
| dissonance | discord, disharmony, feeling out of sync, offbeat, out of tune with your surroundings |
| marginality | identifying with two groups but not fitting in either, being rejected by both groups and relegated to the margins |
| dualism | being involved with two cultures and having to hide the fact from one of the cultural groups |
| negotiation for acceptance | having to justify being in particular role or environment, when other people question whether you deserve it |
| bicultural affirmation | belonging to two cultural groups, with both groups knowing and appreciating your membership in the other group |
| multicultural transformation | interacting with people from several different cultures over time, with all participants being changed for the better because of the experience |
| cultural proficiency | the combination of organizational policies and practices or an individual's values and behavior that enables the organization or the person to interact effectively in culturally diverse settings |
Combine with other sets
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