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| Socially transmitted ways of thinking, believing, feeling, and acting within a group. |
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| Endowments such as academic competence, language competence, and wealth that provide an advantage to an individual, family, or group. |
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| The “eyes” through which we view the cultures around us and make decisions about how we will respond to them. |
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| A boundary based on cultural differences that may limit an individual’s understanding of persons from a different cultural background. |
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CULTURAL LITERACY/
COMPETENCY |
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| A functional understanding and knowledge of the important beliefs, values, customs, etc. of a particular culture. |
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| An educational concept that addresses cultural diversity and equity in schools. It incorporates the different cultural groups to which individuals belong, with an emphasis on the interaction of race, ethnicity, class, and gender in students’ lives. |
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| State of being equal in that one cultural group is not inferior or superior to another and that all groups have access to the same benefits of society regardless of their group memberships |
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| A philosophy that expects citizens to provide for those persons in society who are not as advantaged as others. |
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| A government in which power is vested in the people and exercised by them directly or indirectly through elected representatives. |
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| Values, attitudes, and commitments that guide the work of teachers and other school professionals. |
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| The conscious or unconscious belief that men are superior to women that results in behavior and action to maintain the superior, powerful position of males in society and families. |
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| Belief that one race has inherent superiority over all others and thereby has the right to dominate. |
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| The view that one’s class level (e.g., middle class or upper class) makes one superior to members of classes perceived below one’s own. |
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| An irrational fear of or aversion to homosexuals that leads to prejudice, discrimination, and sometimes violence against gays, lesbians, bisexuals, and transgendered persons. |
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| The arbitrary denial of the privileges and rewards of society to members of a group. |
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| Based on the interaction and influence in groups based on ethnic origin, race, religion, gender, sexual orientation, age, class, native language, geographic region, and abilities that determine the way an individual thinks, feels, and behaves in society. |
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| The process of acquiring the characteristics of a given culture and becoming competent in its language and ways of behaving and learning. |
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| Process of learning the social norms and expectations of a culture. |
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| View that one’s cultural group is superior to all others. |
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| The ability to see a culture as if WE are a member of the culture. |
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| Non-dominant cultural groups that embrace distinct cultural patterns of their own but also share those of the dominant culture. |
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| Process by which groups adopt or change the dominant culture. Occurs when the group’s distinctive cultural patterns either become part of the dominant culture or disappear as the group adopts the dominant culture. |
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| A person who is competent in two cultures and educational programs that recognize the value and worth of both the dominant culture and the culture of a student’s family, enhancing the development or maintenance of a positive self-image. |
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| The belief that every individual is his/her own master, is in control of his/her own destiny, and will advance or regress in society only according to his/her own efforts. |
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| Not having others determine our values, ideas, or behaviors. |
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| The process of being alienated by the dominant group. |
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| The process of adopting the cultural patterns of the dominant group. |
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| Allows two or more distinct groups to function separately and equally without requiring any assimilation of one into the other. |
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| The belief in social, political, and economic rights and privileges for all people. |
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| A system based on the belief that an individual’s achievements are due to their own personal merits |
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| More equal achievement and similar rates of dropping out of school, college attendance, and college completion by different ethnic, racial, gender, and class populations. |
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| Application of generalizations, many of which are negative, about a group without consideration of individual differences within the group. |
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| The arbitrary denial of the privileges and rewards of society to members of a group. |
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| Composed of parts or elements that are all of the same kind; not heterogeneous: a homogeneous population; of the same kind or nature; essentially alike. |
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| State of being equal in that one cultural group is not inferior or superior to another and that all groups have access to the same benefits of society regardless of their group memberships. |
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| The belief that the poor would not be poor if they would only work harder. |
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| A group sharing the same economic and social status. |
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| SOCIOECONOMIC STATUS (SES) |
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| Composite of the economic status of families or persons on the basis of occupation, educational attainment, income, and wealth. |
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| Accumulated money and property such as stocks, homes, and cars that can be turned into money. |
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| Jobs or workers characterized by manual labor that is usually mechanical and routine. |
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| Jobs or workers characterized by non-manual labor in offices, retail stores, and sales. |
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| A teacher’s projection of a student’s academic achievement based on socioeconomic, social, and cultural factors that do not indicate a student’s academic potential. |
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1690s reducted the barriers that prevented African Americans from enjoying the priviledges of the middle class. Allowed access to integrated schools, restrooms etc.
Freedom Riders etc |
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| front door, side door, back door |
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| legal immigrants: family sponsorship, request for employers, refugees, diversity or lottery immigrants |
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| temporary migrants with temp work permit |
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