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For Multicultural Education/Diversity as well as General Education courses Understanding Human Differences is the best single text for introducing students to the study of diversity in Twenty-First Century America and provides a clear conceptual framework for teaching about diversity.The author uses clear examples, lucid language, and engaging activities to involve students in thinking through fundamental ideas that ground their understanding of diversity.
The author investigates three converging elements in his examination of human differences: individual attitudes and behaviors, cultural expectations, and institutional policies and practices. This examination provides the basis for the conceptual organization of the text.
- Sales Rank: #97441 in Books
- Published on: 2010-01-30
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x .90" w x 7.30" l, 1.20 pounds
- Binding: Paperback
- 408 pages
Features
- Great Book, You will use it a ton!
From the Back Cover
A best-selling text for introducing readers to issues of diversity in U.S. society and education, Understanding Human Differences hones in on the study of diversity in 21st Century America while presenting historical perspectives and background. The text’s clear conceptual framework for teaching about diversity grounded in interdisciplinary research from the social sciences including education, sociology, biology, history, etc. successfully prepares both education and non-education majors to engage in discussions about diversity in America..
The popular inquiry format of this text encourages readers to discuss and debate topics, so they gain a deeper understanding of the issues addressed within each chapter. The author looks at all of the "isms" of U.S. society (sexism, classism, racism, etc.) through three overlapping lenses: the individual, institutions, and culture. Its strong historical perspective and balance of theory and application not only prepares pre-service teachers to be more accepting and successful working with diverse students in their classrooms, but also prepares students in other fields to be more sensitive to the issues affecting the diverse individuals they will meet and work with throughout their lives.
New to This Edition
- NEW! Discussion of culturally relevant teaching in U.S. classrooms helps teacher education students understand this innovative educational approach (ch. 13).
- NEW! Discussion of ageism calls attention to such issues as elder abuse and teenage unemployment (Ch. 11).
- NEW! Expanded discussion of Muslim stereotypes clarifies the nature of these stereotypes and how they are presented in popular culture (Chs. 2 and 6)
- NEW! Updated content on anti-immigrant attitudes in the United States, especially toward undocumented workers, including examining research that contradicts common but misinformed perceptions of recent immigration (Ch. 4).
- NEW! Extensive updates on the growth and the benefits of linguistic diversity in the U.S. (Ch. 4)
- NEW! Revised section on institutional racism in politics to reflect the election of President Barack Obama, with discussion of recent changes and the problems that yet remain (Ch. 8).
- NEW! Discussion of disability culture and Deaf culture (Ch. 12).
- NEW! Expanded discussion of education for children and youth with disabilities (Ch. 12).
- NEW! References to brand new assignments and activities on new MyEducationLab for Multicultural Education website.
About the Author
In 2000, Dr. Koppelman published Values in the Key of Life, a book of essays on diversity and moral issues. Understanding Human Differences was first published in 2005. He is currently working on an anthology for Pearson addressing diversity issues. Dr. Koppelman is a professor emeritus at UW-La Crosse.
Most helpful customer reviews
14 of 18 people found the following review helpful.
AWFUL!!!
By Tim and Sally
We used this textbook in a college course entitled, "Teaching a Diverse Population."
To a person, we all thought this book was awful.
My biggest problem with this piece of work is that the author expects the reader to agree to a line of logic that is not supported by facts. Sure, there are facts interwoven in each chapter, but the facts don't match the logic.
If I turned in any of these chapters as an argumentative essay to my English Composition professor, I'd surely receive less than an "A."
Additionally, I could have done without the four letter words such as cun* (you fill in the last letter).
18 of 24 people found the following review helpful.
Couldn't give it a ZERO Which it Deserves
By G. Soots
This book is HORRIBLE. If I wern't forced to use it in class I wouldn't even touch it. It is terribly slanted in a manner that a previous reviewer got right on. The whole book seems to be based on an incorrect perception that the European White Male is the reason for all of our social ills, not just racism.
An example is how Koppelman drolls on that the White European caused all the hatred in the Mexican population by stealing the Mexican land. He fails to cover the part a large majority of Mexicans are a mix of Native Americans and Spanish Conquistidor's. The Conquistidors plundered the land and slaughtered millions of Native Americans. So he overlooks the ills of the one race to set the Mexican up as a pure victim in this matter. His views are totally flawed throughout this book. And I am not letting Goodhart off the hook either.
Bottom line is: Unless you are absolutely required to use this book; DO NOT buy it. For a great perspective on diversity, see if you can find the aged, but fair and balanced "What you are is where you were when" by Morris Massey.
Understanding Human Differences is not the answer to promoting diversity, it promotes hate.
I am half hispanic and half white. So I have a Minority perspective as well as a white male perspective. Don't buy the hate!
3 of 3 people found the following review helpful.
Below average narrow-minded approach to clasroom diversity
By Bob Johnson
How did this book disappoint? I will pick on a few examples
One thing I found particularly frustrating was the book's coverage of immigration and border issues. The authors did an acceptable job of covering economic diversity in the classroom; explaining how teachers unintentionally alienate poorer students. Unfortunately, the authors clearly live in the northeast and have spent very little time exploring the unique issues that Chicano students face (outside of glancing over the New York Times articles they read each morning), a disappointment considering this is the biggest diversity issue in schools today. Teachers alienate their Hispanic/Latino students every day by making no effort to understand their culture. For example, community property is a concept often overlooked, much to the disdain of the teacher or other students who don't understand why their belongings are "borrowed" without asking. Teachers also insult their students' families when they show frustration at their lack of concern for grades and college (hard work is often viewed by Hispanics as more important; after all, school doesn't pay the rent or buy groceries). The authors could have focused on every day issues such as these stemming from white Americans' world-famous ignorance of other cultures, instead they chose to use the tired crutch of racism, nationalism, or ethnocentrism as the source of all problems in the classroom.
I also wish the book had been more polished before it went to press. This book had two authors, and it clearly shows that they did little collaboration. The layout of chapters and writing style showed a lack of cohesion, especially when the individual authors repeatedly made conflicting arguments in their respective chapters without making an effort to reconcile or even acknowledge their differences.
Later in the book, one of the authors decided to pretend to be a history professor (all while quoting tertiary revisionist political sources instead of scholarly work). I wont even get into the half-baked history in the last third of the book. All I will say is that I wish he/she would stick to education and do what he/she does best, work hard to keep public education stuck in the same rut it has been in since the 1970s.
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