Diversity and Motivation: Culturally Responsive Teaching in College (Jossey-Bass Higher and Adult Education)

467 Pages·2009·2.39 MB·English

by  Margery B. Ginsberg

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Diversity and
Motivation
Culturally Responsive
Teaching in College
Second Edition
Margery B. Ginsberg
Raymond J. Wlodkowski
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Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-Bass
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Library of Congress Cataloging-in-Publication Data
Ginsberg, Margery B., 1954-
Diversity and motivation : culturally responsive teaching in college / Margery
B. Ginsberg, Raymond J. Wlodkowski. – 2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-7879-9611-6 (cloth)
1. College teaching—United States. 2. Motivation in education—United States.
3. Minority students—Education (Higher)—United States. 4. Multiculturalism—
United States. I. Wlodkowski, Raymond J. II. Title.
LB2331.G57 2009
378.1'25—dc22
2009001137
Printed in the United States of America
FIRST EDITION
HB Printing 10 9 8 7 6 5 4 3 2 1
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The Jossey-Bass
Higher and Adult Education Series
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Contents
Preface vii
Acknowledgments xv
The Authors xvii
1 Understanding Relationships Between Culture
and Motivation to Learn 1
2 Establishing Inclusion 71
3 Developing Attitude 127
4 Enhancing Meaning 183
5 Engendering Competence 259
6 Implementing a Culturally Responsive Pedagogy 323
Resources
Resource A: Charting Insights from Lesson Study 375
Resource B: Working with a Faculty Team to Introduce
the Motivational Framework 377
Resource C: The Motivational Framework 385
Resource D: Motivational Framework Lesson Plan 386
Resource E: Facilitating Equitable Discussions Within a
Multicultural Classroom 387
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vvii DCOIVNETRESNITTSY AND MOTIVATION
Resource F: Effective Lecturing Within a Multicultural
Classroom 391
Resource G: Providing Written Feedback to Students
in a Multicultural Classroom 394
Resource H: Cooperative Lesson Worksheet 396
Resource I: Inclusion, Attitude, Meaning,
and Competence Rubrics 398
Resource J: Peer Coaching Rubrics 402
Resource K: Evaluating the Motivational
Conditions of a Class 407
References 409
Name Index 429
Subject Index 435
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John Wiley & Sons San Francisco Diversity and Motivation Culturally Responsive Teaching in College 0000000000000 Copyright & 2009 by John Wiley & Sons, Inc. All rights reserved John Wiley & Sons, Inc. 2009 Margery B. Ginsberg Raymond J. Wlodkowski c06 Ginsberg1483c06 Copyright & 2009 by John Wiley & Sons, Inc. All rights reserved John Wiley & Sons, Inc. 2009
Preface
PREFACE
Motivation is a concept that is intended to explain one of life’s
most elusive questions: Why do we do what we do? Implicit in
seeking to answer this question is the intention that educators
might better understand motivation in order to support student
learning. Conventional wisdom as well as research indicates
that “motivated students” will surpass “unmotivated students”
in learning and performance. Knowledge about motivation can
improve classroom pedagogy to support student learning.
T his book responds to the question: How can postsecond-
ary instructors more consistently support student motivation
across diverse student groups? When we defi ne motivation as
the natural human capacity to direct energy in the pursuit of
a goal, an undergirding assumption is that human beings are
purposeful. We constantly learn, and when we do, we are usu-
ally motivated to learn. We are directing our energy through
attention, concentration, and imagination to make sense of our
world. With learning defi ned as an active and volitional process
of c onstructing meaning from experience and text, there is sub-
stantial evidence that motivation is consistently and positively
related to educational achievement.
At the same time, the task of supporting student motivation
in diverse classrooms is a highly nuanced endeavor. Who we are
culturally and how we interact with the world is an intriguing
intersection of language, values, beliefs, behaviors, and experi-
ences that pervades every aspect of a person’s life and contin-
ually changes and evolves. What culture is not is an isolated,
mechanical aspect of life that can be used to explain phenomena
in the classroom or can be learned as a series of facts, p hysical
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viii PREFACE
elements, or exotic characteristics (Banks, 2006; Gay, 2000;
Kitayama and Markus, 1994). Neither is culture an experimen-
tal science in search of a law. Rather, it is a highly interpretive
one in search of meaning (Geertz, 1973). Across cultural groups,
all students are motivated, even when they are not motivated to
learn what an instructor has planned.
This second edition builds on the fi rst by updating global
demographic shifts, elaborating on approaches that support the
success of linguistically diverse students, and expanding the
pedagogical repertoire and related theory of our earlier volume.
Further, the concluding chapter provides ways to implement
global trends in professional learning. Colleges and universi-
ties have more students than ever before whose perceptions
and ways of making meaning vary from one another and from
the instructor. Infl uenced by global forces and unprecedented
patterns of migration and immigration, skillful postsecondary
teaching requires skill and humility. In the United States alone,
almost 30 million people were born in other countries. Forty-
eight percent of students in New York City’s public schools
come from immigrant-headed households that represent more
than one hundred languages. In California, 1.5 million students
are classifi ed as English language learners (Suarez-Orozco and
Suarez-Orozco, 2002). The implications of these statistics for
higher education are signifi cant.
T his book proposes that teacher awareness of and respect
for cultural diversity infl uence student motivation to learn.
Ultimately it provides a theory and a set of practices that can
help postsecondary educators develop a clear focus on intrinsi-
cally motivating instruction for all students. From literature and
research that spans academic disciplines, we offer a motivational
framework for culturally responsive teaching. It is an instruc-
tional compass that has been generative for over a decade as it
has been used to develop new ideas and directions for lessons
and courses.
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