Single-Group Studies. Based on C.E. Sleeter & C.A. Grant (2003). Making Choices for Multicultural Education (4 th Ed.). Goals & Rationale. Societal: Promote social equality by providing information about a specific group and the effects of past and present discrimination.
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Based on C.E. Sleeter & C.A. Grant (2003). Making Choices for Multicultural Education (4th Ed.)
Perspectives about Inequalities (pp. 119)
Encapsulation: Comfortable with status quo; other groups’ experiences and perspectives unseen; accepts stereotypes.
Disintegration: Evidence of discrimination clashes with previous perspective- feels guilt and/or anger.
Reintegration: Resolves discomfort by returning as close as possible to encapsulation.
Pseudo-independence: Resolves discomfort by seeking information about and/or coming into contact with other groups; establishes identity with others.
Autonomy: Works to end discrimination against oppressed groups; positive identity with own group but does not accept superior status.Philosophical Framework: Stages of Identity Development (pp. 125)
Conformity: Identify with dominant group and its version of society; accept negative image of own group.
Dissonance: Evidence of discrimination clashes with previous perspectives; causes confusion; seeks knowledge.
Resistance & immersion: Actively reject dominant society & beliefs; thirst for knowledge about own group.
Internalization: Strong positive identity with own group; willing to connect with dominant group but not with subordinate status.
Commitment: Committed to work against discrimination; strong positive identity with own group; willing to work with dominant group members at autonomous stage.Philosophical Framework: Stages of Identity Development (pp. 125)