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<div class=Section1>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>EDUC 2400 �
01<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Week 9. 11/05/07<o:p></o:p></span></p>
<p class=MsoListParagraphCxSpFirst style='margin-left:0in;mso-add-space:auto'><span
style='font-size:14.0pt;line-height:115%;font-family:"Arial","sans-serif"'>Announcements:<o:p></o:p></span></p>
<p class=MsoListParagraphCxSpMiddle style='text-indent:-.25in;mso-list:l0 level1 lfo2'><![if !supportLists]><span
style='font-family:"Arial","sans-serif";mso-fareast-font-family:Arial'><span
style='mso-list:Ignore'>1.<span style='font:7.0pt "Times New Roman"'>
</span></span></span><![endif]><span style='font-family:"Arial","sans-serif"'>Visit
from ESL students, Dixie High School on Nov. 12, 11-11:50.<span
style='mso-spacerun:yes'>� </span>Please e-mail Dr. Davis if your team needs
help on this.<o:p></o:p></span></p>
<p class=MsoListParagraphCxSpLast style='text-indent:-.25in;mso-list:l0 level1 lfo2'><![if !supportLists]><span
style='font-family:"Arial","sans-serif";mso-fareast-font-family:Arial'><span
style='mso-list:Ignore'>2.<span style='font:7.0pt "Times New Roman"'>
</span></span></span><![endif]><span style='font-family:"Arial","sans-serif"'>Keep
up with your assignments, quizzes (if you miss one, go to the textbook site and
take the multiple choice questions.<span style='mso-spacerun:yes'>� </span>Send
the results to davis@dixie.edu)<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:12.0pt;line-height:115%;font-family:
"Arial","sans-serif"'>Today�s focus<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:12.0pt;line-height:115%;font-family:
"Arial","sans-serif"'>Chapter 10:<span style='mso-spacerun:yes'>�
</span>Heterosexism:<span style='mso-spacerun:yes'>� </span><a
href="../UHD_files/UHD10x.ppt">Transforming Homosexuality from Deviant to
Different</a><o:p></o:p></span></p>
<p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:
normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman"'>Overview<o:p></o:p></span></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman"'>Chapter Ten begins with the historic
assumption that every human being is a heterosexual at birth and reviews
research that has challenged this assumption and created the concept of a
sexual orientation continuum for human beings that has a biological component.
The chapter provides an overview of historical influences shaping the American
cultural bias against homosexuality, the myths about homosexuals that have
emerged from that bias, and recent developments that have confronted and
refuted this cultural bias and these myths. Much of this confrontation has come
from social activists demanding gay rights, referring to the civil rights that
heterosexuals enjoy. Yet institutional discrimination is still reported in such
areas as the workplace, the legal system, the armed forces, and in schools. The
chapter examines issues in all of these areas including the demand for
recognition of domestic partnerships, gay marriage, research on parenting by
same sex couples, the controversy over having openly lesbian and gay soldiers,
and the necessity for having openly lesbian and gay teachers. <o:p></o:p></span></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal'><span class=leftnavtitle><span style='font-size:14.0pt'>Chapter
11: Classism: Myths and Misperceptions about Poverty<o:p></o:p></span></span></p>
<p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:
normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman"'>Overview<o:p></o:p></span></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman"'>Chapter Eleven describes reasons why
poverty was historically regarded as a local issue requiring local solutions
which began with simple assistance but eventually included the creation of
poorhouses to care for poor people. American cultural values have promoted
negative influences upon individual perceptions of poor people in terms of
their deficiencies and their personal responsibility for their own poverty. <o:p></o:p></span></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman"'>These historic attitudes were
altered by the Great Depression of the 1930s when many Americans demanded that
the federal government become involved in addressing widespread problems of
poverty. That involvement continues today, and the No Child Left Behind Act
(NCLB) represents the most recent attempt to resolve poverty through education,
but problems with NCLB since its inception have not been resolved. Although
many anti-poverty programs from the 1930s are still in existence, the historic
negative attitudes have also persisted and are reinforced by derogatory beliefs
such as myths about welfare recipients. <o:p></o:p></span></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman"'>Institutions contribute to the
exploitation of the poor through government economic policies that favor the
wealthiest Americans and contribute to the growing disparity between rich and
poor. Vulnerable low-income families are also subjected to economic
manipulation by banks and merchants as illustrated by practices such as
redlining, high prices for merchandise in low-income areas, and high interest
rates. Rent-to-own stores, check cashing stores, and pawnshops also exploit the
poor. The chapter concludes with recommendations of actions that have been proposed
to address many of the problems created by poverty. <o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Presentations
from Chapters by:<span style='mso-spacerun:yes'>� </span>Casey W., Lisa.,
Kimberly and whoever may have prepared for sharing today<o:p></o:p></span></p>
<p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:
normal'><span style='font-size:12.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Prepare activities for Dixie High School ESL students.<span
style='mso-spacerun:yes'>� </span><span style='mso-tab-count:4'>�������������������������������������� </span><span
style='mso-tab-count:2'>������������������� </span><span style='mso-tab-count:
10'>��������������������������������������������������������������������������������������������������� </span><span
style='mso-tab-count:12'>����������������������������������������������������������������������������������������������������������������������� </span><span
style='mso-tab-count:12'>����������������������������������������������������������������������������������������������������������������������� </span><span
style='mso-tab-count:4'>��������������������������������������� </span></span><span
style='font-family:"Arial","sans-serif"'><o:p></o:p></span></p>
<p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:
normal;mso-layout-grid-align:none;text-autospace:none'><span style='font-size:
10.0pt;font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
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Copyright 2008,
by the Contributing Authors.
Cite/attribute Resource.
jones. (2007, December 04). Week9. Retrieved February 08, 2012, from Dixie State College of Utah Web site: http://dixie.educommons.net/elementary-education/multicultural-education-esl-education/EDUC2400wk9.htm.
This work is licensed under a
Creative Commons License.
