Long Descriptions for Chapter Two
Long descriptions for complex figures and tables in chapter two of the Improving Education for Multilingual and English Learner Students: Research to Practice.Figure 2.1. Asset-Based Pedagogy
A figure shows a flowchart of research-based representation of asset-based pedagogy and its underlying structure and logic. As a whole, the chart shows how teacher inputs affect student behaviors and beliefs, which ultimately affect achievement. The specific teacher inputs are critical consciousness, asset-based pedagogy behaviors, teacher expectations, and teacher quality behaviors. Teacher critical consciousness affects teacher expectations, which affects teacher quality behaviors. Teacher quality behaviors, in turn, affect student achievement identity, which ultimately affects achievement. Teacher critical consciousness also affects asset-based pedagogy behaviors. These behaviors affect students’ achievement identity, ethnic affirmation, and perceived discrimination. All of these student beliefs affect achievement. By developing critical consciousness, teachers can change their own behaviors and expectations, their students’ beliefs, and ultimately, their students’ achievement.
Figure 2.2. Self-portraits by Students in Norma González’s Classroom
A figure shows self-portraits by students in Norma González’s classroom are from before and after she had the opportunity to engage in asset-based pedagogy that affirmed the students’ lived familial, cultural, and community experiences. The “before” image shows a child's drawing with blond hair and blue eyes. The “after” image depicts brown skin, hair and eyes, and is a more accurate depiction of what the child who drew the picture actually looks like.
Figure 2.3. Diversity in Children’s Books
A figure shows a picture of children from different ethnic and racial backgrounds, as well as a bear. The picture shows that whereas minoritized children are represented in only 1 to 10 percent of picture books, White children are depicted in 50 percent of picture books and animals in 27 percent. Specifically, only 1 percent of children’s books depict characters from American Indian or First Nations backgrounds; 5 percent depict characters from Latinx backgrounds; 7 percent depict characters from Asian Pacific Islander or Asian Pacific American backgrounds, and 10 percent depict characters from African or African-American backgrounds.
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