The Article
In this article, Assistant Professor Elizabeth Heilman details the history, language, dialect, and school experiences of marginalized ethnic Whites; explores problems inherent in representation related to race, class, and marginality; and discusses action research on pre-service education intended to strengthen teachers’ perception of the special problem of marginalized Whites.

Discussion
Heilman points out that poor White children, often with roots in Appalachia, can present puzzling and intractable challenges for the multicultural educator. These students are not considered in multicultural textbooks, yet they face language and dialect issues, low educational attainment, under-representation in curriculum, and negative cultural stereotypes. The composition of marginalized ethnic White sub-groups varies according to geographic location and can include groups as diverse as French Creoles, recent Russian and eastern European immigrants, long-settled Appalachians, and those of Irish descent among many others. Heilman argues that these students can be under-recognized populations in many seemingly homogenous communities such as Midwestern urban and rural working-class communities. “Learning how to meet the educational needs of these students is crucially important and also serves the purpose of honing pre-service teachers' multicultural skills where no diversity is said to exist.” She notes that a review of the multicultural research and major teacher education textbooks suggest that marginalized ethnic White students are rarely considered in multicultural education courses. She then relates an action research project in which she sought to infuse issues related to marginalized ethnic Whites into her multicultural education courses that was only moderately successful. Most of her “pre-service teachers retained stereotypes despite such efforts.” She concludes that the “paucity of research in the area of educational policy and marginalized ethnic Whites suggests more needs to be done. Such research is an imperative in a democratic society and in an education profession committed to diversity and social justice.”

What It Means To You
Are teachers in your district knowledgeable of the history, language, and school experiences of marginalized ethnic Whites? Might stereotypes exist about these students that are affecting the ability of teaches to meet their educational needs?

For More Information
Heilman, E.E. (2004). Hoosiers, Hicks, and Hayseeds: The controversial place of marginalized ethnic Whites in multicultural education. Equity & Excellence in Educaton, 37, 67-79.

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