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TRANSCRIPT
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Part 2
Innovative Educators Webinar
Developing and Enhancing Cultural Competence
in Support of Student Success
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Imagine a school where all kinds of people feel comfortable showing up, secure in the knowledge that they have a place they don’t have to defend every time they turn around, where they are encouraged to do their best, and are valued for it….
Allan G. Johnson, 2006
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A Global Issue
Schools with an inclusive orientation are the most effective means of combating discriminatory attitudes and creating welcoming communities, building an inclusive society, and achieving education for all.
UNESCO Salamanca Statement, 1994
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Culturally competent teaching
The ability to successfully teach students who come from different “cultures” entails:
mastering personal and interpersonal awarenesses and sensitivities,
learning, specific bodies of cultural knowledge mastering a set of skills that underlie effective
cross-cultural teachingCultural Competence: A Primer for
Educators
Jerry Diller and Jean Moule, 2005
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Workshop Overview
What does it mean to be an inclusive campus community?
Review last week’s session, discussion, and questions.
Continued exploration of challenges are confronted by students who experience exclusion or marginalization?
How can colleges develop educators to create more inclusive and civil campus communities?
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An Inclusive Campus
Are places where students and faculty work together to create an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns.
In such settings, faculty seek to be responsive to students both on an individual and a cultural level.
Shari Saunders & Diana Kardia
CRLT, University of Michigan
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Diversity to inclusivity
An inclusive organization where all people are empowered to do their best work.
Simma Lieberman
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What is Cross Cultural Competence
A set of congruent knowledge, attitudes and behaviors that enable persons from one culture to understand, communicate, and interact effectively with people of another culture.
Multiple sources
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Cross cultural competence
Developing an awareness of one's own culture, existence, sensations, thoughts, and environment
Accepting and respecting cultural differences Resisting judgmental attitudes such as
"different is not as good" Being open to cultural encounters Being comfortable with cultural encounters
“The Purnell Model for Cultural Competence”Journal of Multicultural Counseling and HealthSummer 2005
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Cross Cultural Competence includes:
Willingness to Engage Cognitive Flexibility & Openness Emotional Regulation Tolerance of Uncertainty Self- Efficacy Ethnocultural Empathy.
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Don’t get out of your comfort zone….
Stretch your comfort zone.
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Attention to diversity might even be perceived as divisive and inhibitingcommunity.
A strategy to counter the divisive perceptions of diversity is to broaden our definition of diversity, in ways that highlight the intersectionality of race/ethnic, gender, class, religion, sexual orientation, within a framework of marginalization and justice.
Marilyn Fernandez, Santa Clara University
Seven kinds of diversity Beverly D. Tatum, 1999
1. Race/ethnicity2. Gender3. Religion4. Sexual Orientation5. Socio-economic status6. Age7. Physical/Mental Ability
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Categories of “otherness” Beverly D. Tatum, 1997
“Otherness” Race/ethnicity Gender Religion Sexual Orientation Socio-economic status Age Physical/Mental Ability
Form of oppression Racism/ethnocentrism Sexism Religious oppression Homonegativism Classism Ageism Ableism
Multiple Issues…
1. Race/ethnicity AND also…2. Gender3. Religion4. Sexual Orientation5. Socio-economic status6. Age7. Physical/Mental Ability
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Addressing The IssuesSession 1
Socio-economic status Religion Lesbian, Gay, Bisexual, Transgender Ethnic and Racial Issues
Enhancing empathy exercise: Religion
Imagine that you awoke this morning and you had converted from being Christian or Jewish to Islam, or from being a Muslim or a Christian to Judaism.
How would people treat you differently: in your community, at school, at work, on your team?
How might family or friends treat you differently? What opportunities might open or close for you? What rewards might or might not come your way? What other positive or negative changes might you
experience?
Enhancing empathy exercise: Sexual orientation
If you are heterosexual, imagine that you awoke this morning and, if you are male, you are gay; if you are female, you are lesbian.
How would people treat you differently in your community, at school, at work, on your team?
How might family or friends treat you differently? What opportunities might open or close for you? What rewards might or might not come your way? What other changes might you experience?
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Understanding cultural difference doesn’t make the difference go away.
However, the person who understands how difference causes communication to break down can take the initiative to try and make the communication work.
You Just Don’t Understand, D. Tannen
Developing and enhancing cultural competence must be the primary outcome of diversity/inclusivity programs.
Cultural competence is the ability to understand, communicate and effectively interact with people across “cultures.”
Diversity/Inclusivity Outcomes
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Adult/Re-entry students
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Categories of “otherness” Beverly D. Tatum, 1997
“Otherness” Race/ethnicity Gender Religion Sexual Orientation Socio-economic status Age Physical/Mental Ability
Form of oppression Racism/ethnocentrism Sexism Religious oppression Heterosexism Classism Ageism Ableism
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Who are “adult students” on your campus?
We must recognize who our own adult learners are, who they are not, and how they differ from national trends.
Barbara Cheney, ChairBarbara Cheney, Chair
Penn State Commission for Adult LearnersPenn State Commission for Adult LearnersQuality EndeavorsQuality Endeavors, 2005, 2005
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What are some of the reasons why adult students return to college?
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Adult students return to college for a variety of reasons:
Job changeDivorce DeathSelf fulfillmentFinancial reasons
Barbara Miccio
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What are some of the differences between adult learners and younger
student cohorts?
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What are some of the differences between adult learners and younger
student cohorts?
MotivationLearning styleReasons for going to collegeResponsibilitiesView of educationLife experienceLack of social support on campus
Barbara Miccio
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Adult students often “recycle” through developmental issues faced by younger students.
Chickering and Reisser, 1993
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Inwardly, [adult] students relate to teachers as “elders”, even if the age difference is reversed… they may be as apprehensive as younger students tend to be.
Parker Palmer, 1998
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Chickering’s Seven Vectors:Developmental Tasks for College Students
1. Developing competence
2. Managing emotions
3. Moving through autonomy toward interdependence,
4. Developing mature interpersonal relationships
5. Establishing identity
6. Developing purpose
7. Developing integrityChickering & Reisser, 1993
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Adult students
1. The Impostor2. The Roadrunner3. Cultural Suicide
The Skillful Teacher: On Trust, Technique and Responsiveness in the Classroom.Stephen Brookfield, 2006
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The Impostor
I don’t have the talent or right to be in college because lack theintelligence or confidence to succeed.
Brookfield, 2006
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The Road Runner
“My past history in school is not good. I won’t be able to compete…”
Common Fears of Adult Students
Al Siebert, 2000
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Cultural Suicide
The process whereby students are punished by their families, peers and communities for what appears to be an act of betrayal, or changing as a result of participating in learning
Brookfield, 2006
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Effective Strategies
Assign an adult student advocate to identify issues, mediate problems, etc.
Facilitate formation of support groups Interactive on-line advising system Active outreach advising system
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Effective Strategies
Shorten time on task. Long drawn out study programs are not appealing to most learners over 25.
Offer courses in multiple formats.
Carol Aslanian, former Director
Office of Adult Learning, College Board
December 2008
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Effective Strategies
Conduct student satisfaction surveys.Follow-up with recent leavers to find out why they didn’t return.
Carol Aslanian, 2008
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Questions Comments
Effective Strategies
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Students with Disabilities
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Categories of “otherness” Beverly D. Tatum, 1997
“Otherness” Race/ethnicity Gender Religion Sexual Orientation Socio-economic status Age Physical/Mental Ability
Form of oppression Racism/ethnocentrism Sexism Religious oppression Heterosexism Classism Ageism Ableism
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Nearly 50 million Americans, one of every five people ages 5 and older, have a disability, according to the 2000 US Census [and] that number is expected to grow over the next 25 years…
“Disability in America”US Census Bureau Population BulletinSeptember 2004
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More and more high school students with disabilities are planning to continue their education in two- and four year colleges and universities.
USDOE, 2007
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For many students with disabilities, college is an initial experience wherein personal responsibility and independence become critical.
Steven Ender & Carolyn WilkieAcademic Advising, 2000
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You will have responsibilities as a college students that you didn’t have in high school.
Students With Disabilities Preparing for College: Know Your Rights and Responsibilities
US Office of Civil Rights, 2007
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Self advocacy is the key to success in college
Colleges and universities are restricted From seeking out students with disabilities due to privacy laws. You are responsible for requesting services you believe you need.
Minnesota State Colleges & Universities
http://www.mnscu.edu/students/disabilities/index.html
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Critical Skills for Students with Learning DisabilitiesAmy Milsom, UNCG, 2008
Confidence in their ability to succeed Ability and willingness to self-advocate Persistence Study & time management skills Self-determination skills Self-discipline Knowledge of college accommodations Know college is different from high school Resilience
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10 Tips for College Students with Disabilities
Kathleen Masterson, NPR.org. 9/17/2008
1. Seek out help when you need it.
2. Map out how you will use your time.
3. Plan ahead, especially for final projects and tests that are a big part of your grade.
4. Learn how you learn.
5. Be an active learner.
6. Create effective study routines.
7. Organize your study space.
8. Start early.
9. Identify problems that repeatedly get in your way.
10. Inquire about resources that can help you learn.
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Questions Comments
Effective Strategies
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Increasing Success for Underprepared Students
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Every year over one million academically underprepared students enter higher education and are in need of developmental, or remedial, education services.
Robert McCabe, 2000
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Despite improvements in the high-school retention rates of Aboriginal youth, they are still much less likely to finish their high-school education than non-Aboriginal youth
2000 Canadian Census
Underpreparedness is not new…
In the 1700s, colleges such as Harvard and the College of William and Mary had to initiate remedial coursework for underprepared students in order to generate enough enrollments to keep their doors open.Increasing access: Educating underprepared students in US colleges and universities past, present and future. Stephens, 2001
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Those halcyon days when all students who enrolled in college were adequately prepared, all courses offered at higher education institutions were ‘college level,’ and students smoothly made the transition from high school and college simply never existed. And they do not exist now. “Remedial education in colleges and universities: What's
really going on?” Merisotis & Phipps, 2000
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A Global Challenge
“Universities face more under-prepared students….”
University World News, 1/17/2010
Underprepared students include:
International students, including refugees, who must enter and engage a new country, culture and educational system that is often alien to their home-country experiences. Veterans, who enter or return to college with vulnerabilities (e.g., alienation, family relationships, mental health) that require a wide range of support services to enable them make sense of and transition out of life challenging experiences.
Underprepared students include:
Transfer students, who need to be prepared to enter receiving campus environments that are often less supportive and require greater independence.
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A Definition of Underpreparedness
Inadequate background knowledge in specific subject areas, e.g., History, civics, literature, etc.
Inability to read, write, compute at a college level (in English)
Lacking computer skills and other technology competencies
Inadequate study skills and self-management skills
Sally Rings, 2001
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A Definition of Underpreparedness
Beliefs and expectations that do not support motivation and persistence in college
Lack of understanding about behavioral skills needed to succeed
Unwilling to take instructors’ advice re: how to improve
Does not understand that learning is an active, shared responsibility with faculty
Rings, 2001
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Only 42 percent of students graduate from high school with the skills to begin college and of those entering college, only one in four is prepared.
Hornstein, 2004
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While the effects of group-specific characteristics on persistence and success must be thoroughly considered, for many students the overarching issue is that they are academically underprepared for the challenges and demands of college life.
CCSEE, 2007; Brown & Rivas, 2011
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Why are students academically under-prepared for college?
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College Readiness
Students have different levels of academic preparation when they graduate from high school.
Academic preparation is a function of individual school districts.
Only about 50% of the teachers in schools with at least 90% minority enrollment meet their states’ minimum requirements to teach. Greene & Foster, 2003
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Youth from families with an annual income of more than $75,000 are almost twice as likely to attend university as those from families who earn less than $25,000.
Post-secondary Education in Canada: Strategies for Success, 2007
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The idea that the offspring of the poor have chances as good as the offspring of the rich, well that’s not true. It is not respectable in scholarly circles anymore to make that argument….
Gary Solon, EconomistUniversity of MichiganNew York Times, May 15, 2005
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Only 20% of Black students and 16% of Hispanic students leave high school college-ready.
Greene & Foster, 2003
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It is easy to conclude that “traditional” students without risk factors, such as middle to high socio-economic status, solid academic preparation, attending fulltime, and with high rates of success are the exception rather than the rule.
Brown & Rivas 2011
A Definition of Underpreparedness
A student who has a gaps in his or her ability to think, feel, and behave in ways that are conducive to achieve success
Brown & Rivas, 2011
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Cognitive, Emotional, and Behavioral Barriers to Student Success
Low ability attributions Ego vs. Task involvement Reluctance to seek assistance
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Students may be underprepared in one or more areas and competent in others.
Finding the match between background, strengths, limitations and goals is a critical part of the work of individual educators.
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Along with college-level academic skills, high school students must also developstudy habits and other behavioral patterns associated with postsecondary success.
Kuh, 2007
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Showing newcomers what they must do to succeed is not sufficient. Also important is an infrastructure of support, including early warning systems, redundant safety nets, reward systems, and ongoing assessment.
Kuh, 2007
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People with a growth mindset do not give tests the power to define them.
Believing talent can be develop allows people to fulfill their potential.
Mindset, Dr. Carol Dweck, 2006
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It’s not enough to change what we do, we must also change what we believe.
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A fixed mindset limits achievement
It makes effort disagreeable Leads to inferior learning strategies Turns educators into judges rather
than allies.Carol Dweck, 2008
Active Outreach Strategies
Assessment and placementMandated orientation programsRequired advising meetingsLearning communitiesFirst-year seminar coursesEarly alert systems
Early alert systems
Identify students who are having difficulty and also provide recommended sources of assistance.
These were originally sent to faculty through campus mail, but they are increasingly available in web-based formats.
Active Outreach Strategies
Midterm grades/progress reports Supplemental InstructionPeer Support/Study groupsClear statements of responsibilitiesAdvising “contracts”Mentor/Peer mentor programs
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Role of Criticism
Students need to be willing to receive a critique of their work without perceiving it as an attack on their integrity, intelligence or creativity…
Faculty Viewpoint Understanding University Success, 2003
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Role of Failure
Those students who do well in my classes aren’t afraid to fail. They don’t quit or feel embarrassed. They understand that they’re not failing the course because of a failed experiment. Faculty Viewpoint Understanding University Success, 2003
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Students are afraid: afraid of failing, of not understanding, of having their ignorance exposed or their prejudices challenged, of looking foolish in front of their peers.
Parker PalmerThe Courage to Teach, 1998
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Change meaning of “failure”
Human Natural A critical part of learning and
development A test of resilience
Help students see faculty as resources for learning…
Carol Dweck, 2008
A Model for Success
a centralized organizational structure or department devoted to developmental educationmandatory placement testing for all new applicants who don’t meet exemptions mandatory placement in developmental courses if assessments indicate the needRequired academic advising to identify goals and plan first-term academic program
A Model for Success
Mandatory extended student-success or orientation class Placement of students in developmental classes that are part of a learning-community Support services in a variety of methods (e.g., writing & math centers, Supplemental Instruction, tutorial services).
Elizabeth Wilmer, VCCS,2008
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Questions Comments
Effective Strategies
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DiversityInclusivityCivility
Civility matters because treating one another with respect is necessary to effective communication, community building, and finding common ground.
The Dance of Incivility in NursingDr. Cindy Clark, Boise State
University
A safe classroom climate
1. A safe classroom is one where discussion and disagreement are acceptable; where established rules of discourse are followed by everyone, especially the instructor.
2. Students may need to be reminded of ground rules from time to time
3. Once students have reached consensus on a particular point, acknowledge this and agree to move on, so they don't recycle arguments over old ground.
University of North Carolina Center for Faculty Excellence
A safe classroom climate
4. It may be necessary to call “time outs” to allow emotions to cool. Ask students to summarize the discussion and write down their own thoughts, so these can be shared to restart the discussion.
5. Reserve time to wrap up the discussion, wherein students report what they learned and examine conclusions drawn from the exchange.
University of North Carolina Center for Faculty Excellence
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In an undergraduate context, it is widely accepted that the foundation of a civil or uncivil classroom is established within the first four days of class
Hirschy & Braxton, 2004
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Civility Contract-Indiana University(http://www.esf.edu/facgov/ExecChDocs/civpldge.pdf)
The classroom setting must be characterized by appropriate, respectful behavior. No instructor or other students in a class should be subject to any student’s disruptive or rude behavior. The instructor will take appropriate action to maintain a positive learning environment. Sanctions may includeremoval from class, failure of an assignment or the course, and/or referral to the campus judicial system. Likewise, no student should feel disregarded or intimidated by his/her instructor.
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Civility Contract-Indiana University(http://www.esf.edu/facgov/ExecChDocs/civpldge.pdf)
The classroom setting must be characterized by appropriate, respectful behavior. No instructor or other students in a class should be subject to any student’s disruptive or rude behavior. The instructor will take appropriate action to maintain a positive learning environment. Sanctions may includeremoval from class, failure of an assignment or the course, and/or referral to the campus judicial system. Likewise, no student should feel disregarded or intimidated by his/her instructor.
As a member of the academic community, I understand my responsibility for ensuring a productive and conducive learning environment. I will respect the guidelines listed above and I understand the consequences of disregarding them
Signature Printed Name Date
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Six themes of faculty to student incivility
1. Faculty making condescending remarks 2. Using poor teaching style or method 3. Using poor communication skills
(e.g., “surprise” grades, no syllabus)4. Acting superior and arrogant 5. Criticizing students in front of peers 6. Threatening to fail students
Clark & Spring, 2007
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Civility in the College ClassroomJennifer Schroeder & Harvetta Robinson, 2008
Be proactive: Include expectations for behavior, along with academic expectations in syllabi
Be a model: Behavior serves as a powerful representation in how faculty treat students
Ask why: seek to have students explain their behavior and put it into context
Have a plan: to respond to the unexpected Follow through on your plans for action Document incidents and your response(s)
thereto
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Students are not alone in being underprepared. Most faculty have had little or no training to respond to underprepared students. A Different Way to Think About Developmental Education
Carnegie Foundation, 2008
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What’s needed is a different way to think about professional development—not as special occasions offered on a periodic basis but as an integral part of faculty and institutional work….
Carnegie Foundation, 2008
Professional development: A process not an event
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We cannot assume that effective educators will emerge with structured pre-service and in-service professional development programs.
There are within each of us seeds of who we might become…. Thich Nhat Hanh
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There comes that mysterious meeting in life when someone acknowledges who we are and what we can be, igniting the circuits of our highest potential.
Rusty Berkus
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Questions Comments
Effective Strategies
Evaluations