nsdc: capron and nickerson: expanding racial consciousness colorado staff development council april...
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NSDC: Capron and Nickerson: Expanding Racial Consciousness
Colorado Staff Development Council
April 10, 2008Scott Capron
Rob Nickerson
Expanding Racial Consciousness
NSDC: Capron and Nickerson: Expanding Racial Consciousness
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Expanding Racial Consciousness
Learning Goals: Explore how the dynamics of
student’s race and racial self identity impact learning
Examine how teachers’ consciousness about race and racial self-identity impact their effectiveness
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Expanding Racial Consciousness
Learning Goals: Explore frameworks and structures for
schools to become more culturally responsive
Examine staff development strategies that support educators in closing achievement gaps
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Building A Community
Be Present Allow Disequilibrium Speak Honestly Walk Away with Understanding and
More Questions
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
In groups, choose two or three of the common terms and discuss your interpretation of them.
How would the teachers in your school define these terms?
Source: Office of Educational Equity, Jefferson County Public Schools
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms Anti-racism Colorblind Equity Ethnicity Institutional Racism Race Racism White Privilege
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
White PrivilegeInstitutional and cultural preferential
treatment toward people with European ancestry over people of color.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms RacismRacial prejudice plus institutional and
systemic power to dominate, exclude, discriminate against or abuse targeted groups of people based on a designation of race.
“System of advantage based on race”Beverly Daniel Tatum PH.D
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
ColorblindMakes race irrelevant and invisible by
erasing racial categories and ignoring differences to achieve an illusory state of equality. A belief in the sameness of humans can deny the existence of differences.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
Anti-racismOur conscious and deliberate, individual
and collective action that challenges the impact and perpetuation of institutional White racial power, position, and privilege.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
EthnicityA basis for social categories that are
rooted in socially perceived differences in national origin, language, and/or religion.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
RaceA classification of humans created by
Whites which assigns the status ‘White' as the height of human achievement for the purpose of maintaining privilege and power.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
Institutional RacismThe way institutions systematically afford
White people an array of social, political, and economic advantages, while marginalizing people of color. These institutions generate and maintain racial discrimination, segregation, and inequalities of opportunity that keep people of color apart from the mainstream of American economic and political life.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
EquityThe state, quality, or ideal of being just,
impartial, and fair.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Common Terms
Partner Task: Why might it be important to seek
common understanding of vocabulary when talking about equity with colleagues?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Practical Idea #1: Another Layer of Professional Learning
Interview Season
How do we make the Diversity Question truly important?
What answers do we want to hear?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Interview Questions
What are some ways you worked to be culturally responsive in your teaching? Knowledge and understanding of the
community, culture, and use different strategies to meet the needs of various people while maintaining high expectations for all learners.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Interview Questions
What do you understand about the achievement gaps of various racial groups?
Think of a time when the issue of race came up in your classroom, how did you facilitate the conversation?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Colorado Data
Colorado Math and Reading at 3rd and 10th grade disaggregated by race
What do you notice?
Group Task: Share 2 observations per slide
NSDC: Capron and Nickerson: Expanding Racial Consciousness
3rd Grade CSAP ReadingColorado 2007
17
6
16 19
5
55
68
5550
72
29
2 210
0
10
20
30
40
50
60
70
80
Am Indian Asian Black Hispanic White
%Unsat
%Pprof
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
10th Grade CSAP ReadingColorado 2007
127
1518
4
28
17
30 31
14
50
61
46 44
67
4
13
3 2
12
0
10
20
30
40
50
60
70
80
Am Ind Asian Black Hispanic White
%Unsat
%Pprof
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
3rd Grade CSAP MathColorado 2007
12
4
1714
3
33
16
3437
17
39 4136 38
46
15
39
13 11
33
0
10
20
30
40
50
Am Indian Asian Black Hispanic White
%Unsat
% PProf
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
10th Grade CSAP MathColorado 2007
47
22
57 55
23
31 3127
3136
14
35
10 10
32
2
11
1 17
0
10
20
30
40
50
60
Am Indian Asian Black Hispanic White
%Unsat
%Pprof
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Data Reflection
Partner Conversation: What are some factors that contribute
to this data?
What would your colleagues say?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Avoidance Responses
Poverty Family Language Mobility
What about……..race?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
SAT Achievement Scores
Average Scores by parental income and race/ethnicity
San Francisco Examiner, June 7, 1998
666
737778
810
711
781
853904899
933 949995
818
925972
1050
0
200
400
600
800
1000
1200
Below $20,000 $20-40,000 $40-60,000 Above $60,000
Black Latino White Asian
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Race
Why not talk about race? How do we keep the conversation
about race and data real?
Partner Task: How do you identify yourself? (1 minute per person)
“The key here is not the kind of instruction but the attitude underlying it. When teachers do not understand the potential of the students they teach, they will underteach them no matter what the methodology.”
Lisa Delpit
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Practical Idea #2: Another Layer of Professional Learning
Study Group which Evolves to ActionLeadership
Example: Read “Why Do All the Black Kids Sit Together in the Cafeteria” by Beverly Daniel Tattum
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Self Identity
The psychological construct of an individual to determine identity based on race in a larger social context. For adolescents, this identity develops in response to messages from peers, adults, family, the media, and the community at large.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Self Identity
Why are all the Black Kids Sitting Together in the Cafeteria? By Beverly Daniel Tatum
Defining Racism Multiple Identities Identity Development in Adolescence Understanding Racial Identity Development Developing a healthy sense of white
identity
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Self Identity
Text Based Protocol Part I
Read your assigned excerpt Look for two major ideas
Part II Gather in a group where all 6 excerpts
are represented Share the major ideas
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Self Identity
Table Group Conversation: Connections to our schools
Do we nurture a positive racial self identity for our students?
What do we need to think about as we nurture positive racial identity in our students?
How might we encourage teachers to talk about racial self identity?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Practical Idea#3: Another Layer of Professional Learning
Placement of Students in Programs (academic and student leadership)
Get involved in the process and ask lots of questions
NSDC: Capron and Nickerson: Expanding Racial Consciousness
“Class, race, sexuality, gender and all other categories by which we categorize and dismiss each other need to be excavated from the inside.”
Dorothy Allison
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Summary and Break
Insights from the morning
Hopes for our remaining time together
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Time to take a pulse:
1. Is there anything that has made you uncomfortable up to this point?
2. What do we do about it?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Practical Idea #4: Another Layer of Professional Learning
Analyze and review school norms, policies, and discipline procedures
Are they culturally proficient and equitable?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Teaching Teaching and leading in such a way
that more of our students across more of our differences achieve at a higher level and engage at a deeper level more of the time without fundamentally giving up who they are.
Source: Office of Educational Equity, Jefferson County Public Schools
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
“Cultural Proficiency is a way of being that enables one to effectively respond in a variety of cultural settings to the issues caused by diversity.”
Source: Cultural Proficiency: A Manual for School Leaders page 84.
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
Table Group Conversation: Reflect on your school and school district
What programs and practices are you using to address culturally responsive teaching?
Describe the informal and formal conversations you have about race?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
Essential Elements of Cultural Proficiency Assess Culture: Name the Differences Value Diversity: Claim your Differences Manage the Dynamics of Difference: Frame
the Conflicts Caused by Differences Adapt to Diversity: Change to Make a
Difference Institutionalize Cultural Knowledge: Train
About Differences
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
Essential Elements of Cultural Proficiency Table Group Task:
Why is this element important? How would this element ‘look’ and ‘sound’
in your school? What is the first step towards making this
element a reality?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
Essential Elements of Cultural Proficiency Whole Group Task:
Why is this element important? How would this element ‘look’ and ‘sound’
in your school? What is the first step towards making this
element a reality?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
Background of the Continuum Highlight each descriptor
Cultural destructiveness Cultural Incapacity Cultural Blindness Cultural Pre-competence Cultural Competence Cultural Proficiency
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
How do you respond to elevate consciousness? What questions do you ask?
“Why can’t those kids just act normal?”
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
How do you respond to elevate consciousness? What questions do you ask?
“All they want to do is talk to each other in their own language. I know they are talking about me. I make them stop.”
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
How do you respond to elevate consciousness? What questions do you ask?
“I know that those kids don’t pay any attention to time, so I let them come in late.”
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Culturally Responsive Tools
How do you respond to elevate consciousness? What questions do you ask?
“For the students with extended absences for family reasons, we are designing a re – entry program.”
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Practical Idea #5: Another Layer of Professional Learning
Evaluation Cycle – an opportunity to ask questions about interactions with students.
Do we truly promote high expectations and assets based approach?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Perspectives in Literature
Learning Goals: Explore racial perspectives in
literature to make connections with our students of color.
Investigate literature as a strategy for staff development
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Perspectives in Literature
Joseph Bruchac Sandra Cisneros Paul Laurence Dunbar Langston Hughes Walter Dean Myers Tu-Uyen Nguyen Sherman Alexie
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Perspectives in Literature
Process: Read your piece of literature Respond to guiding questions Prepare a presentation
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Perspectives in Literature
Read and Reflect on these Questions: What messages do you hear in the voice of the
author?
What new connections do you make with the message and someone at school?
How does the literature inform us about the impact of race on student achievement?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Perspectives in Literature
Prepare a 2 Minute Presentation for the Group
Choose a powerful excerpt from your literature selection that carries the voice
As you read it, physically demonstrate it through motion or still pose
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Racial Perspectives in Literature
Whole Group: How does exploring literature help us
connect to students?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Summary
Dyads: As we think about today and what we
have heard and talked about: What insights have we gained about our
schools, our students, and our racial consciousness?
What are possibilities for moving forward?
What is your commitment for personal learning and action at school?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Feedback and Thank You
Please provide feedback on our session today and leave it at your table
Thank you for your conversation, time, and commitment
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Additional slides section
NSDC: Capron and Nickerson: Expanding Racial Consciousness
Gathering a sense of the group. Respond to one of the following questions.
Table Group: 1. Does racism exists in our schools? 2. Do we have evidence that racial self-
identity impacts learning? 3. Do teachers’ lens of race impact student
success? 4. Does the cultural structure of schools
impact students of color? 5. Is it important to talk about the concepts
and nuances of racism?
NSDC: Capron and Nickerson: Expanding Racial Consciousness
3rd Grade CSAP ReadingColorado 2006
17
6
20 20
6
56
70
51 49
72
37
2 28
0
10
20
30
40
50
60
70
80
Am Indian Asian Black Hispanic White
%Unsat
%Pprof
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
10th Grade CSAP ReadingColorado 2006
118
1721
5
27
20
31 32
16
52 54
4540
62
5
17
4 3
15
0
10
20
30
40
50
60
70
Am Ind Asian Black Hispanic White
%Unsat
%Pprof
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
3rd Grade CSAP MathColorado 2006
11
3
1613
3
30
14
34 35
15
42 4137 39
44
17
42
13 12
38
0
10
20
30
40
50
Am Indian Asian Black Hispanic White
%Unsat
% PProf
%Prof
%Adv
NSDC: Capron and Nickerson: Expanding Racial Consciousness
10th Grade CSAP MathColorado 2006
44
21
57 55
22
37 36
29 31
38
14
32
10 10
33
2
10
0 16
0
10
20
30
40
50
60
Am Indian Asian Black Hispanic White
%Unsat
%Pprof
%Prof
%Adv