Developing and Enhancing
Cultural Competence
in Support of Student Success
Part 2
Innovative Educators Webinar
www.tbrownassociates.com
tom@tbrownassociates.com
1
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
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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 teaching
Cultural Competence: A Primer for Educators
Jerry Diller and Jean Moule, 2005
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Workshop Overview
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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
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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 Health
Summer 2005
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Cross Cultural Competence includes:
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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 inhibiting
community.
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
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Seven kinds of diversity
Beverly D. Tatum, 1999
1.
2.
3.
4.
5.
6.
7.
Race/ethnicity
Gender
Religion
Sexual Orientation
Socio-economic status
Age
Physical/Mental Ability
Categories of “otherness”
Beverly D. Tatum, 1997
“Otherness”
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Race/ethnicity
Gender
Religion
Sexual Orientation
Socio-economic status
Age
Physical/Mental Ability
Form of oppression
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Racism/ethnocentrism
Sexism
Religious oppression
Homonegativism
Classism
Ageism
Ableism
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Multiple Issues…
1.
2.
3.
4.
5.
6.
7.
Race/ethnicity AND also…
Gender
Religion
Sexual Orientation
Socio-economic status
Age
Physical/Mental Ability
Addressing The Issues
Session 1
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Socio-economic status
Religion
Lesbian, Gay, Bisexual, Transgender
Ethnic and Racial Issues
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Enhancing empathy exercise: Religion
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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
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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?
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
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Diversity/Inclusivity Outcomes
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.”
Adult/Re-entry students
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Categories of “otherness”
Beverly D. Tatum, 1997
“Otherness”
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Race/ethnicity
Gender
Religion
Sexual Orientation
Socio-economic status
Age
Physical/Mental Ability
Form of oppression
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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, Chair
Penn State Commission for Adult Learners
Quality Endeavors, 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 change
Divorce
Death
Self fulfillment
Financial reasons
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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?
Motivation
Learning style
Reasons for going to college
Responsibilities
View of education
Life experience
Lack of social support on campus
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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 integrity
Chickering & Reisser, 1993
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Adult students
1. The Impostor
2. The Roadrunner
3. 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 the
intelligence 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
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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.
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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.
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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”
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Race/ethnicity
Gender
Religion
Sexual Orientation
Socio-economic status
Age
Physical/Mental Ability
Form of oppression
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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 Bulletin
September 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 Wilkie
Academic 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 Disabilities
Amy Milsom, UNCG, 2008
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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.
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10. Inquire about resources that can help you learn.
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 highschool retention rates of
Aboriginal youth, they are still
much less likely to finish their
high-school education than nonAboriginal youth
2000 Canadian Census
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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
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 underprepared students….”
University World News, 1/17/2010
54
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.
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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
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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
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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
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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, Economist
University of Michigan
New 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
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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
Cognitive, Emotional, and Behavioral
Barriers to Student Success
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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 develop
study 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
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Active Outreach Strategies
Assessment and placement
Mandated orientation programs
Required advising meetings
Learning communities
First-year seminar courses
Early alert systems
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Early alert systems
Identify students who are having difficulty
and also provide recommended sources of
assistance.
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These were originally sent to faculty
through campus mail, but they are
increasingly available in web-based
formats.
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Active Outreach Strategies
Midterm grades/progress reports
Supplemental Instruction
Peer Support/Study groups
Clear statements of responsibilities
Advising “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 Palmer
The Courage to Teach, 1998
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Change meaning of “failure”
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Human
Natural
A critical part of learning and
development
A test of resilience
Help students see faculty as
resources for learning…
Carol Dweck, 2008
81
A Model for Success
a centralized organizational structure or
department devoted to developmental
education
mandatory placement testing for all new
applicants who don’t meet exemptions
mandatory placement in developmental
courses if assessments indicate the
need
Required academic advising to identify
goals and plan first-term academic
program
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A Model for Success
Mandatory extended student-success or
orientation class
Placement of students in developmental
classes that are part of a learningcommunity
Support services in a variety of methods
(e.g., writing & math centers, Supplemental
Instruction, tutorial services).
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Elizabeth Wilmer, VCCS,2008
Questions
Comments
Effective Strategies
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DiversityInclusivityCivility
Civility matters because treating one
another with respect is necessary to
effective communication, community
building, and finding common
ground.
The Dance of Incivility in Nursing
Dr. Cindy Clark, Boise State University
85
A safe classroom climate
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.
1.
University of North Carolina Center for Faculty Excellence
A safe classroom climate
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.
4.
University of North Carolina Center for Faculty Excellence
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 include
removal 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 include
removal 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
91
Civility in the College Classroom
Jennifer Schroeder & Harvetta Robinson, 2008
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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)
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thereto
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
93
Professional development:
A process not an event
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
94
We cannot assume that effective
educators will emerge with
structured pre-service and inservice professional
development programs.
95
There are within each of us
seeds of who we might
become….
Thich Nhat Hanh
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
97
Questions
Comments
Effective Strategies
Evaluations
98