RtI Center Culturally Responsive
Practices Training
http://www.wisconsinrticenter.org/crcp.html
The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development
of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
REVIEW OF DAY 1
Reflect from Day 1
• What was comforting/comfortable?
• What did you find challenging or confusing?
• What are you wondering about/what
questions do you have?
• What do you most want to remember?
Source: Coffee Talk (Equity Focus) Protocol from NSF protocols
Agenda
•
•
•
•
Practitioner Identity
Implicit Bias
Student Identity
School/Community
Identity
• VABB
Believe all Students Will Learn
Section Objectives:
Understand how
implicit bias
impacts teaching
and learning/the
problem your school
is examining
Conversation Starter
• What is it you believe about students and
learning? Can all students learn? Will they?
Why or why not?
• What does your school mission statement say
about student achievement?
• Does your school data reflect your values and
your mission?
Everyone has biases…
Implicit Bias
…what we do in response to them is what matters.
What is Implicit Bias?
• Unconscious, automatic
• Based on stereotypes
• We all have biases (even those affected by
them)
• Generally not an indication of our beliefs and
values
• More likely to influence:
– Snap decisions
– Decisions that are ambiguous
Implicit Bias Predicts
the Extent to Which…
• Police Officers use force when arresting African
American children as opposed to white children
(Goff et al., 2014)
• Arbitrators decide labor grievances in favor of men
over women (Girvan, Deason, & Borgida, 2014)
• Pediatricians recommend less pain medication for
African American children than white children with
identical symptoms (Sabin & Greenwald, 2012)
Implicit Bias at Work
• Attractiveness
– Real estate agents rated as more attractive sell
homes for significantly higher prices (Salter, Mixon, &
King, 2012)
• Height
– One inch of height is worth $789 per year in salary
(Judge & Cable, 2004)
Implicit Bias and Race
“…the challenge is not a small number of twisted
white supremacists but something infinitely more
subtle and complex: People who believe in equality
but who act in ways that perpetuate bias and
inequality.”
- Nicholas Kristof, The New York Times
What Would You Do? Bike Thief Video
• Hidden cameras highlight how people respond
when different actors pretend to steal a bike
MEDIA BIAS
Implicit bias is fed from many
sources…especially the media
Media Influences
Personal Biases
When it comes to detecting your biases,
national consultant Dr. Sharroky Hollie says it’s
important to do three things:
1. Identify the various media sources from which
you get your information
2. Question your belief system
3. Listen to your “Deficit Monitor”
News Stories
“LOOTING”
“finding”
Misperceptions of Aggression
(Hugenberg & Bodenhausen, 2003)
Participants were shown a series of computer
generated white and black faces from scowling
to smiling…
Misperceptions of Aggression
(Hugenberg & Bodenhausen, 2003)
– Implicit bias was not related to perceptions of
white faces
– Those with higher implicit bias perceived black
faces as more angry
The Essence of Innocence
Phil Goff
• Black boys as young as 10 years old were:
– More likely to be mistaken to be older than their
white peers (average overestimation: 4.5 years)
– Less likely to be perceived as innocent and more
likely to be perceived as responsible for their
actions than their white peers of the same age
Goff, P. A., et. al., (2004).
The essence of innocence: Consequences of dehumanizing black children. Journal of
Personality and Social Psychology, 106 (4), 526-545.
The Essence of Innocence
Police Interviews
• 176 police officers, mostly white males, tested on two types of
bias:
– Prejudice questionnaire (“It is likely that blacks will bring violence to
neighborhoods when they move in.”)
– Dehumanization: pairing blacks and whites with large cats, such as lions,
and with apes.
• In reviewing these officers’ conduct records, those who
dehumanized blacks were more likely to have used force against
a black child in custody.
• Only dehumanization, and not police officers’ prejudice against
blacks, was linked to violent encounters with black children.
The Essence of Innocence
College Students
• 264 mostly white, female undergraduate students from large
public U.S. universities
• Rating the innocence of people (infants to age 25):
–
–
Children up to 9 years old judged equally innocent
Black children were considered significantly less innocent than other
children at every age group beginning at age 10
• Shown photographs alongside descriptions of crimes and asked
to assess age and innocence
–
–
Overestimated age of blacks by an average of 4.5 years
Found them to be more culpable than same-aged whites
• Dehumanization and prejudice tests:
–
Similar results to police interviewed
Automatic Associations
• Our brains are wired to look for patterns
• When we are forced to make quick decisions,
we use our automatic associations to respond
• Implicit stereotypes are automatic
associations that are out of conscious control
Conditions Necessary to
Neutralize Implicit Bias
1. We must be aware of our biases
2. We must be concerned about the
consequences of our biases
3. We must know when biased responses are
most likely
4. We must have replacement behaviors to
respond in ways consistent with our values
(Devine et al., 2012)
Addressing Common Questions
“Isn't it all really about
poverty?”
• Poverty plays a role, but racial
disproportionality remains, even when
controlling for poverty
– American Psychological Association, 2008
– Skiba et al., 2005
– Wallace et al., 2008
Addressing Common Questions
“Aren’t black boys just
more violent?”
• No evidence of different base rates of
behavior for any subgroups
– Bradshaw et al., 2010
– Losen & Skiba, 2010
– Skiba et al., in press
Addressing Common Questions
“Are you saying that all
teachers are racist?”
• No! Our research indicates that
disproportionality comes from unconscious
bias – that we’re not even aware of.
– Banaji & Greenwald, 2013
– Greenwald & Pettigrew, 2014
– van den Bergh et al., 2010
Shooter Task:
Experiment About Implicit Stereotypes
• Implicit stereotypes are automatic associations that are
out of conscious control
• Shown pictures of black and white men and asked to
indicate if armed or unarmed
• Research finds that the race of the person influences
performance on the task even though race is not
relevant to the task
– Researchers have found that people tend to be faster to
shoot an armed target (in the experiment) if he is black than
if he is white
(Correll, Park, Judd, & Wittenbrink, 2002)
Implicit Association Test (IAT)
• Measures attitudes and beliefs that people
may be unwilling or unable to report
• May be especially interesting if it shows an
implicit attitude that the participant did not
know about
– For example, you may believe that women and men should be
equally associated with science, but your automatic associations
could show that you (like many others) associate men with
science more than you associate women with science
Personal Bias Survey
• Individually, take the bias survey from the handouts.
Respond, from a gut level, to the questions.
• Think about groups who are not represented on this
survey that you might react to on the “1” end of the
scale - add those to your list.
• Discuss your responses as directed:
• How does your reaction to this group impede your ability to
create a connection?
• Why might it be important to create a connection?
• What do you need to do to move towards a more neutral place?
Handout 2.1
Team Planning
Time
• Short term:
– What does implicit bias
and “all students can
learn” have to do with
the data problem you
identified? With your
hypotheses?
• Long term:
– How will you start
teaching staff about
bias?
– How will you help staff
examine their own
biases?
What Have Other Schools Done?
Beyond Diversity Training
Understand all People
Have a Unique Worldview
Section
Objectives:
Help teams identify how
people’s worldviews
impact their day-to-day
experiences
The Danger of a Single Story
As you watch the video, write down the words and
phrases that catch your attention.
The Danger of a Single Story
• Make a Silent Appointment and discuss:
– Name a time when you were the victim/subject of
a single story
– Name a time when you were the author of a
single story
• In your table group:
– What are the single stories you hear about
students or families in your school and
community?
The Journey Here…
Debriefing
• How difficult was it for you to share your experiences?
• How have those experiences shaped your worldview?
• How do the worldviews of our students impact their
interactions with schools?
• How can we better be aware of and pay attention to
our student world views in schools?
Team Planning Time
• Short term:
– How does this section influence your hypotheses
on why your underserved students may
experience the outcomes they do?
• Long term:
– How will you come to understand the journey of
the students you serve?
What Have Other Schools Done?
Know the Community
Section Outcome:
Help participants
understand the need to get
to know the community they
serve and how to identify
resources that can be
accessed to address cultural
mismatches.
Know the Community
“To establish meaningful connections with
students from different cultural backgrounds,
research recommends acknowledging the
cultural identity of students instead of being
‘colorblind.’”
Cartledge & Milburn, 1996;
Delpit, 1992; Ladson-Billings & Tate, 1995;
Singleton & Linton, 2006; Weinstein et al., 2004
STUDENT/FAMILY IDENTITY
A Note About Labels…
When discussing national or state data,
we generally use categories defined by the
Office of Management and Budget (1997)
One or more races that apply:
Ethnicity:
Hispanic or Latino or
Not Hispanic or Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
These describe groups to which individuals belong, identify with, or
belong in the eyes of the community. The categories do not denote
scientific definitions of anthropological origins.
http://nces.ed.gov/ipeds/reic/definitions.asp
The
Diversity
Wheel
Handout 2.2
Cultural Identity
Student and Family Identity
Practitioners learning
aboutin student
and
Problem behavior
4th
grade African
Americanand values
family backgrounds,
cultures,
students
INCREASED
and
INCREASED
DECREASED
Students understanding their own identity
Awareness of own cultural
background
+
development of self-worth
Academic and
behavioral outcomes
during middle school
Elements of Culture/Values
Elements of
Culture
My Values
Growing Up
My Values Now
How Schools
Operate
How my
Students/Families
might be different
How this
difference Creates
Conflict
Language
Space/proximity
Attitudes towards
time
Gender roles
Family Roles
15 Minutes
Team Planning Time
• Short term:
– How will you educate your staff on the importance
of understanding student identity?
• Long term:
– How will you support your staff in learning about
their students’ identities each year?
• i.e., materials, time, resources, staff development
activities
– How does this section influence your hypotheses?
COMMUNITY IDENTITY
School and Community Identity
• People of the community; their beliefs, values, and
expectations
• Shared experiences that shape the behaviors of
community members
• The school’s place in the community:
– Source of pride? Source of conflict?
• Connections between the school and community
agencies/organizations
• Visibility of the school at community events
Community
Connections
Community Mapping
It Takes A Village
• In your school groups, draw a map of your
community: major landmarks, the locations of
schools, housing, businesses, resources.
• Identify where in your community you could find
information on the cultures of your students and
families. (These resources can be formal and
informal.)
• If this is difficult to identify go into the community
30 Minutes
and locate these sources.
Handout 2.3
Elements of Culture/Values
Elements of
Culture
My Values
Growing Up
My Values Now
How Schools
Operate
How my
Students/Families
might be different
How this
difference Creates
Conflict
Language
Space/proximity
Attitudes towards
time
Gender roles
Family Roles
15 Minutes
Team Planning Time
• Short term:
– How will you reach out to determine what’s missing on
your map?
– Who can you contact as resources?
• Long term:
– How can you use this map to plan supports for students
and families?
– How will you maintain the connections you make with the
community?
– How will you use this map to help you investigate your
problem?
Formative Feedback
on Sessions 1 & 2
Please take a few minutes to
provide feedback. Your input is
valuable in helping us determine
the effectiveness of this training.
Please complete the evaluation
ONLY if you have attended days 1
and 2 of this training.
http://crpday2.questionpro.com
Homework…
1. Verify who your underserved are and create a
data review plan
2. Identify policies that may be contributing to the
student outcomes you need to address and
develop a policy review plan
3. Check community map and contact local
resources to determine contact people
4. Begin to implement short-term plans
STILL I RISE
Booker T. Washington School Valedictorian Speech
Steps on Your Culturally
Responsive Journey
• Self awareness
– Individual
– School
• Impact of system
– Deep dive into
hypotheses
• All people can learn
– Implicit bias
• Unique worldview
– Individual journeys
• Know the
community
– Seven experiences