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Lmt hope culturally responsive ii
 

Lmt hope culturally responsive ii

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    Lmt hope culturally responsive ii Lmt hope culturally responsive ii Presentation Transcript

      • The Gaps
      • The Achievement Gap (test scores, dropout rates, higher ed)
      • The Discipline Gap (suspension and expulsion)
      • The Wealth Gap (net worth, income, rates of poverty)
      • The Health (mortality) Gap (life expectancy, excess death)
      • The Prison Gap (incarceration rates, sentencing, profiling)
      • The Employment Gap (unemployment and underemployment rate)
      • Clip: http://www.youtube.com/watch?v=bVmPKvhsNVk
      Lincoln Monthly Training
      • Attribution of Disparities
      • Dominant public paradigms explaining disparities: “bad apples”
        • Defective culture (Bill Cosby, President Obama, & Co.)
        • Individual faults (Bootstraps, agency, free will & choice)
        • Personal racism (isolated incidents, generally equal)
      • Overlooks policies and arrangements: “diseased tree”
        • Structures (Competition rewards advantage. Privilege bestows advantage, social reproduction)
        • Institutions (White supremacy, Brown v. Board, School to Prison) -Paul Hirshfield, Preparing for Prison: The Criminalization of School Discipline in the USA
        • Cumulative causation (multisystemic inequity, doll test)
      Lincoln/ AAMA Office Training
      • Primary Oppressors
      • Ways of thinking (ideological oppression)
        • White supremacy (white privilege)
        • Any thoughts of superiority over others
      • Institutions (institutional oppression)
        • Police brutality
        • “ ism’s”
      • People (interpersonal oppression)
        • Act of bigotry
        • “ ism’s”
      • Overt domination and exploitation of people, resources, and thought
      Who is the Oppressor?
      • Secondary Oppressors or sub-oppressors
      • Internalized oppression
        • Inability to name source of oppression
        • Black on black crime
        • Negative self image
        • Inability to identify the existence of being oppressed
        • Acceptance of negative stereotypes and labels into self concept
        • Inability to actively resist structural oppression
      Lincoln/ AAMA Office Training
    • What does oppression look like?
      • Negative presupposition
      • Escalation
      • Ultimatums
      • Leverage power and authority
      • Threats of consequences
      • Deny them a ‘choice or a voice’
      • Forget they are children
      • Refuse to apologize
      • Treat them like adults
      • Intimidate them
      • Fail to hold them accountable
      • Black boys are limited culturally, in what they can express and how they can express it
      • Care, concern, fear, hurt, sadness, shame, embarrassment,
      • Most of our students are acutely aware of their positioning in U.S. society (social reproduction) which is the bottom.
      Lincoln/ AAMA Office Training
    • Risk vs. Protective Factors
      • Risk Factors
      • Low SES (poverty or working class)
      • Environment (liquor store, shots fired)
      • Race (“old and black”)
      • Poverty
      • Community violence
      • Trauma
      • Neglect
      • Poor schools
      • Lack of nutrition
      • Protective Factors
      • SES status (middle & upper middle class)
      • Education
      • Access to resources
      • Supportive caring relationships with adults
      • Positive engagement, healthy self-esteem
      • Tangible Skills and Prosocial skills
      • Internal motivation, drive, determination, talent
      • Resilience
      Lincoln/ AAMA Office Training
    • Building Relationships
      • Address your fear of students
      • Look at your judgement of parents and family structure & community
      • Look at your personal biases, prejudices, dislikes and pet peeves
      • Examine your motivations for being here
      • What kind of student were you? Good or bad? Did you get in trouble or suspended?
      Lincoln/ AAMA Office Training
    • Building Relationships
      • Authentic Caring vs. Aesthetic Caring –Angela Valenzuela, Subtractive Schooling
      • Know their parents & caregivers first and last name: community centered -Gloria Ladson-Billings, Dreamkeepers
      • Disclose mistakes or errors and apologize quickly
      • State your motivations for your actions, give real reasons. You are never neutral. – Howard Zinn, A Peoples History of American Empire
      Lincoln/ AAMA Office Training
    • Culturally Responsive Strategies 1. Be clear about who you are: (race, class, gender, etc.) because it speaks more than what you say –Sharroky Hollie, Culturally Responsive 2. Be Student Centered: Their class or your class, their assignment or your assignment, their education or your education? Are you facilitator or Director of learning? 3. Cultural Consultation: Consult someone who is in the business of addressing a particular group Lincoln/ AAMA Office Training
    • Common Explanations for Misbehavior
      • He just wants attention (essential for survival)
      • He just wants his own way (as he should)
      • He’s manipulating us (not exactly)
      • He’s making bad choices (developmentally appropriate)
      • His parents don’t provide enough structure (neither do rich parents)
      • He has a bad attitude (unmet need)
      • His brother was the same way (we have no control over our genes)
      • He’s testing limits (that’s necessary for growth)
      Lincoln/ AAMA Office Training
    • Applied Behavior Analysis
      • Create an optimal environment (culture) BIP’s
      • Whatever behavior is reinforced the most, will occur the most
      • Behaviors are reinforced by Adult energy & attention
      • Setting events (2-6 hours) and Antecedents (30 seconds) Behavior and Consequences (natural are preferred to imposed)
      • Analyze when disruptions occur
      • Distinguish the type & kind of disrespectful outburst
      • Sharing Approximations: Clapping exercise
      Lincoln/ AAMA Office Training
    • Lincoln/ AAMA Office Training Alignment School Needs/ Goals Student Needs/ Goals This is where the work should be
    • Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training
    • Lincoln/ AAMA Office Training
      • Vaccum/Silo Approach
      • Not effective
      • Work harder, longer
      • Increase focus on punishments
      • Punish their parents
      • Get stricter, doing more of what doesn’t work
      • Consult with no one
      • Retreat to one’s authority and power
      • Strategic Approach
      • More effective
      • Be deliberate about method & approach
      • Evaluate effectiveness
      • Prioritize strategically
      • Firm caring
      • Be responsible
      • Stop what’s not working or making headway
      • Work smarter, work differently
      Lincoln/ AAMA Office Training
    • Lincoln/ AAMA Office Training
      • Organic Approach
      • most effective
      • Gather as much info as possible.
        • Get the facts
        • Ask questions
        • Listen, listen, listen
      • 2. Be upfront, transparent & explicit
      • 3. Work with & in partnership
        • Constantly check in
        • Offer options or even choices
        • Evaluate, evaluate, evaluate
        • Value the process as much as the goal
      • 4. Seek cultural consultation
      • 5. Reflect
      • Empathy Activity
      • You should not present yourself to students everyday unless you can do the following.
      • Imagine the following:
      • Your teacher being afraid of you and as a result unable to comfort you appropriately
      • Never feeling safe when you see the police even when they are there to “help”
      • Any enthusiasm that you express being interpreted as aggressive or even violent
      • Passion or excitement that you express being cast as sexually deviant
      • People not getting on the elevator with you or getting off as soon as you get on OR moving to the corner, grabbing purse and avoiding eye contact at all costs
      • People treat you as if you are going to steal something
      • Not being allowed to be angry without being viewed as dangerous
      Lincoln/ AAMA Office Training
    • The Culture (of black male success) The Agencies that support Black Males -Youth UpRising -Leadership Excellence (Camp Akili, Freedom Schools) -Mentoring Center -100 Black Men (Man Up!) -OUSD, Office of African American Achievement The Research that feeds Black Male policy -Urban Strategies Council -Policy Link -Alameda County -Black male scholars -US Census Lincoln/ AAMA Office Training
      • Empathy Activity
      • You should not present yourself to students everyday unless you can do the following.
      • Imagine the following:
      • Your teacher being afraid of you and as a result unable to comfort you appropriately
      • Never feeling safe when you see the police even when they are there to “help”
      • Any enthusiasm that you express being interpreted as aggressive or even violent
      • Passion or excitement that you express being cast as sexually deviant
      • People not getting on the elevator with you or getting off as soon as you get on
      • People treat you as if you are going to steal something
      • Not being allowed to be angry without being viewed as dangerous
      Lincoln Monthly Training Cultural Consultation Just a few individuals to consult about Black males in Oakland Shawn Ginwright, Ph.D. Professor SFSU Darrick Smith, M.A. Director, June Jordan School for Equity Tacuma King, Artistic Director, Malonga Center Hodari Davis, M.A. National Director Youth Speaks Arnold Perkins, Retired Health Director, AC Afriye Quamina, Ed.D. Equity Institute Chris Chatmon, AAMAO, OUSD Baayan Bakari, Filmmaker Jeff Duncan-Andrade, Ph.D. Professor SFSU, OUSD teacher Jason Seals, M.A. Professor Merritt College Wade Nobles, Ph.D. Professor SFSU, Black Family & Life Institute Saleem Shakir, Executive Director, Leadership Excellence Ronald Muhammad, FOI David Muhammad, AC Probation Chief Michael Gibson, AC EMS Jerome Gourdine, Principal Frick Middle Greg Hodge, Former School Board Member Organizations Leadership Excellence Mentoring Center Youth Uprising 100 Black Men of East Bay Urban Strategies Center Policy Link Children’s Defense Fund, Oakland Alameda County, Health Dept. ACLU Bay Area chapter NAACP, Oakland Chapter Urban League, Northern California Lincoln/ AAMA Office Training
    • Thank You
      • Questions?
      • Comments?
      • Reflections?
      • Feedback?
      • For a copy of the powerpoint email
      • [email_address]