1. Cultural SensitivityCultural Sensitivity
Presented by thePresented by the
Allegheny Intermediate UnitAllegheny Intermediate Unit
K-12 ESL DepartmentK-12 ESL Department
Through the Title III GrantThrough the Title III Grant

2. What does it mean to be culturallyWhat does it mean to be culturally
sensitive?sensitive?
 Cultural sensitivity means beingCultural sensitivity means being
aware that cultural differences andaware that cultural differences and
similarities exist and have an effectsimilarities exist and have an effect
on values, learning, and behavior.on values, learning, and behavior.
-Stafford, Bowman, Eking, Hanna,-Stafford, Bowman, Eking, Hanna,
and Lopoes-DeFede (1997)and Lopoes-DeFede (1997)

3. Where do you stand in terms ofWhere do you stand in terms of
cultural sensitivity?cultural sensitivity?
 Do you make assumptions?Do you make assumptions?
 Do you have a conscious orDo you have a conscious or
unconscious bias?unconscious bias?
 Do you form opinions about studentsDo you form opinions about students
or co-workers before really getting toor co-workers before really getting to
know them?know them?
 Do you have predetermined feelingsDo you have predetermined feelings
or notions about a particular cultureor notions about a particular culture
without truly having anwithout truly having an
understanding of that culture?understanding of that culture?

4. Activity: Pre-assessmentActivity: Pre-assessment
 What are some of the different cultures inWhat are some of the different cultures in
my school? (List three to five on yourmy school? (List three to five on your
paper.)paper.)
 What characteristics come to mind when IWhat characteristics come to mind when I
think of each group? (Write a word or twothink of each group? (Write a word or two
next to each culture on your list.)next to each culture on your list.)
 Where did these impressions come from?Where did these impressions come from?
(TV, family, media, religion, travel, etc.)(TV, family, media, religion, travel, etc.)
 How do I treat people based on theseHow do I treat people based on these
assumptions?assumptions?

5. 3 Minute Discussion3 Minute Discussion
 With your group or someone nearWith your group or someone near
you, discuss a time when someoneyou, discuss a time when someone
had made an assumption about you.had made an assumption about you.
This assumption might have beenThis assumption might have been
based on a group you belong tobased on a group you belong to
-ethnic, religious, professional, age,-ethnic, religious, professional, age,
gender, or otherwise.gender, or otherwise.
How did it make you feel?How did it make you feel?

6. The StatisticsThe Statistics
 In 1984, approximately one inIn 1984, approximately one in
four school children were minorityfour school children were minority
students.students.
 By 2020, that figure likely will increase toBy 2020, that figure likely will increase to
nearly one in two, and many of thesenearly one in two, and many of these
students will be poor (Pallas, Natriello, &students will be poor (Pallas, Natriello, &
McDill, 1989).McDill, 1989).
 In the 25 largest American school districts,In the 25 largest American school districts,
minority students comprised about 72minority students comprised about 72
percent of the total school enrollment inpercent of the total school enrollment in
1994 (National Center for Education1994 (National Center for Education
Statistics, 1997).Statistics, 1997).

7. Scenario #1Scenario #1
A sixth grade teacher in New YorkA sixth grade teacher in New York
looks over her new class roster andlooks over her new class roster and
sees that about half of her studentssees that about half of her students
have Asian last names. She says,have Asian last names. She says,
“Good, a smart class at last.”“Good, a smart class at last.”
What bias has she shown? Why areWhat bias has she shown? Why are
her comments inaccurate andher comments inaccurate and
inappropriate?inappropriate?

8. Things to ConsiderThings to Consider
 The teacher is subscribing to theThe teacher is subscribing to the
stereotype that all Asian students arestereotype that all Asian students are
smart.smart.
 She is not considering the fact that allShe is not considering the fact that all
students are different intellectuallystudents are different intellectually
regardless of ethnicity.regardless of ethnicity.
 She is also implying that if the studentsShe is also implying that if the students
were not Asian that they would not be aswere not Asian that they would not be as
intelligent.intelligent.
 These are dangerous assumptions to makeThese are dangerous assumptions to make

9. Scenario #2Scenario #2
A 4A 4thth
grade teacher is planning thegrade teacher is planning the
yearly field trip that involves a one-yearly field trip that involves a one-
night sleep over. She is confusednight sleep over. She is confused
when the parents of a child from Elwhen the parents of a child from El
Salvador refuse to let their childSalvador refuse to let their child
attend.attend.
What should this teacher consider?What should this teacher consider?
Why might these parents beWhy might these parents be
concerned about this trip?concerned about this trip?

10. Things to ConsiderThings to Consider
 Is this an uncommon practice in theirIs this an uncommon practice in their
native country?native country?
 Was there a history of violence orWas there a history of violence or
terror in that country that makesterror in that country that makes
parents fearful of sending children toparents fearful of sending children to
unfamiliar place?unfamiliar place?
 Would a trip of this nature be againstWould a trip of this nature be against
the value system of the nativethe value system of the native
culture?culture?

11. Scenario #3Scenario #3
A mother comes to pick up her childA mother comes to pick up her child
from a pre-school class to find herfrom a pre-school class to find her
daughter without her shoes. Thedaughter without her shoes. The
mother is upset and tells the teachermother is upset and tells the teacher
that she wants her child to keep herthat she wants her child to keep her
shoes on at all times.shoes on at all times.
What might be the issue here? WhatWhat might be the issue here? What
should the teacher do?should the teacher do?

12. Things to ConsiderThings to Consider
 There are areas of the world whereThere are areas of the world where
people contract parasites throughpeople contract parasites through
the feet. Is the parent fearful of this?the feet. Is the parent fearful of this?
 Is it a sign of disrespect in the nativeIs it a sign of disrespect in the native
country to be without shoes in acountry to be without shoes in a
school or public place.school or public place.
 The teacher should take the time toThe teacher should take the time to
understand the parents concern andunderstand the parents concern and
be sensitive to the fear or value thatbe sensitive to the fear or value that
is behind this issue.is behind this issue.

13. Scenario #4Scenario #4
A Hmong boy in Mrs. Lang’s class wasA Hmong boy in Mrs. Lang’s class was
having a great deal of anxiety. Afterhaving a great deal of anxiety. After
some discussion he revealed to hersome discussion he revealed to her
the reason why.the reason why.
The boy told his teacher that in hisThe boy told his teacher that in his
native country that he was told thatnative country that he was told that
Americans get big by eating HmongsAmericans get big by eating Hmongs
and that certain races of people sendand that certain races of people send
Hmongs to Thailand as canned fish.Hmongs to Thailand as canned fish.

14. Things to ConsiderThings to Consider
 We are often not aware of the beliefsWe are often not aware of the beliefs
and understandings that a childand understandings that a child
brings to this country.brings to this country.
 Had the teacher not spoken with theHad the teacher not spoken with the
child and asked about his fears, shechild and asked about his fears, she
may have never known about themay have never known about the
misunderstanding.misunderstanding.
 What seems ridiculous to us, may beWhat seems ridiculous to us, may be
very real to someone in anothervery real to someone in another
culture.culture.

15. Be Aware of Cultural DifferencesBe Aware of Cultural Differences
 Everything we do, regarding time,Everything we do, regarding time,
personal space, body language, voicepersonal space, body language, voice
volume, small talk, eye contact,volume, small talk, eye contact,
hygiene, and eating is shaped by ourhygiene, and eating is shaped by our
culture.culture.
 When you have a student and/orWhen you have a student and/or
parent that appears to have aparent that appears to have a
cultural difference take the time tocultural difference take the time to
understand the differences.understand the differences.

16. Cultural AwarenessCultural Awareness
 Do notDo not interpret the behavior ofinterpret the behavior of
others through the eyes of your ownothers through the eyes of your own
culture.culture.
 DoDo be aware of how much culturebe aware of how much culture
affects language acquisition andaffects language acquisition and
behavior.behavior.

17. What Educators Can DoWhat Educators Can Do
 Teachers have the pivotal role inTeachers have the pivotal role in
facilitating a child’s adjustment tofacilitating a child’s adjustment to
culture.culture.
 The key to success encompasses theThe key to success encompasses the
learning of behaviors, skills, andlearning of behaviors, skills, and
norms appropriate to function withinnorms appropriate to function within
the cultural paradigm.the cultural paradigm.

18. What Educators Can DoWhat Educators Can Do
 Express positive value in whateverExpress positive value in whatever
appears “foreign” to the native Englishappears “foreign” to the native English
speaker.speaker.
 Demonstrate a positive attitude of newDemonstrate a positive attitude of new
cultures.cultures.
 Plan instruction that includes thePlan instruction that includes the
integration of cultural histories.integration of cultural histories.
 Develop lessons that spark questions,Develop lessons that spark questions,
discussions and critical thinking.discussions and critical thinking.
 Foster feelings of “being at home”Foster feelings of “being at home”

19. What Educators Can DoWhat Educators Can Do
 Focus on the uniqueness of eachFocus on the uniqueness of each
person.person.
 ASK the student what he/she needs.ASK the student what he/she needs.
 Don't expect one minority student toDon't expect one minority student to
speak for the entire minority group.speak for the entire minority group.
 Use a checklist for grading papers.Use a checklist for grading papers.
 Show samples of good work to theShow samples of good work to the
whole class.whole class.

20. In SummaryIn Summary
 Creating a school and/or classroomCreating a school and/or classroom
environment that is accepting,environment that is accepting,
appreciative of differences, and freeappreciative of differences, and free
of stereotypes and judgments willof stereotypes and judgments will
benefit ALL students.benefit ALL students.
 Knowing how to sensitivelyKnowing how to sensitively
communicate with families will fostercommunicate with families will foster
their confidence in the school systemtheir confidence in the school system
and benefit the student in a varietyand benefit the student in a variety
of ways.of ways.

21. ReferencesReferences
Community Health Corp., (2009). Prescription forCommunity Health Corp., (2009). Prescription for
Success: Community HealthCorps MemberSuccess: Community HealthCorps Member
Training. Retrieved May 22, 2009, fromTraining. Retrieved May 22, 2009, from
Prescription 4: Cultural Sensitivity Web site:Prescription 4: Cultural Sensitivity Web site:
http://www.communityhealthcorps.org/client/dochttp://www.communityhealthcorps.org/client/doc
uments/Prescription-4-Cultural-Sensitivity-uments/Prescription-4-Cultural-Sensitivity-
Member.pdfMember.pdf
LoveToKnow, Corp., (2009). ESL classroom andLoveToKnow, Corp., (2009). ESL classroom and
cultural sensitivity. Retrieved May 22, 2009, fromcultural sensitivity. Retrieved May 22, 2009, from
YourDictionary.com Web site:YourDictionary.com Web site:
http://www.yourdictionary.com/esl/ESL_Classroohttp://www.yourdictionary.com/esl/ESL_Classroo
m-and-Cultural_Sensitivity.htmlm-and-Cultural_Sensitivity.html
Ross, Linda (2009). Connect with kids and parentsRoss, Linda (2009). Connect with kids and parents
of different cultures. Retrieved May 22, 2009,of different cultures. Retrieved May 22, 2009,
from Scholastic.com Web site:from Scholastic.com Web site:
http://www2.scholastic.com/browse/article.jsp?http://www2.scholastic.com/browse/article.jsp?

22. Title III 2007-2008 ConsortiumTitle III 2007-2008 Consortium
Kelly A. NoyesKelly A. Noyes
K-12 ESL Educational SpecialistK-12 ESL Educational Specialist
Allegheny Intermediate UnitAllegheny Intermediate Unit
475 E. Waterfront Drive475 E. Waterfront Drive
Homestead, PA 15120Homestead, PA 15120
412-394-5926412-394-5926