![National Association of Independent Schools
Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is
the values, symbols, interpretations,
and perspectives that distinguish
one people from another.
James A. Banks
What is Culture?](https://image.slidesharecdn.com/2015dliculturalcompetency-150627021344-lva1-app6892/85/DLI-2015-Cultural-Competency-3-320.jpg)
Uploaded byRosetta Eun Ryong Lee
DLI 2015 Cultural Competency
The document by the National Association of Independent Schools outlines the importance of cultural competency in education, detailing its frameworks, key elements, and models of development. It emphasizes the need for schools to assess their current understanding and implementation of cultural competency and highlights the barriers they may face in this process. Additionally, it provides a roadmap for schools to evolve from exclusive to inclusive environments, fostering diversity and enhancing educational excellence.
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- 1. National Association ofIndependent Schools Rosetta Eun Ryong Lee Seattle Girls’ School Cultural Competency: An Independent School Imperative
- 2. National Association ofIndependent Schools Goals Culture and Cultural Competency Frameworks of Cultural Competency Applying the Frameworks Next Steps Resources
- 3. National Association ofIndependent Schools Culture [consists] primarily of the symbolic, ideational, and intangible aspects of human societies… It is the values, symbols, interpretations, and perspectives that distinguish one people from another. James A. Banks What is Culture?
- 4. National Association ofIndependent Schools Culture is the collective programming of the mind which distinguishes the members of one category of people from another. Geert H. Hofstede What is Culture?
- 5. National Association ofIndependent Schools What is Culture? Graphic from the Anti-Defamation League Artifacts and Behaviors Values
- 6. National Association ofIndependent Schools Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).
- 7. National Association ofIndependent Schools Culture Communicated by Space
- 8. National Association ofIndependent Schools Cultural Competency: Many Models Cultural competence is a set of congruent behaviors, attitudes and policies that come together in a system, institution or individual and enable that system, institution or individual to work effectively in cross-cultural situations. Terry Cross
- 9. National Association ofIndependent Schools Cultural Competency: Many Models Cultural competence comprises four components: (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews, and (d) Cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures. Mercedes Martin & Billy Vaughn
- 10. National Association ofIndependent Schools Cultural Self- Awareness Cultural Intelligence Cross-Cultural Effectiveness Skills Countering Oppression through Inclusion Steven Jones
- 11. National Association ofIndependent Schools Cultural Competency: Key Elements Value Orientation Diversity as Value Added Respect Relationships Equity Thought Orientation Knowledge Awareness Systems Thinking Action Orientation Consciousness Building Capacity Building Assessment Adaptation
- 12. National Association ofIndependent Schools At Your Schools… What is your school’s current statement or understanding of cultural competency? How do you or your school apply this term in the daily life of school?
- 13. National Association ofIndependent Schools Cultural Competency is NOT Deficit Ideology Political Correctness Paralysis of “Not Offending” Colorblindness or Colormuteness Goal with Finite End
- 14. National Association ofIndependent Schools Barriers of Cultural Competency Myth of Not Enough Myth of Zero Sum Game Myth of Morality Myth of “Tonsils” Theory Myth of Meritocracy Myth of Individuality Myth of Liberal Agenda
- 15. National Association ofIndependent Schools Missing From the Conversation: Intra-Group Competency
- 16. National Association ofIndependent Schools Ladder of Empowerment for Marginalized People Empowerment and Liberation Community of Resistance Collective Action Challenging Self Awareness & Investigation Exclusion and Immersion Rage/Depression Not dominant Internalized Oppression “***Ism” pushes us down Resistance, awareness, education empowers us
- 17. National Association ofIndependent Schools Ladder of Allyship for Members of Dominant Groups Allyship and Liberation Community of Resistance Collective Action Challenging Awareness & Investigation Distancing Own Group Members Dissonance and Resistance Ignorance and Passivity Internalized Supremacy “***Ism” limits us and separates us from others Allyship, awareness, education liberates us Done in conjunction and relationship with members of oppressed group
- 18. National Association ofIndependent Schools Missing From the Conversation: Growth Mindset Claude Steele Stereotype Threat Identity Contingencies Research on Whites and Race Conversations Carol Dweck Fixed vs Growth Mindset Mindsets and Learning Outcomes Combine the Two and You Get…
- 19. National Association ofIndependent Schools Missing From the Conversation: Storytelling • National Coalition Building Institute • Advisory Curriculum • Affective Curriculum • Community Building • Classroom Practice • Home Visits
- 20. National Association ofIndependent Schools An Educational Imperative The Moral Case The Academic Case The Economic Case Institutional Excellence Teaching Excellence Student Excellence
- 21. National Association ofIndependent Schools 21st Century Education and Excellence Critical Thinking Collaboration Communication Creativity Cosmopolitanism
- 22. National Association ofIndependent Schools You cannot be truly competent as a learner, educator, professional, or institution until you are culturally competent.
- 23. National Association ofIndependent Schools At Your Schools… What are some of your school’s barriers, misinterpretations, or gaps in achieving cultural competency? How have you tried to address these?
- 24. National Association ofIndependent Schools Break
- 25. National Association ofIndependent Schools Getting There From Here
- 26. National Association ofIndependent Schools Cultural Proficiency Continuum
- 27. National Association ofIndependent Schools Cultural Proficiency Continuum
- 28. National Association ofIndependent Schools Developmental Stages From Exclusive to Inclusive
- 29. National Association ofIndependent Schools Organizational Development Model of Inclusion
- 30. National Association ofIndependent Schools Milton Bennett’s Developmental Model of Intercultural Sensitivity
- 31. National Association ofIndependent Schools Hallmarks of Earlier Phases • People feel pressure to fit in • People fear speaking up • “Who you know” is more important than “what you know” (relationship-based culture) • You only trust those closest to you (cliques) • Denial of differences is considered a virtue (“we don’t see differences here”) • It’s hard for outsiders to learn the rules (sink or swim to prove yourself)
- 32. National Association ofIndependent Schools Hallmarks of Later Phases • People can bring their full selves to school • The school encourages and welcomes people to contribute different opinions and points of view • There is a performance driven culture • People form dynamic and diverse groups (trust) • Differences are seen as additive and productive • Success is explicitly defined, and the school supports people in achieving it • The school has an interactive culture • People have the competencies to adapt to different cultural contexts.
- 33. National Association ofIndependent Schools At Your Schools… Where is your school in its development toward cultural competency? What makes you think so?
- 34. National Association ofIndependent Schools Tools for Getting Us There
- 35. National Association ofIndependent Schools Examining Policy Tary J. Tobin and Claudia G. Vincent
- 36. National Association ofIndependent Schools Examining Pedagogy • Do You See Me? • Do You Hear Me? • Will You Treat Me Fairly? • Will You Protect Me?
- 37. National Association ofIndependent Schools Examining the Self William Taylor’s Reflective Competence Model
- 38. National Association ofIndependent Schools Exercise: Utilizing the Tools
- 39. National Association ofIndependent Schools Last Thoughts…
- 40. National Association ofIndependent Schools Schools Have ZPDs, Too! Status Quo: Reliance on what the school does already and naturally Zone of Proximal Development: Mindful and strategic change toward the next stage of growth Too Much, Too Fast: Unrealistic demands on the community
- 41. National Association ofIndependent Schools • Policy – Enumeration of the school’s diversity commitment through mission, strategic plan, handbooks, websites, etc. • Programming – Diversity training and programming for all constituencies (board, admin, faculty, staff, students, families, etc.). Diversity and inclusivity curriculum. • Practice – Consistent and meaningful revisit of policy and programs. Climate assessments, proactive changes, and meaningful responses to incidents. • People – Critical mass of people who are supportive AND active on all levels. • Pecuniary – Funding, people, and time allocated in the strategic plan and daily life for supporting diversity efforts. Identifying Growth Zones – The 5Ps
- 42. National Association ofIndependent Schools Assess and Reassess Demographic Trends Entrance Numbers Attrition Numbers Disciplinary Cases Academic Cases Financial Aid Breakdowns Climate Surveys Exit Interviews Programmatic Surveys Pre-Post Assessments Every 1-2 Years
- 43. National Association ofIndependent Schools Making Choices, Setting Priorities
- 44. National Association ofIndependent Schools Final Questions or Comments?
- 45. National Association ofIndependent Schools Presenter Information Rosetta Eun Ryong Lee Outreach Specialist Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettalee
- 46. National Association ofIndependent Schools Cultural Competence and Educational Excellence "How Diversity Affects Teaching and Learning Climate of Inclusion has a Positive Effect on Learning Outcomes," by Sylvia Hurtado. 2, 3, 5 http://www.diversityweb.org/research_and_trends/research_evaluation_impact/b enefits_of_diversity/ sylvia_hurtado.cfm • University of Michigan . Gratz v. Bollinger, et al., No. 97-75321 (E.D. Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 1 "The Educational Value of Diversity." Center for Institutional Diversity. •"Who Benefits from Racial Diversity in Higher Education?" by Mitchell J. Chang, Associate Dean of the College of Liberal Arts, Loyola Marymount University, and Alexander W. Astin, Director, Higher Education Research Institute, University of California- Los Angeles. 2, 3 http://www.diversityweb.org/Digest/W97/research.html •"Fostering Intercultural Harmony in Schools Research Findings." Report, prepared by Kathleen Cotton, Northwest Regional Educational Laboratory, Portland, Oregon, 1993. "Cooperative Learning, Multicultural Functioning and Student Achievement. San Bernadino, CA: San Bernadino School District, 1990. 2, 4 http://www.nwrel.org/scpd/sirs/ 8/topsyn7.h
- 47. National Association ofIndependent Schools Miscellaneous Resources • Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute, National Association of Independent Schools, 2009 • Po Bronson and Ashley Merryman, Nurture Shock • Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network) www.glsen.org • Allan G. Johnson, Privilege, Power, and Difference • Johnnie McKinley, “Leveling the Playing Field and Raising African American Students’ Achievement in Twenty-nine Urban Classrooms,” New Horizons for Learning, http://www.newhorizons.org/strategies/differentiated/ mckinley.htm Michael J Nakkula and Eric Toshalis, Understanding Youth.