Assimilation Making the Invisible Visible Oregon GEAR UP 2016 John Lenssen

language, thoughts, communication, actions, customs, beliefs, values, and norms of racial, ethnic, religious, or social groups. Culture refers to integrated patterns of human behavior that include the:

 Often used interchangeably with race and ethnicity  Way of perceiving, believing, evaluating, and behaving. It is the blueprint that determines the way we think, feel, and behave.  Groupings of people based on shared values beliefs and behavioral norms  Includes both subjective (e.g., values, norms, etc.) and physical aspects (e.g., buildings, dress, foods, etc.; Triandis) Defining Culture

What does a good student look like? What does a student leader look like? Who receives positive feedback and acknowledgements from teachers? Who might feel invisible? School Culture Questions?

The Components of Culture Artifacts: Social events, jargon Explicit Beliefs and Values: Social roles and duties Deeply Held Implicit Beliefs: What is success? Is change good or bad? Are men and women equal? Concrete Expressions: Dress code; architecture; food; “Culture with a big C”: art, music, dance Invisible Visible Recognized behaviors: Rituals and taboos Cultural Forms: Nature of time and space Reactions to common human problems and questions

 Perception of time (Hall)  Perception of space (Hall)  Individualism-collectivism  High context-low context (Hall)  Importance of hierarchy  Modes of self-expression  Modes of thinking  Importance and rigidity of gender roles  Nature of change  Humans ’ relationship to the natural world Deeply Held, Harder-to Recognize Components of Culture

 Describe the culture of your school. Consider:  Time  Values  Language  Relationships  Hierarchy School Culture

Students of color, students from generational poverty, LGBTQ students and others from non-dominant cultures are expected to fit in, be responsive to, and to assimilate into the dominant cultures of schools, districts and communities. Students often must assimilate into the dominant culture in order to survive and succeed in Oregon schools. Expectation of Assimilation

from Latin: “to render similar” The process whereby a minority group gradually adapts to the customs and attitudes of the prevailing culture and customs. The process by which a person or persons acquire the social and psychological characteristics of a group. to bring or come into harmony; adjust or become adjustedAssimilation

ASSIMILATION NATIVE CULTURE

 What are the unwritten rules of “success” in your schools?  Which students receive feedback that they are valued in your schools?  Which student do not receive feedback that they are valued? Discussion

Work vs. Extracurricular activities Vocational skills vs. Academic skills Family/Community vs. Individualism Working Class Values vs. Middle Class Values

Language Customs Family Individualism Hierarchies Communication Assimilation: Immigrants

 A viewpoint that expresses heterosexuality as a given instead of being one of many possibilities.  Often expressed subtly, heterosexuality is widely "accepted" as the default sexuality by both print and electronic media, education, law makers, and a range of attitudes expressed by society in general.  The subtle assumption of heterosexuality can be very harmful to those who do not entirely fit within its bounds. Heteronormativity

 In addition to students of color, immigrant students, LGBTQ students, low income students – who are some other groups of students that experience pressure to “fit in” with the dominant culture of schools? Who Else?

 Explains discrepancies in achievement by pointing to “ deficient ” cultures and behaviors in a group of people  Draws on stereotypes—usually those already socially established  So, we address poverty by “ fixing ” poor people instead of fixing the conditions that maintain poverty  Justifies continued oppression Deficit Perspective

 “The Danger of A Single Story” Chimamanda Ngozi Adichie TED Talk

Pluralism Multiculturalism Code Switching Making the Invisible Visible Moving Beyond Assimilaiton

John Lenssen Thank You