Moneer Moukaddem

Tims & PISA

Cultural Competency

Emirati Students: Minoritized & Marginalized of private school students are Emirati 34.7% Statistics Center Abu Dhabi, 2014

Emirati Students: Minoritized & Marginalized of private school teachers are Emirati 0.4% Pennington, 2014 Statistics Center Abu Dhabi, 2016

Emirati Students: Minoritized & Marginalized Education ranks 28 out of a list of 28 career aspirations for Emiratis Pennington, 2014

Emirati Students: Minoritized & Marginalized UAE ranks out of 37 countries for expats ‘speaking the local language’ 31st Expat Explorer Survey (HSBC, 2014)

Emirati Students: Minoritized & Marginalized UAE ranks out of 37 countries for expats ‘integrating in the local community’ 34th Expat Explorer Survey (HSBC, 2014)

Emirati Students: Minoritized & Marginalized Risk-averse Inferior perceptions Zero-Immigration Emirati Students: Minoritized & Marginalized Zero-Immigration Low teacher commitment Powerless/ Risk-averse Perceived inferior Madden, 2014; Ridge, 2014; Dave and Ridge, 2013; Ridge, 2009

Cultural Competency Framework Teacher/classroom School Ethnic learning styles. Ethnic communication styles. Cultural Dimensions of Learning Framework

Cultural Competency Framework Teacher/classroom Self-assessment Cultural knowledge-base Culturally responsive pedagogy School Ethnic learning styles. Ethnic communication styles. Cultural Dimensions of Learning Framework

Cultural Competency Framework Teacher/classroom Self-assessment Cultural knowledge-base Culturally responsive pedagogy School School culture School policy Family/home involvement Ethnic learning styles. Ethnic communication styles. Cultural Dimensions of Learning Framework

Teacher/Classroom School Self-assessment Cultural knowledge base Level of Analysis Area of Focus Description Teacher/Classroom Self-assessment Teachers’ evaluation of their own bias and cultural frames of references. (Shade, 1989; Hilliard, 1992; McCallister and Irvine, 2000; Dee, 2005; Parrish et al., 2010; Lopez, 2011; Hanover Research, 2014) Cultural knowledge base Explicit knowledge of students’ culture beyond stereotypes and the Five5 F’s. (Powell, 1997; Gay, 2002; Parrish et al., 2010; Lopez, 2011; Hanover Research, 2014) Culturally responsive pedagogy Curriculum content and teaching styles are related to students’ experiences, points of references, and cultural behavioral norms. (Shade, 1989; Powell, 1997; Gay, 2002; Lopez, 2011; Hanover Research, 2014) School School culture School leaders monitor nourish/respect for cultural diversity in theory and practice across various levels of school. (Nelson et al. 2008; Ladson-Billings, 1995; Bustamante et al., 2009; Hanover Research, 2014). School policy School leaders design policies to respect and support cultural diversity. (Bazron, Osher, and Fleischman, 2005; Chamberlain, 2005; Parrish et al., 2010; Hanover Research, 2014) Family/home involvement School leaders recognize and attempt to bridge home-school culture divides. (Bazron et al., 2005; Klotz, 2006)

Research Questions & Design Triangulated, mixed methods research.

Main Finding #1 Teachers generally hold a static, behavior-based understanding of students’ Emirati culture.

“Yes, there’s a mentality to the Emirati.” “Everywhere I found this thing about Emiratis.” “…Emiratis as a group have common traits.” “Yes, there’s a mentality to the Emirati.” “It’s fair to categorize Emiratis because they all have a lot of money, free opportunities, ...”

Main Finding #2 Teachers perceive school-level factors to be more important in affecting Emirati student attainment than classroom-level factors. Challenges notion of pre-eminence of teaching

“There’s a huge fear of parents “There’s a huge fear of parents. Parents have too much power and influence.” “I try. I try not to be generous with grades but I am bound by the system.” Challenges notion of pre-eminence of teaching “The teachers who give the highest grades are most liked by students, parents, and admin.”

Cultural Competency Framework Teacher/classroom Self-assessment Cultural knowledge-base Culturally responsive pedagogy School School culture School policy Family/home involvement Ethnic learning styles. Ethnic communication styles. Cultural Dimensions of Learning Framework

Standardization/ Accreditations Main Finding #3 Standardization/ Accreditations Rentier Mentality Ministry 3. Teachers consider macro-level factors to be important in affecting Emirati student attainment.

Standardized Accreditations “Because of the benefits they get, they have become highly de-motivated and education has become a minor interest in their life.” “The pass policy is damaging. Students know that no matter how badly they do, they will move on. We lose our authority as teachers.” “The ministry hasn’t given us [teachers] real value as partners in the educational process” Standardized Accreditations Ministry Rentier System

Implications #1. Re-think role of culture & develop culture knowledge-base #2. Re-think role of school leaders #3. Critically examine macro-level effects on educational outcomes critically examine and understand the effects of certain policies and practices on the educational landscape and educational outcomes. Accordingly, ignoring the under-attainment of Emirati students by private and public actors at the macro-level may have detrimental and far-reaching impacts on Emirati society at large.(returns on education)

Moneer.mouka@gmail.com

DRY CLEANING QOUTE.