Multicultural School Counseling: The Basics (Unit IIIa) CED607: Diverse Students Harvey Hoyo, Ed.D. Lead Faculty, School Counseling National University- Costa Mesa

Objectives A.Develop a deeper understanding of the process of multicultural counseling B.Connect direct counseling services to the larger goal of developing “equitable learning environments. C.Understand the impact of culture and ethnicity on student performance

Culture

Major Equity Events in School History Mendez vs. Westminster Brown vs. Topeka Board of Education Public School Accountability Act No Child Left Behind

Think-Pair-Share What does a culturally responsive counselor look like?

Professional Standard Committee : Association for Multicultural Counseling and Development Culturally Competent Counselor SkillKnowledgeAwareness

AMCD awareness Knowledge Skills Competency Access Adjust Evaluate Leadership

Tenet #1 (ASCA’s Ethical Standards) All students deserve access to the best education possible, regardless of - Class (Socioeconomic status) - Gender - Religion - Citizenship - Disabilities - Race or Ethnicity - Sexual Orientation

Tenet #2 (Paul Gorski, 2004) Education equity is deeper than simple curricular content: - Pedagogy - Assessment - Classroom or School Climate - Distribution of power in the school

Tenet #3 Education is not politically neutral: - Which readings or activities to use in classrooms. - How students are assessed. - Whether to engage or not students in the learning process.

Tenet #4 Educational in equity is a problem of consciousness, not only of practice - Impossible to be multicultural if one does not see or think multicultural. - Even with a great curriculum, a racist can’t teach against racism. - Believing that all students can learn is a conscious act.

Tenet # 5 - If we choose to focus on the gap, we fix it. - If we choose to ignore it, the gap continues. Achievement Gap Opportunity Gap

© 2010 THE EDUCATION TRUST— WEST © 2010 THE EDUCATION TRUST – WEST Top and Bottom Performers: Overall CST Proficiency Rates for Latino 8 th Graders, 2010 District % of Latino Students Scoring Proficient & Advanced End-of- Course Algebra I Top- Performing Districts Manteca Unified (San Joaquin County)37% Hacienda La Puente Unified (Los Angeles County) Elk Grove Unified (Sacramento County) 31% Visalia Unified (Tulare County) Glendale Unified (Los Angeles County) Garden Grove Unified (Orange County) 30% Lowest Performing Districts Corona-Norco Unified (Riverside County) Pomona Unified (Los Angeles County) 13% Compton Unified (Los Angeles County)12% West Contra Costa Unified (Contra Costa County)7% Note: Districts only included analysis if enrollment was >5 percent Latino and if free or reduced-price lunch rates >40 percent.

Tenet #6 - But a counselor can stand witness to advocate for not replicating those inequities in our curricula, pedagogies, and support services Systemic Inequities Stand witness & Advocate

Tenet # 7 Gross inequities exit in our public schools … - not eliminated by “TACO NIGHTS,” or “the International Fair” - We must address: racismclassismsexismheterosexism Other oppression

Tenet #7 Gross Inequities Realities of high poverty U.S. schools Typical High SES School More teachers teaching outside their credential Less college prep classes More teacher/staff turnover

Tenet # 7: Gross Inequities (con’t) Typical High SES School More inoperative bathrooms Lower teacher /counselor salaries Less rigorous curricula

Think-Pair-School What other inequities do you see in the schools that you attended?

Two Models of Multicultural Counseling The Respectful Cube Cultural Proficiency

THE RESPECTFUL CUBE

What is “Cultural Proficiency” ( Adopted from: Kikanza Nuri Robins & Randall B. Lindsey) : Enables individuals and organizations to respond effectively to people who differ from them. A way to evaluate policies and practices at the organizational level A way to evaluate values, beliefs and behaviors at the individual level

Cultural Proficiency Continuum Cultural Destructiv eness Cultural Incapacity Cultural Blindness Cultural Pre- Competence Cultural Competence Cultural Proficiency

Cultural Destructiveness: “See the difference; stomp it out.” Using one’s power to eliminate the culture of another. Examples Genocide or Ethnocide Exclusion Laws Shun/Avoid certain curriculum topics “When we redistrict we can get rid of THAT neighborhood!” “Why are those kids speaking Spanish at lunch?” “There are so many problems coming from “Fedde Middle School because of its location in the barrio.” “If we could get rid of the special needs students, our scores would improve.””

Cultural Incapacity: “See difference, make them wrong” Believing in the superiority of one’s own culture and behaving in ways that disempower another’s culture. Examples - Disproportionate allocation of resources to certain groups - Lowered expectations - Expecting “others” to change: My way or the highway. Evidence: “Another generation to never leave the trailer park.” “His mom admitted he was special education when she went to school, so we can’t expect him to do well” “The apple doesn’t fall far from the tree.” Lack of an equal representation of staff/administrators that reflect diversity in the school.

Cultural Blindness: “See the difference; act like you don’t.” Acting as if cultural differences do not matter or as if there are not differences among/between cultures. Examples - Discomfort in noting difference - Beliefs/actions that assume world is fair and achievement is based on merit Evidence: “Our school does not need to focus on multicultural education- we have no diversity.” “Everyone learns the same.” “Just don’t recognize their religion. We don’t want to offend.” “I’m not prejudiced. I treat all students the same.”

Cultural Pre-Competence: “See the difference; respond to it inappropriately.” Examples Delegate diversity work to others, to a committee Quick fix, packaged short-term programs Unclear rules, expectations for all diversity programs for staff Evidence: “Diversity is covered through our Language Arts curriculum.” Cultural programs asked to be lead by those of that background. “I’ll do my best to make the Special Education student feel part of the Honors course.” “Make sure you do an activity for Black History month.”

Cultural Competence acceptances & respect for differences assessment of own and the school’s culture dynamics of differences expansion of cultural knowledge and resources adaptation of values & behaviors & the school’s policies and practices

Cultural Proficiency: “See the difference; respond positively. Engage and adapt.” Esteem culture; knowing how to learn about organizational culture; interacting effectively in a variety of cultural groups. Examples Interdependence Personal change and transformation Clubs for groups other than one’s own Evidence: Differentiate to the needs of all learners. My boys aren’t doing well in reading. I need to start integrating more non- fiction. “Our ELL students are not responding to ___; let’s provide extra support for them by doing ___.” “Thank you for calling the parents and explaining in Spanish about our field trip.”

Cultural Proficiency in your field experiences. Grab some sticky notes … 1.Record one example per sticky note of a situation, quote, scenario, or something you have heard that represents each of the six parts of the continuum. 2.Try your best to provide at least two examples of each: Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Pre-Competence Cultural Competence Cultural Proficiency 3.When you are finished, place the sticky notes on the corresponding chart paper or share them in the weekly chat.

Activity Your selection of territory. Examine the table at which you sit. What made you choose that location? Do you have a voice? How do you help or hinder others who want to sit at your table?

Applying Multicultural Skills to individuals Identify aspects of spirituality relevant to wellnessIntegrate their efforts with indigenous helpersCultural barriers to mental healthDeveloping coping and resistance strategiesSkills to deal with institutional discrimination

Culturally Responsive CommunityHigh ExpectationsCurriculum reflects culturesDeals with cultural tensionsHires diverse staffStaff DevelopmentInvolve ParentsBroad Definition

The END “ Too many children who enter school with equal yearning soon falter under the harsh light of adult assumptions and American cultural history.”