Building Equitable Classrooms Bridging the Gap through Cultural Competency & Equitable School Cultures Equitable School Cultures

Created and Presented by Laurie Brown-Abdelmageed, PhD Laurie Brown-Abdelmageed, PhD Vice Principal, Charles County Vice Principal, Charles County Michelle Foxx, M Ed. Michelle Foxx, M Ed. Instructional Specialist, Charles County Instructional Specialist, Charles County

Objectives Define the impact of cultural competency. Define the impact of cultural competency. Explain how cultural competency, economics and social class play a critical role in student achievement. Explain how cultural competency, economics and social class play a critical role in student achievement. Examine ways to address individual teacher needs to bridge the gaps toward student achievement Examine ways to address individual teacher needs to bridge the gaps toward student achievement

Key Terms Cultural Competence Cultural Competence Hidden Rules Hidden Rules Generational versus Situational Poverty Generational versus Situational Poverty Equitable Education (Not Equal) Equitable Education (Not Equal)

Cultural Competence Refers to an ability to interact effectively with people of different cultures. Refers to an ability to interact effectively with people of different cultures. Cultural competence comprises four components: Cultural competence comprises four components: (a) Awareness of one's own cultural worldview, (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and (c) Knowledge of different cultural practices and worldviews worldviews (d) Cross-cultural skills. (d) Cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.[1] n(Wikipedia) Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.[1] n(Wikipedia)[1]

Collegial Conversation Are you aware of your own cultural worldviews? What are your students’ cultural worldview? Are you aware of your own cultural worldviews? What are your students’ cultural worldview? What are your attitudes toward cultural differences? What are your attitudes toward cultural differences? What is your knowledge of different cultural practices and worldviews? What is your knowledge of different cultural practices and worldviews? What cross-cultural skills do you have? What cross-cultural skills do you have?

Components of Cultural Competency Cultural Competency Culture of your staff Culture of your students Culture of your School

Objective Explain how cultural competency, economics and social class play a critical role in student achievement. Explain how cultural competency, economics and social class play a critical role in student achievement.

Hidden Rules Hidden rules are defined as the unspoken habits and clues that individuals use to indicate membership in a group. Hidden rules are defined as the unspoken habits and clues that individuals use to indicate membership in a group. All hidden rules influence behavior. One of the strongest influences is that of economic class. All hidden rules influence behavior. One of the strongest influences is that of economic class. Three levels of economic class: Three levels of economic class: Poverty Middle class Wealth Poverty Middle class Wealth

Hidden Rules Poverty Middle Class Wealth Decisions are based on survival, relationships and entertainment Decisions are based on survival, relationships and entertainment Decisions based on career and achievement Decisions based on career and achievement Decisions based on social, financial and political connections Decisions based on social, financial and political connections Possessions are people Possessions are people Possessions are things Possessions are things Possessions are pedigree and legacy Possessions are pedigree and legacy

Hidden Rules Poverty Middle Class Wealth The world is local. The world is local. The world is national. The world is national. The world is international. The world is international. Food is valued for its quantity. Food is valued for its quantity. Food is valued Food is valued for its quality. Food is valued Food is valued for its for its presentation. presentation.

“No significant learning occurs without a significant relationship.” Dr. James P. Comer Dr. James P. Comer

“Few understand the courage it takes for a child to return to a place where he failed yesterday, the day before and in all probability will fail again the next.” Author unknown Author unknown

So What? The greater challenge is to address the needs of all students. Equity, though it may not be equal, it always fair. It provides equal access to students at their point of need. The greater challenge is to address the needs of all students. Equity, though it may not be equal, it always fair. It provides equal access to students at their point of need.

Objective Examine ways to address individual teacher needs to bridge the gaps toward student achievement Examine ways to address individual teacher needs to bridge the gaps toward student achievement

How Do We Make It All Work CHARACTERISTICS OF GOOD TEACHING Students are: Involved with issues they regard as vital concerns Involved with issues they regard as vital concerns Students understand and accept human differences Students understand and accept human differences Students are being helped to see major concepts, big ideas, and general principals Students are being helped to see major concepts, big ideas, and general principals

Characteristics of Good Teaching (Cont.) Students are involved with planning what they will be doing Students are involved with planning what they will be doing Students are involved with applying ideals such as fairness, equity, or justice Students are involved with applying ideals such as fairness, equity, or justice Students are actively involved Students are actively involved Students are directly involved in real-life experience Students are directly involved in real-life experience Students are asked to think (Yes, they can) Students are asked to think (Yes, they can)

Characteristics of Good Teaching (Cont.) Students are involved in redoing, polishing, or perfecting their work Students are involved in redoing, polishing, or perfecting their work Students have access with the technology of information Students have access with the technology of information Students are involved in reflecting on their own lives and how they have come to believe and feel Students are involved in reflecting on their own lives and how they have come to believe and feel (Adapted from Haberman, 1991) (Adapted from Haberman, 1991)

Questions & Answers This is a time for us to reflect on what we have discussed and continue our collegial conversations. Questions?????

IT ONLY TAKES ONE TO MAKE A DIFFERENCE! The movie, Freedom Writers, gives us a look at what just one teacher can do to make a difference. Are you ready??? The movie, Freedom Writers, gives us a look at what just one teacher can do to make a difference. Are you ready???

Contact Information Dr. Laurie Brown-Abdelmageed, Ph. D. Dr. Laurie Brown-Abdelmageed, Ph. D. Michelle Foxx, M. Ed. Michelle Foxx, M. Ed.