1. 2017 Region II Equity Conference
August 1, 2017
Western Branch High School
EXAMINATION OF PERSONAL CULTURE AND CULTURALLY RELEVANT DOMAINS
LaQuiche Parrott, Ed.D.

2. GIVE ONE, GET ONE What is the meaning of personal culture?
CHOOSE 2 POST-IT NOTES AND RESPOND TO THE FOLLOWING:
What is the meaning of personal culture?
How is culture celebrated in your school/division?

3. GOALS FOR THE SESSION Reflect on one’s unique cultural narrative
Acknowledge others’ unique cultural narratives
Clarify the process of growth toward cultural competence
Connect adult cultural competence with student outcomes
Reflect on ways that school culture can cause others to “negotiate identity”
Evaluate Culturally Relevant Domains

4. LEARNING SUCCESS CRITERIA
Contributed to the small and whole group tasks.
Know the working definition of cultural competence, and the importance of growth toward cultural competence.
Know the importance of understanding one’s own cultural narrative as well as others.
Know examples and components of a culturally relevant learning environment/classroom.

5. TABLE TALK DISCUSSION QUESTIONS
Why do we need to have conversations about race and culture in schools?
What is the meaning of cultural competence?
What stops us from talking about race and culture in our schools/organization?
How do we celebrate culture in our schools?

6. WHY DO WE NEED TO HAVE CONVERSATIONS ABOUT RACE AND CULTURE IN SCHOOLS?

7. WHY DO WE NEED TO HAVE CONVERSATIONS ABOUT RACE AND CULTURE IN SCHOOLS?
“If the adults in your building do not have the willingness and capacity to engage in honest and critical reflection about their own cultural and racial lenses, then we increase the likelihood that those unacknowledged lenses will get in the way of students’ success.”
(Gary Howard, “We Can’t Lead Where We Won’t Go: An Educator’s Guide to Equity, 2015)

8. WHAT IS THE MEANING OF CULTURAL COMPETENCE?

9. WORKING DEFINITION OF CULTURAL COMPETENCE
“The will and ability to form authentic and effective relationships across differences.”
Cultural competence is a process of growth, not fixed or absolute state. To be culturally competent, individuals will engage in ongoing self-reflection, adult interaction, and mutual professional growth.
(Gary Howard, “We Can’t Lead Where We Won’t Go: An Educator’s Guide to Equity”, 2015)

10. CULTURAL COMPETENCY CONTINUUM
Cultural Destructiveness
(Intentionally deny, reject, or outlaw any other culture)
Cultural Incapacity
(Accept the existence of other cultures, Unable to work effectively with others)
Cultural Blindness
(Assume that all people are basically alike; Advocate a universal approach and services for all people)
Cultural Sensitivity/Awareness
(Willing to learn about and understand other cultures)
Cultural Competency
(Able to work effectively in cross-cultural situations; Develop standards, policies, practices and attitudes)
Cultural Proficiency
(Proactive in promoting cultural diversity; Seek opportunities to improve culture relationships)
Source: lanec.edu (online)

11. WHAT STOPS US FROM TALKING ABOUT RACE AND CULTURE IN OUR SCHOOLS?

12. WHAT STOPS US FROM TALKING ABOUT RACE AND CULTURE IN SCHOOLS?

13. GROUP NORMS: FOUR AGREEMENTS
Stay Engaged
Stay present and remain physically, mentally and emotionally involved in activities
Avoid redefining the focus or guiding question (s) for the session
Speak Your Truth
Be absolutely honest about your thoughts, feeling, and opinions--” I statements”
Avoid the trap of saying what you perceive others want to hear
Be willing to take risk
Experience Discomfort
Speaking your truth can create personal and collective discomfort
Listen for understanding and without judgement
Discomfort is necessary if we are to handle the reality of change in a honest and forthright way
Expect and Accept Non-Closure
Conversations can flow and participants can learn, but understand the session may end without a sense of closure
The work is ongoing
Anticipate appropriate and promising actions and interventions
Singleton, G. & Linton, C. (2014). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools.

14. SHARING PERSONAL CULTURE
At this time, we will get in groups. I’ve asked that you have a memento or item that will assist in your sharing of your personal culture.Sometimes an item sparks a memory of your life.Each person will have about 5 minutes to share about themselves. Only share what you feel comfortable sharing. While each person shares--let’s be active listeners not interrupting for follow-up but to allow the person to share. Again, each person should take about 5 minutes to share. Can someone serve as the time keeper to allow everyone to share before time is over.

15. PERSONAL CULTURE REFLECTION QUESTIONS
What similarities & differences
were shared?
What did you learn
about personal culture from this activity?
Implications for students?
Colleagues?
School Community? 1 2 3

16. CULTURAL TOSS 1. Race/Ethnicity 2. Religion 3. Language 4. Life Value
5. Career
6. Possession
You shared a bit about your culture during our first activity--- so what makes your cultures. In simple terms-- 6 identities. At your table, you should have 6 cards that read what you view on the screen. I’m going to describe each card using defintions provided by Gary Howard in his Equity work. When I read the card, and think about what your own idemtity. After I read all 6, we will engage in a simulated activity. Any questions. After the simulated scene, Ask: How do our students in our school experience pressure to give up aspects fof their own identities, or not be fully who they are? Collegues? How we are creating this pressure for students not be who they are? How did it feel to give up something? Gary in his experience shared that White people/Caucausian people give up Race Ethnicity because they dont consider any benefit or priviledge associated/ More often, white men will not give up race because of the priviledge associated with being white. African-Americans/Blacks
do not give up race due to the constant fight to be themselves--won’t give it up. The more culturally competent we become as educators the less our students, families and colleagues have to give up about themselves

17. WHAT CAN WE DO TO VALIDATE ALL STUDENTS?
The late, Dr. Rita Pierson, an educator for over 40 years shared her insight on what every student needs?

18. “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ( Maya Angelou)
After hearing those words from Dr. Pierson-- every child needs a champion! Where they feel accepted, affirmed, and value for who they are. It makes me reflect on this great words of Maya Angelo- Bring your whole self. With a shoulder partner, discuss how this quote resonates with you after watching the video?

19. HOW DO WE CELEBRATE CULTURE IN OUR SCHOOLS?

20. Self-Audit of Your Culturally Relevant Classroom
Environment
Student Interactions
Instruction
(AVID CULTURALLY RELEVANT TEACHING, A SCHOOLWIDE APPROACH)
As I shared earlier, becoming a culturally relevant teacher is a process of growth--that begins with self-reflection and assessment. The audit sheet is one taken from the AVID Culturally Relevant Teaching Strand-- not for you to complete now, but for you to use as your own inventory of growth.

21. REFERENCES
Boyko, T., Briggs, P., Cobb, M., Dragoo, H., Ferreira, L., O'Connor, J., & Sanders, J. (2016). AVID Culturally Relevant Teaching: A Schoolwide Approach. AVID Press.
Howard, G. (2015). We Can’t Lead Where We Won’t Go: An Educator’s Guide to Equity. Corwin Press.
Pierson, Rita. Every Kid Needs a Champion.
Singleton, G. & Linton, C. (2014). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. Corwin Press.

22. CONTACT INFORMATION
LaQuiche Parrott, Ed.D.
Director of Opportunity and Achievement
Department of Teaching and Learning
@laquicheparrott
THANK YOU