1. Creating an Inclusive Environment: Removing Institutional Barriers
Pedro A. Noguera, Ph.D.
UCLA

3. I. Understanding of race and culture
Culture - the system of ideas that enable us to make meaning of the social world (Horowitz, Rosaldo)
Customs and artifacts are symbols of culture – food, dress, music, etc.
Race – social construct rooted in historical notions of group membership
Racism – a system of of hierarchy premised on notions of inherent inferiority and superiority
Structural, ideological and interpersonal dimensions
Toni Morrison: profoundly important and meaningless

4. Working and learning in diverse institutions is often a challenge
Institutional Racism – Policies, practices and procedures that negatively impact underrepresented groups and individuals
Ethnocentrism - we tend to view differences in culture as a sign of deficiency – why can’t they be like us?
Subtle Bias: Cultural differences often contribute to communication problems
Educators must have the inability to transcend cultural differences
“color blindness” is often an obstacle

5. Diversity is often a challenge in the classroom

6. The Pressure to Assimilate
Educational success for minorities has traditionally been based upon cultural assimilation
The price of mobility
The cost of assimilation – alienation from family (Rodriguez 1990)
The cost to self – “selling out”, the stress of learning to code switch
Micro aggressions – MEES - Pierce

7. Confronting stereotype threats
Race, gender and national origin stereotypes often undermine performance
Steele and Aronson: stereotype threats
Institutions that are committed to inclusion make deliberate efforts to counter stereotypes
“Acting White” is not an issue, no trade off
Narrative of Excellence: Perry, Hilliard and Steele - Young, Gifted and Black

8. Reflection:
How are race, language and socio-economic status implicated in social relationships at your school?
How predictable are patterns of hierarchy and success?
How integrated are your classrooms?
What are the obstacles to communicating openly and effectively about diversity?

9. II. Creating inclusive institutional cultures
Defined: Beliefs, attitudes, norms, expectations and assumptions that guide actions
The ethos, customs, habits that characterize an institution
Sarason’s axiom: If you attempt to implement reforms but fail to change the culture of an institution, nothing will change
Highly successful institutions are distinguished by a culture that reinforces core values, positive social relationships and individual development

10. Signs of a healthy school culture:
Leadership takes responsibility and openly discusses issues related to diversity
Does not blame underrepresented students for low performance
Pushes faculty to see teaching and learning connected
Have a coherent, data-based strategy for achieving goals related to diversity
Institution is not racially stratified – staff and students
Staff is willing to collaborate and open to change
Staff and student relations characterized by respect and empathy
Rules and procedures are aligned with diversity goals
Diversity and excellence are seen as compatible goals

11. Normative patterns among students and staff influence climate and culture
Peer support reinforces academic goals
Strong sense of community based on active participation
Students do not feel limited by stereotypes related to race, class, gender
Staff and students perceive leaders as possessing moral authority among adults

12. Reflection:
How would you characterize the culture of your institution?
Do students/staff feel supported?
Do underrepresented students/staff feel like they belong?
Does staff collaborate take responsibility for pursuing institutional goals?

13. Success of Underrepresented Students/Staff is Contingent Upon:
Cultivating attitudes and habits that promote academic achievement (Boykin)
Confidence and competence
Self discipline, self motivation and efficacy
Organizational and study skills
Ability to cross cultures easily
Strong relationships between students and faculty
Strong sense of connection to the institution (Steele 1995; Steinberg 1998)

14. Creating a culture to counter the streets: David Banks – Founder of Eagle Academy

15. Extended Learning at Eagle Academy

16. Engaged learners at Eagle

17. Every boy learns to play violin

18. III. How Cultures Change
Civil rights movement - ordinary heroes
Women’s movement - making it personal
Anti-smoking campaigns - asserting the rights of non-smokers
South Africa - incrementalism

19. Ingredients of Change Vision, goal of the change desired
Core group of activists/leaders
Strategic allies
Public campaign to change behavior, win hearts and minds

20. Developing A Theory of Change
Map out a theory of change
What is your vision?
What short, medium and long term steps need to be taken to realize your vision?
What resources, support and allies do you need to achieve your vision?

21. Institutional Changes that Can Support Higher Levels of Success
Early intervention systems – identify students who are not making progress early
Partnerships with community based organizations to support underrepresented students
immigrant services, health and social services
Increased access to counseling and tutoring for students
Help in setting career goals
Hiring individuals from diverse backgrounds in professional roles
Mentors, role models, moral authority, bridge builders

22. Cultivate Agency: Influence the choices that are made by students, staff and leaders
Learn about each others history and culture
Provide opportunities for students and staff to become involved in community service
Embrace service learning and a problem-posing curriculum
Listen: Provide ample opportunities for students and staff to have input on what is happening in the instituion