1. Cultural Competency

2. AGENDA Objectives & Norms Power & Privilege Reflection & Discussion
Implicit Bias
Practicing Cultural Competency
Scenarios
Closing

3. OBJECTIVES By the end of this session, you will have…
Evaluated how your personal identity connects to power dynamics in a classroom setting
Brainstormed concrete strategies to implement three principles of culturally competent class facilitation
Discussed how to engage appropriately with students and with unfamiliar classroom spaces

4. Do Now

5. DO NOW Flower of Power – pg 11 in your DC Handbook
Turn to your flower hand out: Shade in inner petals for any category that you feel is an essential part of your identity.
Shade in outer petal for identities you derive societal power from.
Walk of Privilege Statements – pg 12
Stand up and arrange yourselves in a circle in the room.
20 minutes
Introduce self and role.
This workshop is about three of GC’s core values: Diversity, Collaboration, and Open mindedness.
Share a personal story related to one of the words.

6. REFLECTING ON OUR OWN EXPERIENCES What: Flower of Power:
For what identities did you color in both the inner and outer layers?
Was this difficult or easy to fill in? Are there any identities you’re not sure how to fill in?
Privilege Walk:
Which forms of privilege are you more aware of in yourself? Which had you not considered before?
Were you surprised by any part of the activity?
20 minutes
Introduce self and role.
This workshop is about three of GC’s core values: Diversity, Collaboration, and Open mindedness.
Share a personal story related to one of the words.

7. REFLECTING ON OUR OWN EXPERIENCES So What: Flower of Power:
Often, people focus more on the “inner power” parts of their identity. Why?
How would focusing on just these identities affect the way we engage with others?
Which, if any, of your societal privileges do you tend to take for granted? Have you ever incorrectly assumed that everyone else (or someone specific) shares one of your privileges?
Privilege Walk:
Often times people are more aware of the ways in which they experience oppression than the ways in which they experience privilege. Why?
How would focusing on just these parts of your identity affect the way you engage with others?
Which, if any, of your societal privileges do you tend to take for granted? Have you ever incorrectly assumed that everyone else (or someone specific) shares that privilege?
20 minutes
Introduce self and role.
This workshop is about three of GC’s core values: Diversity, Collaboration, and Open mindedness.
Share a personal story related to one of the words.

8. REFLECTING ON OUR OWN EXPERIENCES Now What: Flower of Power:
How might your inner powers and societal privileges differ from the students you’ll serve? In what areas might they overlap?
In the classroom, what can you do to be tactful in regards to potential differences in background and privilege between you and your students?
Privilege Walk:
How might your privileges differ from the students you’ll serve? In what areas might they overlap?
20 minutes
Introduce self and role.
This workshop is about three of GC’s core values: Diversity, Collaboration, and Open mindedness.
Share a personal story related to one of the words.

9. Implicit Bias

10. Implicit Bias Peanut Butter, Jelly, and Racism Assumptions + Power
Turn & Talk

11. Practicing Cultural Competency

12. WHAT DOES A CULTURALLY RESPONSIVE GC CLASSROOM LOOK LIKE?
pg. 13 in your DC Handbook
1. Investing in individual relationships
2. Setting and consistently reinforcing high expectations
3. Asking questions and promoting critical thinking
Need to flesh out a bit
Introduce self and role.
This workshop is about three of GC’s core values: Diversity, Collaboration, and Open mindedness.
Share a personal story related to one of the words.

13. Scenarios

14. Scenarios In your groups, discuss the scenario you were just handed.
pg. 14 in your DC Handbook
In your groups, discuss the scenario you were just handed.
Guiding Questions:
How would you handle the situation?
How would you apply the three principles?
What follow-up or changes would you have in this class?
20 minutes
Introduce self and role.
This workshop is about three of GC’s core values: Diversity, Collaboration, and Open mindedness.
Share a personal story related to one of the words.

15. Scenario 1 Ways to make sure all your students are engaged:
Today you’re leading Lesson 2, and you’ve noticed that very few of your students ever raise their hands to volunteer answers. When you ask them to write their thoughts down on in their student handbooks, most still don’t write much. When you ask them to discuss in small groups, you hear snatches of discussion in Spanish. What can you do to increase participation?
Ways to make sure all your students are engaged:
Don’t make assumptions about what students are capable of.
Work with students to find ways that they can engage - pairing with bilingual students and teachers
If students are struggling with understanding English, see if they want to work with another student who can help them translate
Communicate with the student translator to make sure they feel supported.
Communicate with your teachers about their methods for engaging the classroom.
Bilingual DCs
15 minutes
To get us started you are going to create diversity wheels. You will have five minutes to create your own wheel.
Share the different sections of the wheel and an example of each from your own wheel.
Pass out the diversity wheel worksheet and give DCs five minutes to complete. Explain that after they complete their wheels they will have the chance to share out as they feel comfortable. Provide a one-minute warning.
Ask a person to share a piece of their wheel. Ask the group to stand if they feel a connection to what that person said.
Share out differences.
How might this impact beliefs and interactions?

16. Scenario 2
Your class is in the middle of Lesson 4, and they’re consensus-building, so a portion of the class is trying to convince the rest to choose state regulations on abortion clinics as their focus issue for the semester. The discussion is getting heated. How could you respond tactfully and productively to inflammatory or excessively negative contributions from the students? When a few students become visibly upset, what do you do?
Possible ways to manage the situation:
More in depth questions
Find ways to make the issue relatable
Ask what they’d need added to the focus issue to be more supportive of it.
Have them ask their peers questions about why this issue matters to them.
Come into contact with all students
Follow-up: Make sure students do research on all sides of the issue
15 minutes
To get us started you are going to create diversity wheels. You will have five minutes to create your own wheel.
Share the different sections of the wheel and an example of each from your own wheel.
Pass out the diversity wheel worksheet and give DCs five minutes to complete. Explain that after they complete their wheels they will have the chance to share out as they feel comfortable. Provide a one-minute warning.
Ask a person to share a piece of their wheel. Ask the group to stand if they feel a connection to what that person said.
Share out differences.
How might this impact beliefs and interactions?

17. Scenario 3 Possible ways to respond:
Your class has chosen income inequality among Boston wage-earning employees (as opposed to salaried employees) as its focus issue. During a discussion about the impacts of income inequality, a student uses a phrase you aren’t familiar with. When you ask him what it means, he explains that his family gets food stamps. What do you say next?
Possible ways to respond:
Thank the student for explaining
Assess your own assumptions
Follow the student’s lead, rather than trying to guess at his comfort level in sharing
If he is uncomfortable, redirect the class’ attention
If he wants to share more, create space for him to do so
Check in one on one
Be honest about your own knowledge, background, and experiences
15 minutes
To get us started you are going to create diversity wheels. You will have five minutes to create your own wheel.
Share the different sections of the wheel and an example of each from your own wheel.
Pass out the diversity wheel worksheet and give DCs five minutes to complete. Explain that after they complete their wheels they will have the chance to share out as they feel comfortable. Provide a one-minute warning.
Ask a person to share a piece of their wheel. Ask the group to stand if they feel a connection to what that person said.
Share out differences.
How might this impact beliefs and interactions?

18. Scenario 4
Your class spent Lesson 3 brainstorming community issues, and a lot of hot-button topics from the news right now, like immigration and Islamophobia, were suggested as issues to address on a city- or state-level. In their Exit Tickets, you asked students which of the narrowed list of issue ideas they were most interested in addressing and why. One of your students who is Muslim wrote that she wanted to choose Islamophobia, because she was scared that her family would never be able to visit their relatives ever again. How do you follow up from this?
Possible ways to respond:
Inform her teacher of her disclosure, to make sure they' know what's going on
Follow up with your student individually to thank her for sharing 
Ask questions to identify how Islamophobia is affecting students on a local level and daily basis, for a possible focus issue
Practice self-awareness-- does this focus issue jump out to you more than others? Make sure your own beliefs about what focus issues are more important doesn't override student perspective
At the beginning of the next class, thank students for sharing their personal concerns. Affirm the importance of inclusion and respect for all identities and experiences, and thank the students for working to create a supportive and safe space for each other in this classroom
15 minutes
To get us started you are going to create diversity wheels. You will have five minutes to create your own wheel.
Share the different sections of the wheel and an example of each from your own wheel.
Pass out the diversity wheel worksheet and give DCs five minutes to complete. Explain that after they complete their wheels they will have the chance to share out as they feel comfortable. Provide a one-minute warning.
Ask a person to share a piece of their wheel. Ask the group to stand if they feel a connection to what that person said.
Share out differences.
How might this impact beliefs and interactions?

19. Exit Ticket

20. Exit Ticket
Discuss: Consider your own experiences as a student in high school and middle school.
When did one of your teachers effectively employ one of the three principles?
What exactly did they do, and what effect did that have on you?
Write down: THREE skills that you intend to prioritize in the classroom.
15 minutes
To get us started you are going to create diversity wheels. You will have five minutes to create your own wheel.
Share the different sections of the wheel and an example of each from your own wheel.
Pass out the diversity wheel worksheet and give DCs five minutes to complete. Explain that after they complete their wheels they will have the chance to share out as they feel comfortable. Provide a one-minute warning.
Ask a person to share a piece of their wheel. Ask the group to stand if they feel a connection to what that person said.
Share out differences.
How might this impact beliefs and interactions?

21. #GetReadyGC @gencitizen on Twitter @generationcitizen on Instagram
Generation Citizen on Facebook
#GetReadyGC
5 minutes
This is just the start of the conversations.
As you go through your DC experience, you need to constantly check your assumptions and beliefs and how they impact your behavior.
Ask for lingering questions