1. Culturally Proficient Leadership & The Barriers to CP
ELPS 715 Leading Change Through Cultural Competence

2. Historical Changes in School Leadership
CP Leaders are aware of the history of their schools and the educational development in the U.S.
Modern management theory has impacted the leadership of the schools
Generally, there are four (4) accepted management periods in U.S. history, based on the theory base
A Brief Review Follows……..

3. Classic Scientific Management Period
Top-down, organizational charts, tracking and testing Committee of Ten
Compulsory attendance laws through 6th or 8th grade (only age 16 today in many states)
Melting Pot theory emphasis to assimilate all culture into the main culture. (filled with flaws-many did not melt into, still today….)
Basics are emphasized, few graduate high schools, hardly none of lower SES, minority status

4. Scientific Management(cont’d)
Standardized testing and tracking date from this period.
As Ogbu (1978) and others have stated, the First Nation, Latino, African-American, and some Asian Americans are not likely to melt into the “pot” ever.
This brings up continuing issues of class and caste in the U.S.

5. Human Relations Period
Brought about by changes in business and organizational theory
Search for more effective ways to use workers- union pressure, etc
McGregor (1960) workers motivated intrinsically to do well
Principal more in charge in the school
More students of diversity allowed to participate in school- class & caste still real issues

6. Organizational Behavior Period
Characterized by schools as social systems
School Desegregation mixes students of various class and castes
Students are expected to improve academic performance
Processes are uneven at best with huge gaps is equality and equity

7. Modern Period 1980-2000s Diversity is the main dynamic
Business finds it is important and beneficial to the bottom line to be tolerant and diverse.
Schools attempt to develop and implement programs that address the educational needs of all students
The CP Leaders today is faced with the moral dilemma of how to accomplish within the system we have created over the historical development of schools

8. Caveat: Systems of Oppression
Most organizations are systems of institutionalized oppression: racism, sexism, heterosexism, ageism, and ableism
Usually supported and sustained without the permission and knowledge of the people they benefit.
Serve to dominate , marginalize and victimize individuals and groups

9. Considerations Of Oppression
Most members of the dominant culture do not see themselves as more powerful or privileged than others in society.
That being the case, the oppressed are left to fend for themselves.
Hence, the usual methods that the dominant culture prescribes for learning about diversity is through the study of oppressed groups.

10. Caste & Oppression
U.S. Society is stratified by economic classes, e.g. lower, middle and upper classes
For some, the class lines are flexible and determination allows movement from one class to another.
For others, (Ogbu and Mutute-Bianchi) distinguish between immigrant status and caste status

11. Caveat: Privilege & Entitlement
Entitlement is the opposite of institutionalized forms of oppression, racism, sexism, ethnocentrism, and heterosexism—that penalize dominated groups in dominated cultural groups.
The entitlement continuum would begin with institutionalized oppression (color, women, and GBLT) on one end and finish on the far end with heterosexual white men (those with the most power and control)

12. Entitlement in Education
The authors of history texts have routinely excluded some cultural groups from their writing, including major events.
Systems of Tracking and labeling.
Educator expectations have differing expectations for students depending on race, ethnicity and gender, or perhaps, religion

13. Manifestations of Entitlement
The teaching of history-language of how people are described.
The use of demeaning terminology (Deficit Modeling)
By using the terms of oppression, we focus on what is wrong with the oppressed, implying that they must be studied………. And labeled…….

14. Terms to Describe Oppressed and Entitled Groups
Inferior
Culturally Deprived
Culturally Disadvantaged
Deficient
Different
Diverse
Third World
Minority
Underclass
Poor
Unskilled workers
Superior
Privileged
Advantaged
Normal
Regular
Uniform
First World
Majority
Upper Class
Middle Class
Leaders

15. Caveat: Unawareness of the Need to Adapt
Failing to recognize the need to make personal and school changes in response to the diversity of the people with whom one interacts.
Perhaps, being part of the dominant culture, it never occurred to anyone that there was a problem?
If one believes there is no need to adapt the environment, they likely will believe too that newcomers can change or adapt and there will be no problem.
In a culturally proficient school however, everyone changes to create the new school culture.

16. Paradigms
A paradigm is a mental model or set of rules/criteria that help us order the environment around us—it is how we judge correctness or reality.
Everyone uses paradigms in some manner to order their world.
The CP Leader is a Paradigm Shifter who builds teams of shifters. They work with the Resisters who have vested interests in the system and have the most to lose with changes!

17. The Change Process: Bridges (1980)
Based on three stages: Endings, Transitions, & Beginnings.
Most fail to realize that to begin something new, one must end something else, normally.
Most endings involve huge losses for some stakeholders
Between the endings and the beginnings of something new, is the transition period.
See Table 5.3 Phases of the Change Process, p. 90

18. Endings Stage
CP Leaders understand that to begin Cultural Proficiency as an approach to diversity, people must have time to grieve over their losses.
They facilitate the process by acknowledging feelings of loss and guiding people through the anger, denial, shock and hostility.
The primary goal is to prepare all for the upcoming change

19. Transition Stage
Associated with activities in which participants are no longer doing what they used to do, but still are not doing what they want to do.
This stage is marked by new concepts and strategies being introduced and work begins on a shared vision for the school. This may include dismantling old systems.

20. Dynamics of Change
People are at different levels of readiness for change.
People will think first about what they are going to lose.
People will feel awkward, uncomfortable and ill at ease.
People tend to be concerned that they will not have enough resources.

21. Dynamics of Change (cont’d)
People will feel alone even though others are going through the same thing.
People can handle only so much at a time.
When the pressure is off, people will revert back to old, comfortable, behavior

22. Beginnings Stage
Follows the transition stage, and usually comes after the endings are truly acknowledged (people know change is really here to stay)
CP Leaders are ready for naysayers by a well-planned process of change that institutionalizes the change.
Realistic expectations are set for everyone in the school/district.
When appropriate, rewards are offered to reinforce the change

23. Resistance Comments
“We didn’t do anything to those people, why do we have to change?”
“This is America, they should be adapting to us!”
“This is reverse discrimination.”
“Why are we trying to fix something that is not broken?”
“I don’t want to have to apologize for being white!”
“It seems like white men are the ones being oppressed now……..”

24. The Good News
Even though the Deficit Model worldview perpetuates oppression, privilege & entitlement, and the need to adapt; WE CAN CHANGE OUR WORLD VIEW!!
Culturally proficient educators interpret their discomfort with these issues and become more aware of their own entitlement.