1. The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. RtI Center Culturally Responsive Practices Training http://www.wisconsinrticenter.org/crcp.html

2. REVIEW OF DAY 1

3. Reflect from Day 1 What was comforting/comfortable? What did you find challenging or confusing? What are you wondering about/what questions do you have? What do you most want to remember? Source: Coffee Talk (Equity Focus) Protocol from NSF protocols

4. Agenda Practitioner Identity Implicit Bias Student Identity School/Community Identity VABB

5. Believe all Students Will Learn Section Objectives: Understand how implicit bias impacts teaching and learning/the problem your school is examining

6. Conversation Starter What is it you believe about students and learning? Can all students learn? Will they? Why or why not? What does your school mission statement say about student achievement? Does your school data reflect your values and your mission?

7. Implicit Bias Everyone has biases… …what we do in response to them is what matters.

8. What is Implicit Bias? Unconscious, automatic Based on stereotypes We all have biases (even those affected by them) Generally not an indication of our beliefs and values More likely to influence: – Snap decisions – Decisions that are ambiguous

9. Implicit Bias Predicts the Extent to Which… Police Officers use force when arresting African American children as opposed to white children (Goff et al., 2014) Arbitrators decide labor grievances in favor of men over women (Girvan, Deason, & Borgida, 2014) Pediatricians recommend less pain medication for African American children than white children with identical symptoms (Sabin & Greenwald, 2012)

10. Implicit Bias at Work Attractiveness – Real estate agents rated as more attractive sell homes for significantly higher prices (Salter, Mixon, & King, 2012) Height – One inch of height is worth $789 per year in salary (Judge & Cable, 2004)

11. Implicit Bias and Race “…the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.”- Nicholas Kristof, The New York Times What Would You Do? Bike Thief Video Hidden cameras highlight how people respond when different actors pretend to steal a bike

12. MEDIA BIAS Implicit bias is fed from many sources…especially the media

13. Media Influences Personal Biases When it comes to detecting your biases, national consultant Dr. Sharroky Hollie says it’s important to do three things: 1.Identify the various media sources from which you get your information 2.Question your belief system 3.Listen to your “Deficit Monitor”

16. News Stories “LOOTING” “ finding ”

17. Misperceptions of Aggression (Hugenberg & Bodenhausen, 2003) Participants were shown a series of computer generated white and black faces from scowling to smiling…

18. Misperceptions of Aggression (Hugenberg & Bodenhausen, 2003) – Implicit bias was not related to perceptions of white faces – Those with higher implicit bias perceived black faces as more angry

19. The Essence of Innocence Phil Goff Black boys as young as 10 years old were: – More likely to be mistaken to be older than their white peers (average overestimation: 4.5 years) – Less likely to be perceived as innocent and more likely to be perceived as responsible for their actions than their white peers of the same age Goff, P. A., et. al., (2004). The essence of innocence: Consequences of dehumanizing black children. Journal of Personality and Social Psychology, 106 (4), 526-545.

20. The Essence of Innocence Police Interviews 176 police officers, mostly white males, tested on two types of bias: – Prejudice questionnaire (“It is likely that blacks will bring violence to neighborhoods when they move in.”) – Dehumanization: pairing blacks and whites with large cats, such as lions, and with apes. In reviewing these officers’ conduct records, those who dehumanized blacks were more likely to have used force against a black child in custody. Only dehumanization, and not police officers’ prejudice against blacks, was linked to violent encounters with black children.

21. The Essence of Innocence College Students 264 mostly white, female undergraduate students from large public U.S. universities Rating the innocence of people (infants to age 25): – Children up to 9 years old judged equally innocent – Black children were considered significantly less innocent than other children at every age group beginning at age 10 Shown photographs alongside descriptions of crimes and asked to assess age and innocence – Overestimated age of blacks by an average of 4.5 years – Found them to be more culpable than same-aged whites Dehumanization and prejudice tests: – Similar results to police interviewed

22. Automatic Associations Our brains are wired to look for patterns When we are forced to make quick decisions, we use our automatic associations to respond Implicit stereotypes are automatic associations that are out of conscious control

23. Conditions Necessary to Neutralize Implicit Bias 1.We must be aware of our biases 2.We must be concerned about the consequences of our biases 3.We must know when biased responses are most likely 4.We must have replacement behaviors to respond in ways consistent with our values (Devine et al., 2012)

24. Addressing Common Questions Poverty plays a role, but racial disproportionality remains, even when controlling for poverty – American Psychological Association, 2008 – Skiba et al., 2005 – Wallace et al., 2008 “Isn't it all really about poverty?”

25. Addressing Common Questions No evidence of different base rates of behavior for any subgroups – Bradshaw et al., 2010 – Losen & Skiba, 2010 – Skiba et al., in press “Aren’t black boys just more violent?”

26. Addressing Common Questions No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of. – Banaji & Greenwald, 2013 – Greenwald & Pettigrew, 2014 – van den Bergh et al., 2010 “Are you saying that all teachers are racist?”

27. Shooter Task: Shooter Task: Experiment About Implicit Stereotypes Implicit stereotypes are automatic associations that are out of conscious control Shown pictures of black and white men and asked to indicate if armed or unarmed Research finds that the race of the person influences performance on the task even though race is not relevant to the task – Researchers have found that people tend to be faster to shoot an armed target (in the experiment) if he is black than if he is white (Correll, Park, Judd, & Wittenbrink, 2002)

28. Implicit Association Test (IAT) Measures attitudes and beliefs that people may be unwilling or unable to report May be especially interesting if it shows an implicit attitude that the participant did not know about – For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science

29. Personal Bias Survey Individually, take the bias survey from the handouts. Respond, from a gut level, to the questions. Think about groups who are not represented on this survey that you might react to on the “1” end of the scale - add those to your list. Discuss your responses as directed: How does your reaction to this group impede your ability to create a connection? Why might it be important to create a connection? What do you need to do to move towards a more neutral place? Handout 2.1

30. Short term: – What does implicit bias and “all students can learn” have to do with the data problem you identified? With your hypotheses? Long term: – How will you start teaching staff about bias? – How will you help staff examine their own biases? Team Planning Time

31. Beyond Diversity Training Growth Mindset Work Dalton Sherman Video What Have Other Schools Done?

32. Understand all People Have a Unique Worldview Section Objectives: Help teams identify how people’s worldviews impact their day-to-day experiences Section Objectives: Help teams identify how people’s worldviews impact their day-to-day experiences

33. The Danger of a Single Story As you watch the video, write down the words and phrases that catch your attention.

34. The Danger of a Single Story Make a Silent Appointment and discuss: – Name a time when you were the victim/subject of a single story – Name a time when you were the author of a single story In your table group: – What are the single stories you hear about students or families in your school and community?

35. The Journey Here…

36. Debriefing How difficult was it for you to share your experiences? How have those experiences shaped your worldview? How do the worldviews of our students impact their interactions with schools? How can we better be aware of and pay attention to our student world views in schools?

37. Short term: – How does this section influence your hypotheses on why your underserved students may experience the outcomes they do? Long term: – How will you come to understand the journey of the students you serve? Team Planning Time

38. What Have Other Schools Done?

39. Know the Community Section Outcome: Help participants understand the need to get to know the community they serve and how to identify resources that can be accessed to address cultural mismatches.

40. Know the Community “To establish meaningful connections with students from different cultural backgrounds, research recommends acknowledging the cultural identity of students instead of being ‘colorblind.’” Cartledge & Milburn, 1996; Delpit, 1992; Ladson-Billings & Tate, 1995; Singleton & Linton, 2006; Weinstein et al., 2004

41. STUDENT/FAMILY IDENTITY

42. A Note About Labels… When discussing national or state data, we generally use categories defined by the Office of Management and Budget (1997) Office of Management and Budget (1997) http://nces.ed.gov/ipeds/reic/definitions.asp These describe groups to which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote scientific definitions of anthropological origins. Ethnicity: Hispanic or Latino or Not Hispanic or Latino One or more races that apply: American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White OR

43. Handout 2.2 The Diversity Wheel

44. Cultural Identity

45. Student and Family Identity and DECREASED INCREASED Problem behavior in 4 th grade African American students INCREASED Smith et al., 2009; Thomas, Townsend, & Belgrave, 2003; Hughes et al., 2009 Awareness of own cultural background + development of self-worth Academic and behavioral outcomes during middle school Practitioners learning about student and family backgrounds, cultures, and values Students understanding their own identity

46. Elements of Culture/Values Elements of Culture My Values Growing Up My Values NowHow Schools Operate How my Students/Families might be different How this difference Creates Conflict Language Space/proximity Attitudes towards time Gender roles Family Roles 15 Minutes

47. Team Planning Time Short term: – How will you educate your staff on the importance of understanding student identity? Long term: – How will you support your staff in learning about their students’ identities each year? i.e., materials, time, resources, staff development activities – How does this section influence your hypotheses?

48. COMMUNITY IDENTITY

49. School and Community Identity People of the community; their beliefs, values, and expectations Shared experiences that shape the behaviors of community members The school’s place in the community: – Source of pride? Source of conflict? Connections between the school and community agencies/organizations Visibility of the school at community events

50. As an example… http://crpbis.apl.wisc.edu Notice how the map identifies schools and resources. What do you notice about the resources? What is missing from the resources or community map?

51. “We build too many walls and not enough bridges.” Isaac Newton Add link to movie If She Only Knew Me

52. Community Connections

53. Community Mapping It Takes A Village In your school groups, draw a map of your community: major landmarks, the locations of schools, housing, businesses, resources. Identify where in your community you could find information on the cultures of your students and families. (These resources can be formal and informal.) If this is difficult to identify go into the community and locate these sources. 30 Minutes Handout 2.3

54. Elements of Culture/Values Elements of Culture My Values Growing Up My Values NowHow Schools Operate How my Students/Families might be different How this difference Creates Conflict Language Space/proximity Attitudes towards time Gender roles Family Roles 15 Minutes

55. Team Planning Time Short term: – How will you reach out to determine what’s missing on your map? – Who can you contact as resources? Long term: – How can you use this map to plan supports for students and families? – How will you maintain the connections you make with the community? – How will you use this map to help you investigate your problem?

56. Community Mapping Example: Walking the Four Directions East- Educational Services (Mental) South - Behavioral Health (Emotional) West - Primary Health (Physical) North- Relational Health(Relating)

57. Formative Feedback on Sessions 1 & 2 Please take a few minutes to provide feedback. Your input is valuable in helping us determine the effectiveness of this training. Please complete the evaluation ONLY if you have attended days 1 and 2 of this training. http://crpday2.questionpro.com

58. Homework… 1.Verify who your underserved are and create a data review plan 2.Identify policies that may be contributing to the student outcomes you need to address and develop a policy review plan 3.Check community map and contact local resources to determine contact people 4.Begin to implement short-term plans

59. STILL I RISE Booker T. Washington School Valedictorian Speech

60. Steps on Your Culturally Responsive Journey Self awareness – Individual – School Impact of system – Deep dive into hypotheses All people can learn – Implicit bias Unique worldview – Individual journeys Know the community – Seven experiences