Part 2 Innovative Educators Webinar www.tbrownassociates.com [e-mail]

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Developing and Enhancing Cultural Competence in
Support of Student Success

• Part 2Innovative Educators Webinarwww.tbrownas
  sociates.comtom_at_tbrownassociates.com

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Imagine a school where all kinds of people feel
comfortable showing up, secure in the knowledge
that they have a place they dont have to defend
every time they turn around, where they are
encouraged to do their best, and are valued for
it. Allan G. Johnson, 2006
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A Global Issue

• Schools with an inclusive orientation are the
  most effective means of combating discriminatory
  attitudes and creating welcoming communities,
  building an inclusive society, and achieving
  education for all.
• UNESCO Salamanca Statement, 1994

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Culturally competent teaching

• The ability to successfully teach students who
  come from different cultures entails
• mastering personal and interpersonal awarenesses
  and sensitivities,
• learning, specific bodies of cultural knowledge
• mastering a set of skills that underlie effective
  cross-cultural teaching
• Cultural Competence A Primer for Educators
• Jerry Diller and Jean Moule, 2005

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Workshop Overview

• What does it mean to be an inclusive campus
  community?
• Review last weeks session, discussion, and
  questions.
• Continued exploration of challenges are
  confronted by students who experience exclusion
  or marginalization?
• How can colleges develop educators to create
  more inclusive and civil campus communities?

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An Inclusive Campus

• Are places where students and faculty work
  together to create an environment in which
  everyone feels safe, supported, and encouraged to
  express her or his views and concerns.
• In such settings, faculty seek to be responsive
  to students both on an individual and a cultural
  level.
• Shari Saunders Diana Kardia
• CRLT, University of Michigan

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Diversity to inclusivityAn inclusive
organization where all people are empowered to do
their best work. Simma Lieberman
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What is Cross Cultural Competence

• A set of congruent knowledge, attitudes and
  behaviors that enable persons from one culture to
  understand, communicate, and interact effectively
  with people of another culture.
• Multiple sources

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Cross cultural competence

• Developing an awareness of one's own culture,
  existence, sensations, thoughts, and environment
• Accepting and respecting cultural differences
• Resisting judgmental attitudes such as "different
  is not as good"
• Being open to cultural encounters
• Being comfortable with cultural encounters

The Purnell Model for Cultural
Competence Journal of Multicultural Counseling
and Health Summer 2005
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Cross Cultural Competence includes

• Willingness to Engage
• Cognitive Flexibility Openness
• Emotional Regulation
• Tolerance of Uncertainty
• Self- Efficacy
• Ethnocultural Empathy.

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Dont get out of your comfort zone.

• Stretch your comfort zone.

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Attention to diversity might even be perceived as
divisive and inhibitingcommunity.

• A strategy to counter the divisive perceptions
  of diversity is to broaden our definition of
  diversity, in ways that highlight the
  intersectionality of race/ethnic, gender, class,
  religion, sexual orientation, within a framework
  of marginalization and justice.
• Marilyn Fernandez, Santa Clara University

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Seven kinds of diversity Beverly D. Tatum, 1999

1. Race/ethnicity
2. Gender
3. Religion
4. Sexual Orientation
5. Socio-economic status
6. Age
7. Physical/Mental Ability

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Categories of otherness Beverly D. Tatum, 1997

• Otherness
• Race/ethnicity
• Gender
• Religion
• Sexual Orientation
• Socio-economic status
• Age
• Physical/Mental Ability

• Form of oppression
• Racism/ethnocentrism
• Sexism
• Religious oppression
• Homonegativism
• Classism
• Ageism
• Ableism

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Multiple Issues

1. Race/ethnicity AND also
2. Gender
3. Religion
4. Sexual Orientation
5. Socio-economic status
6. Age
7. Physical/Mental Ability

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Addressing The IssuesSession 1

• Socio-economic status
• Religion
• Lesbian, Gay, Bisexual, Transgender
• Ethnic and Racial Issues

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Enhancing empathy exercise Religion

• Imagine that you awoke this morning and you had
  converted from being Christian or Jewish to
  Islam, or from being a Muslim or a Christian to
  Judaism.
• How would people treat you differently in your
  community, at school, at work, on your team?
• How might family or friends treat you
  differently?
• What opportunities might open or close for you?
• What rewards might or might not come your way?
• What other positive or negative changes might you
  experience?

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Enhancing empathy exercise Sexual orientation

• If you are heterosexual, imagine that you awoke
  this morning and, if you are male, you are gay
  if you are female, you are lesbian.
• How would people treat you differently in your
  community, at school, at work, on your team?
• How might family or friends treat you
  differently?
• What opportunities might open or close for you?
• What rewards might or might not come your way?
• What other changes might you experience?

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Understanding cultural difference doesnt make
the difference go away.However, the person who
understands how difference causes communication
to break down can take the initiative to try and
make the communication work. You
Just Dont Understand, D. Tannen
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Developing and enhancing cultural competence must
be the primary outcome of diversity/inclusivity
programs.
Diversity/Inclusivity Outcomes

• Cultural competence is the ability to understand,
  communicate and effectively interact with people
  across cultures.

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Adult/Re-entry students
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Categories of otherness Beverly D. Tatum, 1997

• Otherness
• Race/ethnicity
• Gender
• Religion
• Sexual Orientation
• Socio-economic status
• Age
• Physical/Mental Ability

• Form of oppression
• Racism/ethnocentrism
• Sexism
• Religious oppression
• Heterosexism
• Classism
• Ageism
• Ableism

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Who are adult students on your campus?

• We must recognize who our own adult learners are,
  who they are not, and how they differ from
  national trends.
• Barbara Cheney, Chair
• Penn State Commission for Adult Learners
• Quality Endeavors, 2005

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What are some of the reasons why adult students
return to college?
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Adult students return to college for a variety of
reasons

• Job change
• Divorce
• Death
• Self fulfillment
• Financial reasons Barbara Miccio

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What are some of the differences between adult
learners and younger student cohorts?
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What are some of the differences between adult
learners and younger student cohorts?

• Motivation
• Learning style
• Reasons for going to college
• Responsibilities
• View of education
• Life experience
• Lack of social support on campus Barb
  ara Miccio

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Adult students often recycle through
developmental issues faced by younger students.
Chickering and Reisser, 1993
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Inwardly, adult students relate to teachers as
elders, even if the age difference is reversed
they may be as apprehensive as younger students
tend to be. Parker Palmer, 1998
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Chickerings Seven VectorsDevelopmental Tasks
for College Students

• Developing competence
• Managing emotions
• Moving through autonomy toward interdependence,
• Developing mature interpersonal relationships
• Establishing identity
• Developing purpose
• Developing integrity
• Chickering Reisser, 1993

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Adult students 1. The Impostor 2. The
Roadrunner 3. Cultural SuicideThe Skillful
Teacher On Trust, Technique and Responsiveness
in the Classroom.Stephen Brookfield, 2006
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The ImpostorI dont have the talent or right to
be in college because lack theintelligence or
confidence to succeed. Brookfield, 2006
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The Road RunnerMy past history in school is
not good. I wont be able to compete Common
Fears of Adult Students Al Siebert, 2000
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Cultural SuicideThe process whereby students
are punished by their families, peers and
communities for what appears to be an act of
betrayal, or changing as a result of
participating in learning Brookfield, 2006
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Effective Strategies

• Assign an adult student advocate to identify
  issues, mediate problems, etc.
• Facilitate formation of support groups
• Interactive on-line advising system
• Active outreach advising system

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Effective Strategies

• Shorten time on task. Long drawn out study
  programs are not appealing to most learners over
  25.
• Offer courses in multiple formats.
• Carol Aslanian, former Director
• Office of Adult Learning, College Board
• December 2008

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Effective Strategies

• Conduct student satisfaction surveys.
• Follow-up with recent leavers to find out why
  they didnt return.
• Carol Aslanian, 2008

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Questions Comments Effective Strategies
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Students with Disabilities
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Categories of otherness Beverly D. Tatum, 1997

• Otherness
• Race/ethnicity
• Gender
• Religion
• Sexual Orientation
• Socio-economic status
• Age
• Physical/Mental Ability

• Form of oppression
• Racism/ethnocentrism
• Sexism
• Religious oppression
• Heterosexism
• Classism
• Ageism
• Ableism

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Nearly 50 million Americans, one of every five
people ages 5 and older, have a disability,
according to the 2000 US Census and that number
is expected to grow over the next 25
years Disability in America US Census
Bureau Population Bulletin September 2004
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More and more high school students with
disabilities are planning to continue their
education in two- and four year colleges and
universities. USDOE, 2007
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For many students with disabilities, college is
an initial experience wherein personal
responsibility and independence become
critical. Steven Ender Carolyn
Wilkie Academic Advising, 2000
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You will have responsibilities as a college
students that you didnt have in high
school. Students With Disabilities Preparing
for College Know Your Rights and
Responsibilities US Office of Civil Rights, 2007

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Self advocacy is the key to success in college

• Colleges and universities are restricted From
  seeking out students with disabilities due to
  privacy laws. You are responsible for requesting
  services you believe you need.
• Minnesota State Colleges Universities
• http//www.mnscu.edu/students/disabilities/index.
  html

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Critical Skills for Students with Learning
DisabilitiesAmy Milsom, UNCG, 2008

• Confidence in their ability to succeed
• Ability and willingness to self-advocate
• Persistence
• Study time management skills
• Self-determination skills
• Self-discipline
• Knowledge of college accommodations
• Know college is different from high school
• Resilience

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10 Tips for College Students with
DisabilitiesKathleen Masterson, NPR.org.
9/17/2008

• 1. Seek out help when you need it.
• 2. Map out how you will use your time.
• 3. Plan ahead, especially for final projects and
  tests that are a big part of your grade.
• 4. Learn how you learn.
• 5. Be an active learner.
• 6. Create effective study routines.
• 7. Organize your study space.
• 8. Start early.
• 9. Identify problems that repeatedly get in your
  way.
• 10. Inquire about resources that can help you
  learn.

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Questions Comments Effective Strategies
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Increasing Success for Underprepared Students
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Every year over one million academically
underprepared students enter higher education and
are in need of developmental, or remedial,
education services. Robert McCabe, 2000
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Despite improvements in the high-school retention
rates of Aboriginal youth, they are still much
less likely to finish their high-school education
than non-Aboriginal youth 2000 Canadian
Census
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Underpreparedness is not new

• In the 1700s, colleges such as Harvard and the
  College of William and Mary had to initiate
  remedial coursework for underprepared students in
  order to generate enough enrollments to keep
  their doors open. Increasing access
  Educating underprepared students in US colleges
  and universities past, present and future.
  Stephens, 2001

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Those halcyon days when all students who
enrolled in college were adequately prepared, all
courses offered at higher education institutions
were college level, and students smoothly made
the transition from high school and college
simply never existed. And they do not exist now.
Remedial education in colleges and
universities What's really going on?
Merisotis Phipps, 2000
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A Global ChallengeUniversities face more
under-prepared students. University World
News, 1/17/2010
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Underprepared students include

• International students, including refugees, who
  must enter and engage a new country, culture and
  educational system that is often alien to their
  home-country experiences.
• Veterans, who enter or return to college with
  vulnerabilities (e.g., alienation, family
  relationships, mental health) that require a wide
  range of support services to enable them make
  sense of and transition out of life challenging
  experiences.

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Underprepared students include

• Transfer students, who need to be prepared to
  enter receiving campus environments that are
  often less supportive and require greater
  independence.

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A Definition of Underpreparedness

• Inadequate background knowledge in specific
  subject areas, e.g., History, civics, literature,
  etc.
• Inability to read, write, compute at a college
  level (in English)
• Lacking computer skills and other technology
  competencies
• Inadequate study skills and self-management
  skills
• Sally Rings, 2001

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A Definition of Underpreparedness

• Beliefs and expectations that do not support
  motivation and persistence in college
• Lack of understanding about behavioral skills
  needed to succeed
• Unwilling to take instructors advice re how to
  improve
• Does not understand that learning is an active,
  shared responsibility with faculty Rings,
  2001

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Only 42 percent of students graduate from high
school with the skills to begin college and of
those entering college, only one in four is
prepared. Hornstein, 2004
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While the effects of group-specific
characteristics on persistence and success must
be thoroughly considered, for many students the
overarching issue is that they are academically
underprepared for the challenges and demands of
college life. CCSEE, 2007 Brown Rivas,
2011
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Why are students academically under-prepared for
college?
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College Readiness

• Students have different levels of academic
  preparation when they graduate from high school.
• Academic preparation is a function of individual
  school districts.
• Only about 50 of the teachers in schools with at
  least 90 minority enrollment meet their states
  minimum requirements to teach. Greene
  Foster, 2003

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Youth from families with an annual income of more
than 75,000 are almost twice as likely to attend
university as those from families who earn less
than 25,000. Post-secondary Education in
Canada Strategies for Success, 2007
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The idea that the offspring of the poor have
chances as good as the offspring of the rich,
well thats not true. It is not respectable in
scholarly circles anymore to make that
argument. Gary Solon, Economist University
of Michigan New York Times, May 15, 2005
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Only 20 of Black students and 16 of Hispanic
students leave high school college-ready.
Greene Foster, 2003
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It is easy to conclude that traditional
students without risk factors, such as middle to
high socio-economic status, solid academic
preparation, attending fulltime, and with high
rates of success are the exception rather than
the rule. Brown Rivas 2011
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A Definition of Underpreparedness

• A student who has a gaps in his or her ability to
  think, feel, and behave in ways that are
  conducive to achieve success
• Brown Rivas, 2011

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Cognitive, Emotional, and Behavioral Barriers to
Student Success

• Low ability attributions
• Ego vs. Task involvement
• Reluctance to seek assistance

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Students may be underprepared in one or more
areas and competent in others. Finding the
match between background, strengths, limitations
and goals is a critical part of the work of
individual educators.
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Along with college-level academic skills, high
school students must also developstudy habits
and other behavioral patterns associated with
postsecondary success. Kuh, 2007
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Showing newcomers what they must do to succeed is
not sufficient. Also important is an
infrastructure of support, including early
warning systems, redundant safety nets, reward
systems, and ongoing assessment. Kuh, 2007
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• People with a growth mindset do not give tests
  the power to define them.
• Believing talent can be develop allows people to
  fulfill their potential.
• Mindset, Dr. Carol Dweck, 2006

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Its not enough to change what we do, we must
also change what we believe.
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A fixed mindset limits achievement

• It makes effort disagreeable
• Leads to inferior learning strategies
• Turns educators into judges rather than
  allies. Carol Dweck, 2008

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Active Outreach Strategies

• Assessment and placement
• Mandated orientation programs
• Required advising meetings
• Learning communities
• First-year seminar courses
• Early alert systems

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Early alert systems

• Identify students who are having difficulty and
  also provide recommended sources of assistance.
• These were originally sent to faculty through
  campus mail, but they are increasingly available
  in web-based formats.

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Active Outreach Strategies

• Midterm grades/progress reports
• Supplemental Instruction
• Peer Support/Study groups
• Clear statements of responsibilities
• Advising contracts
• Mentor/Peer mentor programs

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Role of CriticismStudents need to be willing
to receive a critique of their work without
perceiving it as an attack on their integrity,
intelligence or creativity Faculty Viewpoint
Understanding University Success, 2003
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Role of FailureThose students who do well in
my classes arent afraid to fail. They dont quit
or feel embarrassed. They understand that
theyre not failing the course because of a
failed experiment. Faculty Viewpoint
Understanding University Success, 2003
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Students are afraid afraid of failing, of not
understanding, of having their ignorance exposed
or their prejudices challenged, of looking
foolish in front of their peers. Parker
Palmer The Courage to Teach, 1998
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Change meaning of failure

• Human
• Natural
• A critical part of learning and development
• A test of resilience
• Help students see faculty as resources for
  learning Carol Dweck, 2008

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A Model for Success

• a centralized organizational structure or
  department devoted to developmental education
• mandatory placement testing for all new
  applicants who dont meet exemptions
• mandatory placement in developmental courses if
  assessments indicate the need
• Required academic advising to identify goals and
  plan first-term academic program

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A Model for Success

• Mandatory extended student-success or orientation
  class
• Placement of students in developmental classes
  that are part of a learning-community
• Support services in a variety of methods (e.g.,
  writing math centers, Supplemental Instruction,
  tutorial services).
• Elizabeth Wilmer, VCCS,2008

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Questions Comments Effective Strategies
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Diversity?Inclusivity?Civility

• Civility matters because treating one another
  with respect is necessary to effective
  communication, community building, and finding
  common ground.
• The Dance of Incivility in Nursing Dr. Cindy
  Clark, Boise State University

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A safe classroom climate

• A safe classroom is one where discussion and
  disagreement are acceptable where established
  rules of discourse are followed by everyone,
  especially the instructor.
• Students may need to be reminded of ground rules
  from time to time
• Once students have reached consensus on a
  particular point, acknowledge this and agree to
  move on, so they don't recycle arguments over old
  ground.
• University of North Carolina Center for Faculty
  Excellence

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A safe classroom climate

• It may be necessary to call time outs to allow
  emotions to cool. Ask students to summarize the
  discussion and write down their own thoughts, so
  these can be shared to restart the discussion.
• Reserve time to wrap up the discussion, wherein
  students report what they learned and examine
  conclusions drawn from the exchange.
• University of North Carolina Center for Faculty
  Excellence

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In an undergraduate context, it is widely
accepted that the foundation of a civil or
uncivil classroom is established within the first
four days of class Hirschy Braxton, 2004
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Civility Contract-Indiana University(http//www.e
sf.edu/facgov/ExecChDocs/civpldge.pdf)

• The classroom setting must be characterized by
  appropriate, respectful behavior. No instructor
  or other students in a class should be subject to
  any students disruptive or rude behavior. The
  instructor will take appropriate action to
  maintain a positive learning environment.
  Sanctions may includeremoval from class, failure
  of an assignment or the course, and/or referral
  to the campus judicial system. Likewise, no
  student should feel disregarded or intimidated by
  his/her instructor.

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Civility Contract-Indiana University(http//www.e
sf.edu/facgov/ExecChDocs/civpldge.pdf)

• The classroom setting must be characterized by
  appropriate, respectful behavior. No instructor
  or other students in a class should be subject to
  any students disruptive or rude behavior. The
  instructor will take appropriate action to
  maintain a positive learning environment.
  Sanctions may includeremoval from class, failure
  of an assignment or the course, and/or referral
  to the campus judicial system. Likewise, no
  student should feel disregarded or intimidated by
  his/her instructor.
• As a member of the academic community, I
  understand my responsibility for ensuring a
  productive and conducive learning environment. I
  will respect the guidelines listed above and I
  understand the consequences of disregarding them
• Signature Printed Name Date

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Six themes of faculty to student incivility

• Faculty making condescending remarks
• Using poor teaching style or method
• Using poor communication skills
• (e.g., surprise grades, no syllabus)
• Acting superior and arrogant
• Criticizing students in front of peers
• Threatening to fail students
• Clark Spring, 2007

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Civility in the College ClassroomJennifer
Schroeder Harvetta Robinson, 2008

• Be proactive Include expectations for behavior,
  along with academic expectations in syllabi
• Be a model Behavior serves as a powerful
  representation in how faculty treat students
• Ask why seek to have students explain their
  behavior and put it into context
• Have a plan to respond to the unexpected
• Follow through on your plans for action
• Document incidents and your response(s) thereto

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Students are not alone in being underprepared.
Most faculty have had little or no training to
respond to underprepared students. A Different
Way to Think About Developmental
Education Carnegie Foundation, 2008
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Whats needed is a different way to think about
professional developmentnot as special occasions
offered on a periodic basis but as an integral
part of faculty and institutional
work. Carnegie Foundation, 2008
Professional development A process not an event
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We cannot assume that effective educators will
emerge with structured pre-service and in-service
professional development programs.
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There are within each of us seeds of who we might
become. Thich Nhat Hanh

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There comes that mysterious meeting in life when
someone acknowledges who we are and what we can
be, igniting the circuits of our highest
potential. Rusty Berkus
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Questions Comments Effective
Strategies Evaluations