Building Bridges

Building Bridges Culturally Inclusive Family Engagement Dr. La Tefy Schoen February 2013 www.laspdg.org

Part I Understanding LA’s Demographic Make-up& Socio-cultural factors that affect families of school-aged children

Population Growth – East Baton Rouge (EBR) Parish, LA The population of East Baton Rouge Parish has steadily increased for the last 50 years (1960-2010).

Louisiana’s Population is Changing • Many South Louisiana Parishes are growing. • I-10/I-12 Corridor Metropolitan Areas • Lafayette, Baton Rouge, and New Orleans • Growth in North Louisiana Parishes is concentrated. • Shreveport & Alexandria Metropolitan Areas • Population is decreasing in other areas: • Madison (Tallulah Micropolitan Area-Delta Region) • Tensas (Rural-Delta Region) • East Carroll (Rural-Delta Region) • Winn (Rural-Central LA) • Concordia (Natchez, MS-LA Micropolitan Area-Delta Region) • Vernon (Fort Polk/DeRidderMicropolitan Area-Central LA) • Catahoula (Rural-Central LA)

Parish Population Growth 2010-2020 Population Projection Source: Dr. Troy Blanchard, LSU Sociology Dept. troy@lsu.edu

Demographic Make-up Over time demographic shifts are occurring in Louisiana’s population. Educators should be prepared to engage a more diverse group of students and families. Study after study has confirmed that when parents are involved in school, students achieve more! • Better grades • Higher test scores • Improved graduation rates

Activity 1 - Cultural Assumptions Self-Awareness Quiz for Educators Point - Many things we say, do, and believe are a product of our culture Listen to the statements based on Hofstede’s Cultural Dimensions, as they might apply to life in schools for faculty or administrators. Quickly react:1 Strongly Disagree to 5 Strongly Agree Add total for each dimension seperately. How does you score compare with the US norm for each dimension?

Part 2 – Digging Thru the Data As we look at demographic data, ask yourselves: What does implications does this have for ways we interact with families Goal: to promote strong home-school bonds

Understanding Census Data US Census data allow us to look at race, ethnicity and a number of aspects of social and cultural composition. What is the difference between race & ethnicity? U.S. federal government agencies must adhere to standards issued by the Office of Management and Budget (OMB) in October 1997, which specify that race and Hispanic origin (also known as ethnicity) are two separate and distinct concepts. These standards generally reflect a social definition of race and ethnicity recognized in this country, and they do not conform to any biological, anthropological, or genetic criteria. The standards include five minimum categories for data on race: "American Indian or Alaska Native," "Asian," "Black or African American," "Native Hawaiian or Other Pacific Islander," and "White." There are two minimum categories for data on ethnicity: "Hispanic or Latino" and "Not Hispanic or Latino.“ -Source: http://www.census.gov/population/hispanic/about/faq.html#Q1

Ethnicity – Hispanic OriginPercent Growth in Hispanic Population for LA Metropolitan Areas Statewide Hispanic population Grew by 4.83% from 2007-2008 - Dr. Troy Blanchard, LSU Sociology Dept. troy@lsu.edu

Socio-cultural Data - Racial DistributionEBR Parish, Louisiana & United States TRENDS- EBR has seen an increase in its Hispanic population and its Non-Hispanic Asian population in recent decades. The percentage of Hispanic and Asian families in EBR is still lower than the U.S. average. Blacks are by far the largest racial group, with greater percentages of blacks residing in EBR than is average for the state of LA or the U.S.

This change is reflected in LA Dept. of Ed. Data on Limited English Proficient Students (LEP) Most Commonly Spoken Languages Source: 2011-12 CONSOLIDATED STATE PERFORMANCE REPORT (CSPR) Part 1 Compiled by LA Dept. of Ed. for USDOE; p. 48

Most Commonly Spoken Languages Among LA Limited English Proficient Students in LA Numbers of Students Receiving Services What implications does this have for including families of these students?

Socio-cultural Data - English as a Second LanguageEBR Parish & United States Far fewer individuals in EBR speak a language other than English in the home, than the national average. Among those who do, Indo-European Languages are the most common.

Racial Composition of LA Source 2010 Census – LA Races

Demographic Shifts in Race LA 2000-2010 Percent of population

Socio-cultural Data - Multi-Racial Combinations EBR LA The most frequent multi-racial combinations in EBR are White-Other, White-Black, White-Am. Indian and White, Asian. There are also significant Black-Am. Indian, Black –Other & Black Asian combinations. None of these percentages is as high as the US averages. US

Part 3 – Using Information WellSocial and Cultural Considerations for student and family engagement Setting up everyone for success in school • Understanding and appreciating diversity • Establishing common goals • Providing a Supportive Atmosphere

Understanding Diversity Simply understanding that someone belongs to a certain racial or ethnic group is NOT the same as: • Understanding their uniqueness • Understanding their values and guiding principles • Accepting them as a person • Appreciating their contributions Diverse groups are rich, fertile grounds for higher-order thinking and problem solving! The more diverse the group – the more important it is to consider multiple perspectives.

Establishing Common Goals Parents from different cultures have different aspirations for their children. They may define success differently than you. In order to establish an effective partnership with parents - you must be unified around a common purpose! Diversity is strength when unified by a common purpose Unifying Strategy – Devise a way for parents to tell you what they want for their child and how school fits into the picture. Listen!! How well does the parent(s)’ vision fit with what you are trying to accomplish? Parents will not back school wholeheartedly, if they feel the schooling is taking their child in a direction they do not approve of.

Providing a Supportive Atmosphere Minorities can feel very isolated, if they feel like they have nothing in common with those around them. • Establish common ground – more that unites us than divides us • Encourage a whole group cohesiveness mentality – All for one; one for all • Stress the importance of getting and giving assistance. • We all have obstacles to overcome, and that these are different from person to person

Social & Cultural factorsare known to impact student academic achievement (Coleman Report, 1966) • Awareness of the factors impacting students can foster teachers and schools to create learning environments that result in higher student achievement. • How? • Minor adjustments, such as inclusive language and behavior • Modified/diversified instructional methods • Improved use of child-specific accommodations, as needed • Greater efforts to build effective partnerships with parents from diverse backgrounds • (-Teddlie & Stringfield, Schools Make a Difference 1993 & many other studies)

Failure to Consider Social & Cultural Factors can result in • Lack of progress • Reluctance to engage /student withdrawal • Increased frustration, anxiety, aggression • DISPROPORTIONALITY -MISLABELING OF STUDENTS -HIGHER THAN AVERAGE DISCIPLINE REFERRALS • DISENGAGED OR HOSTILE PARENTS • HIGH DROPOUT RATES • Violence or anti-social behavior

Social & Cultural Issues that might Impact Achievement in US P-12 Schools Social Cultural Acceptance & friendship bonds Fear of rejection/isolation Misunderstandings based on differing assumptions Conflicting value systems Gender roles Importance of education Language barriers • Family structure • Family support system • Competing demands for time or resources • Health of family members • Relative poverty • Housing • Stimulation opportunities • Transportation • Safety • Community resources & support • Faculty & staff perceived as caring for individual

Data Analysis- Two Levels Group Characteristics Reveal patterns & trends common to many in group • Creates awareness • Helpful for planning in a general, programmatic or organizational sense Individual Characteristics Clarify concerns specific to a particular individual • May or may not be part of the pattern or trend of the larger group • Helpful for designing specific interventions to increase the success of the individual learner

Consider the data in the next few frames: WHAT COULD THEY TELL US ABOUT HOW TO ENGAGE PARENTS IN OUR COMMUNITY?

Socio-cultural Data - Educational AttainmentEBR Parish, Louisiana & United States In 2000 over half of the population had some college or higher educational level; this is higher than the state average and about the same as the US average. TRENDS - The percent of the population with less than a 9th grade education, or some high school, in EBR decreased between 1990 and 2000. There was also a slight increase in people with a graduate or professional degree.

Socio-cultural Data - OccupationsEBR Parish, Louisiana & United States A greater percentage about (23%)of people are employed in professional occupations, which is higher than the state or the US average. Sales and office workers are the largest segment of the population, which is also the case with state and US averages. Virtually none of the residents reported working in farming, fishing or forestry.

Socio-cultural Data - IncomeEBR Parish, Louisiana & United States EBR has a much smaller percentage of the population with a household income of less than $10,000 a year than is average for the state of LA; but it is greater than the US average. A greater percentage of EBR households report income greater than $200,000 a year than is typical for the rest of the state.

Socio-cultural Data - Poverty By Age GroupEBR Parish, Louisiana & United States EBR has a greater percentage of school aged children who live in poverty than the US average, but it is similar to the state average. Teen poverty is less than the state average, but not as low as the US average. TREND – Poverty among school aged children in EBR, in LA , and in the US. decreased slightly from 1990 to 2000. Poverty among senior citizens is on the decrease in EBR, and is lower than the state average.

Socio-cultural Data - Migration & ImmigrationEBR Parish, Louisiana & United States In 2000 , the percent of EBR residents that had lived in the same house for 5 years about the same as the national average, but lower than the state average. TREND-In 1995-2000 there was an increase in the number of people that migrated to EBR from outside the US.

Socio-cultural Data - Family StructureEBR Parish, Louisiana & United States Family structure in EBR is similar to that of LA and the US, at large. There is a slightly larger percentage of female headed households with children in EBR than is found in the US average. TREND – There was a slight decrease in the percentage of married couples with children from 1990 to 2000.

Small Group Activity: Summarize Diversity Data Describe the population of your district/region -Major racial & ethnic groups? -How are demographics in your area changing? -Social/ cultural issues face families in your school(s)? - What should educators be aware of/sensitive to? Based on current local demographic trends – What steps should be taken to engage the families of sub-groups with children in our schools?

Educational Outcome Data Troubling National Trend : • US - only 47% percent of black male students entering high school in 2003 graduated in 2008 • Many researchers believe low graduation rates are connected to high unemployment and incarceration rates among black men. -Source Schott Foundation for Public Education February, 2013

LOUISIANA Male Black students in Louisiana in 2009-10 graduated at a much higher rate than in 2007/8, but still below the national average. Louisiana is ranked 38th in terms of Black male high school graduation. Source: The Urgency of Now 2012 Report http://blackboysreport.org/state-reports/louisiana

What Social or Cultural forces could be negatively impacting black male students in your district? • Poverty? • Unemployment? • Single-parent homes • more female heads of household ? • Greater number of discipline referrals for black boys? How can we work with these families to better support the success of their children?

Turning the Trend Around Minnesota: 13% higher graduation rate for black males in 2010 (US rank – MN 8th vs. LA 38th) • Address Suspensions: Look Deeper Program When incidents arise - Look deeper. Not into the student’s offense, but into preceding/current conditions that created the problematic behavior. Eliminate the cause. • Consider time the action occurred. • Consider others in the environment . • Consider student motives. • Is acting out a type of avoidance behavior? Is the student trying to get out of a particular class or situation by getting suspended? In some cases , getting suspended makes them look tough - an esteemed social value . This it could be a preferable choice to personal conflict with a female teacher who humiliates them and makes them appear weak or emasculated. In these cases the suspension could be avoidance behavior. (Hofstede’s Masculinity Dimension). Take a Long-Term Perspective: Get a better idea of what is going wrong in the student’s head • Address the problem in a long-term manner that keeps the student in school! (Short-Term Perspective : 1) remove the disruptive student from the room, 2)punish the disruptive student for each incident) "We don't want students who have challenges with discipline to be pushed out of school," -Source: John H. Jackson, CEO & president of The Schott Foundation

Other Strategies Used Successfully 2. Implement Active Learning Approaches "They need a different approach to learning and it's not the sit-down, books, tests, that sort of thing. It's contextual kinds of learning…classes that get kids excited about their future and also give them a chance to learn using a different modality…" - Paul, teacher of inner city black males in MN Consider learning style - Not everyone learns the same way !

Connect School Work to their Life Beyond School – The Real World 3. Achieve Minneapolis Program • Puts 2,000 students into professional work environments during the summer • Connects learning in school to their world after graduation "We are drawing the link between academic achievement and youth employment. At Achieve Minneapolis, we really believe that one of the problems for low-income youth and youth of color is they don't see their future. ... We believe it's very important to move kids into employment as teenagers, to be able to see what is possible for them.“ -Pam Costain, President and CEO of Achieve Minneapolis

Activity Case of Javon Discussion How Could you apply the Looking Deeper Approach to avoid suspending Javon? • What more do you want to know? • What steps could be taken to prevent this suspension? • How could we begin to find out what issues Javon has with school and address those? • What policies might we need to revisit in order to address the issue of large numbers of suspensions of AA males in our school? 6th grade Repeated 4th grade Passing Math, Social Studies, Science & PE. Trouble with ELA Sent to office for fighting before 4th hour – English class This is Javon’s 4th visit to office 3rd Visit – disrupting class. Consequence Time Out Room & Parent Conference Second and 4th Discipline referral filled out by Mrs. Johnson SUSPENSION

Small group Activity – Applying Research on Cultural Dimensions Goal: Learning to Deal with Conflict by Understanding Different Value Systems at Work Think about the case of Javon Re-Read about Hofstede’s 5 Cultural Dimensions • Decide which, if any, cultural dimensions are relevant to this situation • Think out of the box: What are some novel ways to handle the situation that would increase, not decrease, the student’s desire to commitment to engaging in school and learning? • How could we better partner with parents to address their concerns? • Present to whole group ________________________________________________________________ What about the case of Yvonne: Case Yvonne says Jeff always bullies her and puts her down. She says she hates school because of him and refuses to participate in any activity with him?

Conclusion Approaches and Guiding Principles to facilitate Developing Culturally Inclusive Family Engagement Practices

Connecting with Minority Students and Their Families All people want to be understood and accepted • Show you care about the individual - Establish faculty as a set of adults that care about the student and will work with them and help them to succeed. • Facilitate friendships. Social ties with peers have a strong influence, over human behavior. Parents who are friends with other parents and feel comfortable with faculty are more likely to engage in school activities. Healthy relationships go a long way to foster commitment

Developing Socially & Culturally Inclusive Schools starts with Teacher Self-awareness: • Recognize your own social & cultural heritage – with its associated values, assumptions & norms – i.e. all teachers are middle class • Accept that individuals from different cultures and even sub-cultures within the same culture have different assumptions about what is • Good, desirable, acceptable • Terrible, humiliating, unacceptable • Recognize the individual as a whole, not just as your student. Understand that multiple stressors may be at work – not just learning/academic issues, that could contribute to failure or dropout. School is a social environment where cultural norms are always in play. P-12 students do not separate academics from the rest of their school experience. Students must feel comfortable in order to engage. • Understand that you may be key in helping the student want to do better and in helping them learn to cope with stress.

Socially & Culturally Inclusive Schools – Value the Individuality of Students • Build on strengths - • Recognize publicly frequently (students & parents) • Help students envision a future they are excited about- one that fits with family expectations • Build a strong personal bonds. Help them see you as a part of their support system – you care & are committed to their success (not your rules/standards) • Show respect for their family – let students see their family included in events and activities • Involve families in decision making – student-level & school-level.

Communicating with Diverse Families • Address Language Barriers! • Be sure parents understand you. Know which families do not speak English in the home & be sure all important information is translated into their native language – LA requires Home Language Survey in enrollment packages. • Social Sensitivity • Apply People First Language to all families, including those facing unique social & cultural challenges. Be inclusive. Create a cohesive culture. Comfortable people engage; uncomfortable people do not. • Be aware of ethnic origins – these often impact norms/traditions of communicating with school staff (see Hofstede Cultural Dimensions for major differences)

Develop Socially & Culturally Inclusive Schools Dispel misconceptions about Parents: • Parents who don’t come to school as much, don’t care about their children’s education as much • Involved parents all do the same things to support their children’s learning • All parents respond to the same things • Parents who are struggling financially cannot support the school • Parents all have the same goals for their children

Culturally Inclusive Family Engagement Principle 1 - Communicate effectively with families • Overcome language barriers • Establish regular modes of sending out information • Communicate frequently • Keep communication non-threatening/intimidating – be positive, encourage, offer suggestions • Send important information home 4 or more different ways • Archive information for parent reference, as needed • Be accessible and approachable – friendly perception • Establish multiple ways for parents to provide you with information about their child or to ask questions.

Culturally Inclusive Family Engagement Principle 2 – Keep it Personal • Establish personal relationships with parents • Build trust (some cultures are not accustomed to speaking frequently with school faculty) • Provide positive and constructive feedback regularly • Understand the parent’s wishes for their child • Allow parents to voice frustrations without repercussions • Share ideas and ways for parents to be engaged at home on a regular basis • Build in opportunities for parents to socialize – these informal ties are very important and make parents more comfortable with being involved at school

Culturally Inclusive Family Engagement Principle 3 – Types of Family Engagement Changes with the Age of the student Parents of young children benefit more from • Supplemental materials and resources, tied to the curriculum, to use to work with their child at home as they have time • Frequent parent outreach (phone calls, emails) Parents of older students benefit more from • Interactive, open-ended assignments & projects that they can help their child with • Materials to facilitate discussions of the child’s life beyond high school

Building Bridges