Culturally Proficient Leadership

1. Culturally Proficient Leadership The Leadership for Equity and Excellence Forum Phoenix, Arizona February 16, 2010 Presented by: Dr. Raymond Terrell terrelr@muohio.edu Tracey DuEst, M.Ed tduest@developinginclusion.com

2. Barbara Harrell Carson: Stanford Ericksen said: ‘Students learn what they care about . . .,’ but Goethe knew something else: In all things we learn only from those we love. Add Emerson's declaration: ‘The secret of education lies in respecting the pupil,’ and we have a formula that goes something like this: ‘Students learn what they care about, from people they care about and who, they know, care about them . . .’ Thirty Years of Stories, 1996

3. Session Purposes: • Cultural Proficiency as an educators’ personal work • Introduce tools and strategies for becoming culturally proficient • Linking the work of educators’ cultural proficiency to closing the achievement gaps.

4. Cultural Proficiency It is an inside-out approach • It is about being aware of how we work with others • It is about being aware of how we respond to those different from us

5. Pre-conditions for doing this work School leaders have to do their own work first. Each leader has to think deeply about the guiding principles and essential elements. Cultural Proficiency is a journey with our colleagues, not something done to them. We begin where people are, not necessarily where we would like them to be.

6. The Cultural Proficiency tools The Guiding Principles • Underlying values of the approach The Continuum • Language for describing both healthy and non-productive policies, practices and individual behaviors The Essential Elements • Five behavioral standards for measuring, and planning for, growth toward cultural proficiency The Barriers • Three caveats that assist in responding effectively to resistance to change

7. The Achievement Gap is . . . • Not a single fixed thing • Multiple gaps based on (race, gender, language, exceptionalities, other cultural factors) • Many data sources must be examined including: • test scores, • Discipline including suspensions and expulsions, • gifted/advance class placements, and • special education placements.

8. We Invite You to Join Us on A Cultural Proficiency Journey • The American education system is built on a Euro-centric, middle class, physically and mentally able culture • The system works well for most students for whom it was constructed • Built on a hierarchical culture • Competition is a cultural norm • Meritocracy is a cultural norm • Individualism is a cultural norm • Standard English is the basis for success in all areas of the curriculum

9. The Guiding Question for Our Journey In what ways do we adapt to students who have a different culture, different set of values, different behavior patterns, different languages, and different learning styles?

10. The Guiding Principles • Culture is a predominant force • People are served in varying degrees by the dominant culture • Acknowledge group identities • Diversity within cultures is important • Respect unique cultural needs • Cannot pick and choose which cultures you value The Guiding Principles are the core values, the foundation upon which the approach is built

11. The Continuum • Cultural destructiveness • Cultural incapacity • Cultural blindness • Cultural pre-competence • Cultural competence • Cultural proficiency There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences.

12. Negative End of Continuum • Culturally Destructive… See the difference, stomp it out…the elimination of other people’s culture • Cultural Incapacity…See the difference, make it wrong…belief in the superiority of one’s culture and behaviors that dis-empowers another’s culture • Cultural Blindness... See the difference, act like you don’t…acting as if the differences we see do not matter or not recognizing the differences

13. More Positive Side of the Continuum • Cultural Pre-competence… See the difference, respond inadequately…awareness of limitations of individual and organizational ability to respond to differences • Culturally Competent… See the difference, understand the difference that difference makes. • Interacting with other cultural groups using the five essential elements of cultural proficiency as the standard for individual behavior and school practice • Advocacy for underrepresented • On-going education of self and others

14. Cultural Proficiency See the differences and respond positively and affirmatively esteeming culture, knowing how to learn about individual and organizational culture, and interacting effectively in a variety of cultural environments, examples: • Make personal changes in attitudes and behavior • Develop alliances with members from other cultural groups • Focus conversation on “we” and “us” not on “them.”

15. Essential Elements of Cultural Competence: • Assess Culture • Value Diversity • Manage the Dynamics of Difference • Adapt to Diversity • Institutionalize Cultural Knowledge The Essential Elements of cultural proficiency provide the standards for individual behavior and organizational practices

16. Assess Your Own Culture Describe your own culture (Where folks lived, languages spoken, work, foods, religion, and education) Describe the culture of your organization (Classroom, school, district) Develop an understanding on how your culture and the culture of your organization impacts those whose culture is different

17. VALUE FOR DIVERSITY Recognizing difference as diversity rather than an inappropriate response to the environment Accept that each culture finds some values and behaviors more important than others Seek opportunities to encourage and celebrate the presence of a variety of cultures in all activities…my challenge to you if you value diversity step outside yourself for a moment and reflect on who you spend your spiritual and leisure time with?

18. Diversity Wheel Functional Level/ Classification Management Status Geographic Location Work Content/ Field Marital Status Income Age Parental Status Race Personality Personal Habits Gender Division/ Department Unit/Group Union Affiliation Ethnicity Sexual Orientation Appearance Recreational Habits Physical Ability Work Experience Internal Dimensions Religion Educational Background Work Location External Dimensions Seniority Source: Gardenswater and Rowe; adapted by Lodan and Rosener, Workforce America. Organizational Dimensions

19. MANAGE THE DYNAMICS OF DIFFERENCE Develop effective strategies to resolve conflicts, particularly among people whose cultural backgrounds and values are different Develop an understanding of the effects that historic distrust has on present day interactions Realize that you may misjudge other’s action based on learned expectations…recognize your own prejudices and stereotypes

20. ADAPT TO DIVERSITY Change the way things are done to acknowledge the differences that are present in staff, students and community Develop skills in cross cultural communications Examine curricular materials and pedagogy to ensure that cultural difference are equitably addressed Use extra curricular activities as an opportunity to increase the diversity interactions between and among your students.

21. INSTITUTIONALIZE CULTURAL KNOWLEDGE Teach the origins of prejudices and stereotypes Incorporate cultural knowledge into the mainstream of the organization by integrating staff development, education, information and skills that enable all persons to interact effectively in intercultural situations

22. The Elephant in the Room There’s an elephant in the room It is large and squatting, so it is hard to get around it. Yet we squeeze by with, “How are you?” and “I’m fine,” and a thousand other forms of trivial chatter. We talk about the weather. We talk about work. We talk about everything else, except the elephant in the room.

23. Elephant continued There’s an elephant in the room. We all know it’s there. We are thinking about the elephant as we talk together. It is constantly on our minds. For, you see, it is a very large elephant. It has hurt us all. But we don’t talk about the elephant in the room. Oh, please say it’s name…race. Oh, please say it’s name culture, Oh, please say its name, poverty, Oh, please say its name, diversity Oh, please, let’s talk about the elephant in the room.

24. Elephant continued For if we talk about its ills, perhaps we can talk about how to set it right. Can I say its name to you and not have you look away? For if I cannot, then you are leaving me ALONE in a room with an elephant

25. Problem: Hostile School Climate • Schools nationwide are unsafe environments for a distressing majority of LGBT students who continue to face harassment and even physical assault, often without intervention from school staff. • 9 out of 10 students report hearing biased language in their schools, most commonly anti- LGBT remarks. Source: GLSEN National School Climate Survey 2007, Executive Summary

26. Problem: Hostile School Climate • Nearly nine- tenths of students (86.2%) reported being verbally harassed (e.g., called names or threatened) at school because of their sexual orientation. And two- thirds (66.5%) of students were verbally harassed because of their gender expression. • Almost half (44.1%) of students had been physically harassed (e.g., pushed or shoved) at school in the past year because of their sexual orientation and three in ten students (30.4%) because of their gender expression. • For some, victimization was even more severe – 22.1% reported being physically assaulted (e.g., punched, kicked or injured with a weapon) because of their sexual orientation and 14.2% because of their gender expression. Source: GLSEN National School Climate Survey 2007, Executive Summary

27. Problem: Hostile School Climate • The majority (60.8%) of students who were harassed or assaulted in school did not report the incident to school staff, believing little or no action would be taken or the situation could become worse if reported. In fact, nearly a third (31.1%) of the students who did report an incident said that school staff did nothing in response. Source: GLSEN National School Climate Survey 2007, Executive Summary

28. Problem: Absenteeism • Many LGBT students are forced to miss class or entire days of school rather than face a hostile environment where they experience continual harassment. These students are being denied their right to an education. • 31.7% of LGBT students missed a class because of feeling unsafe, compared to only 5.5% of a national sample of secondary school students. • 32.7% of LGBT students missed a day of school because of feeling unsafe, compared to only 4.5% of a national sample of secondary school students. Source: GLSEN National School Climate Survey 2007, Executive Summary

29. Problem: Lowered Educational Aspirations • Students cannot succeed in school when they do not feel safe. The incidence of in-school victimization experienced by LGBT students hinders their academic success and educational aspirations. Source: GLSEN National School Climate Survey 2007, Executive Summary

30. What are the top three issues that students who have a different sexual orientation are faced with? • Top three issues = harassment; “sin”; bias • Safe forum to deal with their feelings – both sexual feelings and feelings of acceptance in a group. • Discrimination based on fear – that somehow the sexual orientation makes them sexually deviant and a threat to other children. • Lack of role models in schools to help navigate the world from a position of minority/oppression/difference. • Bullying/ teasing. • Having to keep secrets - trying to figure out who is "safe" to talk to (students and teachers).   At our school, there is an informal "underground network" of safe people.  We know who we are... I just hope all of the gay kids do, too. • They struggle to come out to their families and be accepted once they do, and then have the same struggle with their peers and probably teachers too. • Some are teased for appearing too masculine or too feminine. • Prom, dating etc.

31. What are the top three concerns/fears that come up for you, the district and/or the board when it comes to dealing with sexual education? • The general community attitude toward LGBT is perceived to be discriminatory; how do you approach a board that has several members who have known religious fundamentalist views; will I lose my job if I advocate too strongly? • Ignorance in public perception that race/ethnicity and poverty are not choices for people and homosexuality is – “they choose to be this way and they can choose not to… they made their bed.” • Of the “isms” that we deal with in school, this is the only one that deals with sexuality- we don’t talk about the sexuality of heterosexual students, so why do we have to talk about sexuality at all? Keep it to yourself. • It remains a socially acceptable discrimination.  It is okay to make gay jokes, make fun of stereotypes, etc in social situations.  People will and do still publicly celebrate their homophobia.  It feels unsafe for students to make it a public event.  How would we protect them from the public bashing that would be “ok” in the eyes of many adults both in and out of school?  It would never be okay to go to a board meeting to say you did not want your children to go to school with black children.  I would venture to guess that it would be likely that there would be people at a board meeting opposing support of openly gay students.

32. What if anything would make it easier for you to deal with sexual orientation in your school district? • A friendly dialogue about the issues surrounding orientation with people of various perspectives... not to change anyone's mind, but just to agree on what we can agree on (for example, that bullying is wrong, no matter what you think about homosexuality).    We have done this with some student groups, but I never know if the information really "sticks with them" after they leave the assembly...   I'd love to try a similar thing with a group of teachers, administrators, and Board members. • Board and community acceptance of LGBT; administrators in school buildings who support LGBT; mandatory DISC training for everyone who serves our students. • With our GSA, I’m told by my administration we have to have parental permission to show any videos and some of our members feel it difficult to disclose their membership to their parents, even if their parents know they are gay it causes difficulties when the issue is brought up. The videos are documentaries or interviews. How do I comply with administration and expose my students to valuable videos without causing problems on either front? • Tools, workshops etc., that can help school based teams with common language that elevates the conversation beyond “sex”- relationships and feelings are so much more than sex. We operate in ignorance. Knowledge is power. • If I knew what the district/building was willing to support and what they were willing to try to eliminate.

33. Solution: Gay- Straight Alliances • The presence of Gay- Straight Alliances (GSA’s) can create a more welcoming climate for LGBT students and allies. • Students in schools with a Gay-Straight Alliance: • Report hearing fewer homophobic remarks • Experienced less harassment and assault because of their sexual orientation and gender expression • Were more likely to report incidents of harassment and assault • Were less likely to feel unsafe because of their sexual orientation or gender expression • Were less likely to miss school because of safety concerns and reported a greater sense of belonging to their school community Source: GLSEN National School Climate Survey 2007, Executive Summary

34. Solution: Supportive Educators • Supportive Educators can make a critical difference in the lives of LGBT students. • Students with supportive educators (six or more): • Were less likely to miss at least one day of school in the past month because of safety reasons (20.4%) than students with no supportive educators (39.8%) • Had higher GPA’s than students without supportive educators (2.9 versus 2.5) • Reported higher educational aspirations than those without supportive educators • Reported a greater sense of belonging to their school community than those without supportive educators Source: GLSEN National School Climate Survey 2007, Executive Summary

35. Solution: Safe School Laws Only 16 states and the District of Columbia (green and magenta in the map below) have safe schools laws designed to protect students based on sexual orientation. Only 12 states and D.C. (green in the map) have such laws to protect students based on sexual orientation and gender identity/ expression. Source: GLSEN National School Climate Survey 2007, Executive Summary

36. What are Safe School Laws? • The first type is non- discrimination laws which many states have passed to provide protection from discrimination to LGBT students in schools. • The second type is fully enumeratedanti- bullying laws. These are laws that specifically prohibit bullying and harassment of students based on sexual orientation and gender identity/ expression. Source: GLSEN National School Climate Survey 2007, Executive Summary

37. Solution: Policy Review • School policies that directly address anti-LGBT bullying and harassment can create better learning environments for LGBT students: • Students heard fewer homophobic remarks (68.8% frequently or often) compared to students in schools with generic, non-enumerated policies (74.3%) or no policy (75.0%) • Students experienced lower levels of victimization related to their sexual orientation than students with generic policies or no policies at all • Students were more likely to report that school staff intervened most of the time or always when hearing homophobic language in school (29.1%) compared to students in schools with generic policies (17.5%) or no policies (13.1%) Source: GLSEN National School Climate Survey 2007, Executive Summary

38. The Moral Imperative . . . , listening . . . requires not only open eyes and ears, but open hearts and minds. We do not really see through our eyes or hear through our ears, but through our beliefs. . . . It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue. - Lisa Delpit