CULTURAL RELEVANCY Caring About Student Culture

Personal Change Strategies CULTURAL RELEVANCYCaring About Student Culture

Supported by Powerful Evidence-Based Research Self-determination theory says that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalized. This suggests that when you connect work to what students care about in their own culture, results go up. Long TB.(2012). Overview of teaching strategies for cultural competence in nursing students. J Cult Divers.19, 102-8. Moule, J. (2011) Cultural Competence: A Primer for Educators

How to Do “Culturally Relevant Teaching” • First, there is no secret. It is not a “to do list” for today’s class. It is a way of being. • Second, start with listening, learning and giving respect. That’s the opposite of telling, being arrogant and demanding that you get respect from your students first. • Third, ASK far more than you assume. Become a beginner to learn about others different from you.

Starter Steps for Being “Culturally Responsive” • Start noticing where there are differences. Use the moments of your annoyance or criticism as a chance to learn. Here are some examples you can learn from. • It is a chance for you to learn about their world when: 1) students are late to class, 2) your students yell and swear, 3) students do not participate, 4) students do not make eye contact, 5) do not use “politeness” words.

Teachers who criticize, hold negative attitudes and use sarcasm as classroom discipline will activate the fear and stress areas of the student’s brain. This activation alters the student’s ability to think and learn.

Examples of Being Culturally Responsive • Students who get in your face, raise their voice and use profanity are sharing how they learned to communicate. Take a deep breath and start with, “I respect your right to express yourself.” Or, “I agree that something’s not right.” Or, “I appreciate you giving me your take on it.” • Once the student feels heard, Say, “Hey, can we talk privately?” Or, say, “Bilinguals speak two languages, like you. Let’s learn the class language better so you can stay out of trouble.”

Stop Assuming that Your Students Already Know How to Behave; Most Don’t Know! Teach the Blue Box Skills Daily HARD-WIRED TAUGHT: TAUGHT: • Sadness • Joy • Disgust • Anger • Fear • Sympathy • Patience • Gratitude • Compassion Humility Forgiveness Empathy Optimism Ekman, P (2016). What 149 Scientists Who Study Emotion Agree About. Perspectives on Psychological Science 11, 31-34

“Hey, show a little remorse!” Many students don’t know HOW to respond unless they are taughtHOW

Examples of Being Culturally Responsive • Student Issues Head On!Use the daily news stories as a jumping off point. Let students share their point of view. Be respectful of their opinions. Help students learn facts, learn to articulate opinions and become more persuasive. • When students are stuck, sad, or angry, Say, “Hey, can we talk for a minute after class?” Then share, “You’re a good kid, but I am worried about you. What’s going on?”

Instead of Suspensions:Build Cultural Awareness • When students are late to class, Say, “Hey, good to see you; your team would love have you join them.” • Later on in class, talk to the student privately; do not assume you know what happened; ask! “Listen, you’re a good kid and I like having you in my class. I worry when you are late. Can you tell me what happened?”

Upcoming is a Brief Quiz • The only thing for you to do is this: say each of the statements out loud (or with a partner) • State your answer: T or F • Then notice the extraordinary consistency of the answers when it comes to the ethnicity of the person answering and the group one socializes with.

Cultural Quiz: What Do You Experience and Often Take for Granted? (T/F) 1. I can if I wish arrange to be in the company of people of my race most of the time for work, school or recreation. 2. I can avoid spending time with people whom I was taught to mistrust and who may think less of me. 3. If I should need to move, I can be pretty sure of renting or purchasing housing in an area which I can afford and in which I would want to live. 4. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me. 5. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed. 1 White Privilege: Unpacking the Invisible Knapsack (Peggy McIntosh)

How Much of Your Life is Taken for Granted in America? (T/F) 6. I can turn on the television or open to the front page of the paper and see people of my race widely represented. 7. When I am told about our national heritage, I am shown that people of my color helped make it what it is today and the focus in on positives. 8. I can be sure that my children will be given curricular materials that testify to the existence of their own race. 9. If I want to, I can apply for a loan and be confident that my race will not play a part in any step of the decision 10. I can be pretty sure of having my voice heard in a group in which I am the only member of my race. 2 White Privilege: Unpacking the Invisible Knapsack (Peggy McIntosh)

Check Your Awareness of Cultural Privileges in America (T/F) 11. Whether I use checks, credit cards or cash, I can count on my skin color not to work against my financial reliability. 12. I do not have to educate my children to be aware of systemic racism for their own daily physical protection. 13.; I don’t worry about others’ attitudes about my own children in regards to their race. 14. I can talk with my mouth full and not have people put this down to my color. 15. I can do well in a challenging situation without being called a credit to my race. 3 White Privilege: Unpacking the Invisible Knapsack (Peggy McIntosh)

Discussion Questions • How did it feel to hear that ethnicity plays a part in many “not so obvious” things that you may not have thought about? • If you were (or are) the “minority” race, how might you would feel, over time, in a system that seems “rigged”?

Staff Quiz About the Implicit Advantages in America (T/F) 4 16. I am never asked to speak for all the people of my racial group. 17. I can be pretty sure that if I ask to talk to the “person in charge”, I will be facing a person of my race. 18. If a traffic cop pulls me over I can be sure I haven’t been singled out because of my race. 19. I can go home from most meetings of organizations I belong to feeling valued, rather than outnumbered, unheard or feared. 20. I can oppose racism without being seen as self- interested or self-seeking or advancing the interests of my friends. White Privilege: Unpacking the Invisible Knapsack (Peggy McIntosh)

Reflection About the Hidden Opportunities in America (T/F) 21. I can take a job with an affirmative action employer without co-workers suspecting it was because of my race. 22. I can be late to a meeting without having the lateness reflect on my race. 23. I can choose public restaurants or lodging without fearing that my family or friends will be mistreated. 24. I can find personal care products that suit my skin color such as bandages in “flesh” color that match my skin. 25. I can think over many work options without asking whether a person of my race would be accepted or allowed to do what I want to do and if I need legal or medical help, my race will not work against me. 5 White Privilege: Unpacking the Invisible Knapsack (Peggy McIntosh)

These Are Just the Start • These ideas are just the beginning. • Start with listening, learning and giving respect. • That’s the opposite of telling, being arrogant and demanding that you get respect from your students first. • Over time, you’ll grow.

CULTURAL RELEVANCY Caring About Student Culture