1 / 22

Cultural Sensitivity

Cultural Sensitivity. Presented by the Allegheny Intermediate Unit K-12 ESL Department Through the Title III Grant. What does it mean to be culturally sensitive?.

sal
Download Presentation

Cultural Sensitivity

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cultural Sensitivity Presented by the Allegheny Intermediate Unit K-12 ESL Department Through the Title III Grant

  2. What does it mean to be culturally sensitive? • Cultural sensitivity means being aware that cultural differences and similarities exist and have an effect on values, learning, and behavior. -Stafford, Bowman, Eking, Hanna, and Lopoes-DeFede (1997)

  3. Where do you stand in terms of cultural sensitivity? • Do you make assumptions? • Do you have a conscious or unconscious bias? • Do you form opinions about students or co-workers before really getting to know them? • Do you have predetermined feelings or notions about a particular culture without truly having an understanding of that culture?

  4. Activity: Pre-assessment • What are some of the different cultures in my school? (List three to five on your paper.) • What characteristics come to mind when I think of each group? (Write a word or two next to each culture on your list.) • Where did these impressions come from? (TV, family, media, religion, travel, etc.) • How do I treat people based on these assumptions?

  5. 3 Minute Discussion • With your group or someone near you, discuss a time when someone had made an assumption about you. This assumption might have been based on a group you belong to -ethnic, religious, professional, age, gender, or otherwise. How did it make you feel?

  6. The Statistics • In 1984, approximately one in four school children were minority students. • By 2020, that figure likely will increase to nearly one in two, and many of these students will be poor (Pallas, Natriello, & McDill, 1989). • In the 25 largest American school districts, minority students comprised about 72 percent of the total school enrollment in 1994 (National Center for Education Statistics, 1997).

  7. Scenario #1 A sixth grade teacher in New York looks over her new class roster and sees that about half of her students have Asian last names. She says, “Good, a smart class at last.” What bias has she shown? Why are her comments inaccurate and inappropriate?

  8. Things to Consider • The teacher is subscribing to the stereotype that all Asian students are smart. • She is not considering the fact that all students are different intellectually regardless of ethnicity. • She is also implying that if the students were not Asian that they would not be as intelligent. • These are dangerous assumptions to make

  9. Scenario #2 A 4th grade teacher is planning the yearly field trip that involves a one-night sleep over. She is confused when the parents of a child from El Salvador refuse to let their child attend. What should this teacher consider? Why might these parents be concerned about this trip?

  10. Things to Consider • Is this an uncommon practice in their native country? • Was there a history of violence or terror in that country that makes parents fearful of sending children to unfamiliar place? • Would a trip of this nature be against the value system of the native culture?

  11. Scenario #3 A mother comes to pick up her child from a pre-school class to find her daughter without her shoes. The mother is upset and tells the teacher that she wants her child to keep her shoes on at all times. What might be the issue here? What should the teacher do?

  12. Things to Consider • There are areas of the world where people contract parasites through the feet. Is the parent fearful of this? • Is it a sign of disrespect in the native country to be without shoes in a school or public place. • The teacher should take the time to understand the parents concern and be sensitive to the fear or value that is behind this issue.

  13. Scenario #4 A Hmong boy in Mrs. Lang’s class was having a great deal of anxiety. After some discussion he revealed to her the reason why. The boy told his teacher that in his native country that he was told that Americans get big by eating Hmongs and that certain races of people send Hmongs to Thailand as canned fish.

  14. Things to Consider • We are often not aware of the beliefs and understandings that a child brings to this country. • Had the teacher not spoken with the child and asked about his fears, she may have never known about the misunderstanding. • What seems ridiculous to us, may be very real to someone in another culture.

  15. Be Aware of Cultural Differences • Everything we do, regarding time, personal space, body language, voice volume, small talk, eye contact, hygiene, and eating is shaped by our culture. • When you have a student and/or parent that appears to have a cultural difference take the time to understand the differences.

  16. Cultural Awareness • Do not interpret the behavior of others through the eyes of your own culture. • Do be aware of how much culture affects language acquisition and behavior.

  17. What Educators Can Do • Teachers have the pivotal role in facilitating a child’s adjustment to culture. • The key to success encompasses the learning of behaviors, skills, and norms appropriate to function within the cultural paradigm.

  18. What Educators Can Do • Express positive value in whatever appears “foreign” to the native English speaker. • Demonstrate a positive attitude of new cultures. • Plan instruction that includes the integration of cultural histories. • Develop lessons that spark questions, discussions and critical thinking. • Foster feelings of “being at home”

  19. What Educators Can Do • Focus on the uniqueness of each person. • ASK the student what he/she needs. • Don't expect one minority student to speak for the entire minority group. • Use a checklist for grading papers. • Show samples of good work to the whole class.

  20. In Summary • Creating a school and/or classroom environment that is accepting, appreciative of differences, and free of stereotypes and judgments will benefit ALL students. • Knowing how to sensitively communicate with families will foster their confidence in the school system and benefit the student in a variety of ways.

  21. References Community Health Corp., (2009). Prescription for Success: Community HealthCorps Member Training. Retrieved May 22, 2009, from Prescription 4: Cultural Sensitivity Web site: http://www.communityhealthcorps.org/client/documents/Prescription-4-Cultural-Sensitivity-Member.pdf LoveToKnow, Corp., (2009). ESL classroom and cultural sensitivity. Retrieved May 22, 2009, from YourDictionary.com Web site: http://www.yourdictionary.com/esl/ESL_Classroom-and-Cultural_Sensitivity.html Ross, Linda (2009). Connect with kids and parents of different cultures. Retrieved May 22, 2009, from Scholastic.com Web site: http://www2.scholastic.com/browse/article.jsp?id=4426

  22. Title III 2007-2008 ConsortiumKelly A. NoyesK-12 ESL Educational SpecialistAllegheny Intermediate Unit475 E. Waterfront DriveHomestead, PA 15120412-394-5926

More Related