Multicultural
Awareness in High School Classroom Management
December 20, 2011
Abstract
The
purpose of this professional development project is to prepare a presentation
about Culturally Responsive Classroom Management for K-12 teachers and present
research based strategies they can use to be culturally responsive in their
classroom management. The literature
review explores the problem of disproportionate numbers for African-American
and Latino students in disciplinary actions. The need for classroom management
that keeps students from dropping out or being expelled from school is
reviewed. The theory of Culturally Responsive Classroom Management is
explained. CRCM is not part of teacher training. Teacher development is
recommended. A PowerPoint and activities for a proposed teacher development
workshop follow the literature review on the subject.
CHAPTER ONE:
Introduction
The
purpose of this professional development project is to prepare a presentation
about Culturally Responsive Classroom Management for K-12 teachers and present
research based strategies they can use to be culturally responsive in their
classroom management. Students come to
our classrooms from cultures with different values, communication styles, and ways
of viewing and acting towards the teacher. The rules and expectations in our
classroom can be misconstrued in miscommunication and harsher punishments based
on misunderstandings. Students need a chance to learn about the new codes of
behavior they encounter in our schoolrooms.
Teacher training
in California requires cultural diversity training for effective teaching of
diverse students. Culturally responsive classroom management applies that same
respect for individual student cultures that may differ from our own because of
ethnicity/race, socioeconomic, language barriers, or being new to the U.S.
“Teachers need to be global thinkers able to effectively navigate themselves on
various planes with different people” (Scott and Mumford, 2007, p. 57).
Background
Cultural
competence leads to cultural sensitivity. The knowledge about culturally
characteristic behaviors of mothers and their children, attitudes towards
teacher roles in different cultures, and culture specific values is not meant
to be used definitively in a generalized manner but it serves as a teacher’s
toolbox. Our cultural knowledge helps us see the many different ways students
behave, learn, and respond in our classroom in the context of how their every
day lives differ from our own. Our responsiveness comes from our level of cultural
sensitivity.
Research has
suggested increased behavior problems in minority students that require further
development in teacher training (Nichols, 2004). The data collection from
37,000 students showed that minority students and lower income students are
twice as likely to be disciplined and punished by suspension than white
students (Nichols, 2004).
Research
statistics indicate a disproportionate number of Latino and African-American
students do not graduate from high school. California graduation rates in 2007
for African-American students were 60% and the same for Latinos (Rumberger and
Rotermund, 2009). Nationwide the dropout rates in 2007 were 21.4% for Latinos
and 8.45 for African-Americans. The dropout rates have been connected to
classroom referrals that lead to expulsion or suspension. Students with three
or more risk factors by eighth grade were 50% likely not to graduate from high
school (Rumberger, 2007). The equitable classroom teacher seeks ways to help
all students be successful. The disproportionate numbers of minority students
with behavior problems and their high dropout rates give them little
opportunity to move away from their situations. We need to find ways to keep
them in school and teach all of our students the behavior expectations in the
classroom to help them become more resilient to the cycle of misbehavior,
truancy, poor academics, expulsions, and dropouts.
Purpose
The
purpose of this professional development project is to prepare a presentation
about Culturally Responsive Classroom Management for K-12 teachers and present
research based strategies they can use to be culturally responsive in their
classroom management. I hope that through fun activities to help teachers gain
new cultural competence and choose to become culturally sensitive in their
classroom management strategies to respond to the differences in our
increasingly diverse classrooms.
Summary
Teacher training concentrates on culturally
sensitive strategies to teach diverse students but does not train teachers to be
culturally responsive in classroom management. The research indicated
disproportionate behavioral problems for minority students, particularly
Hispanic, Native American, and African-American. The theory of Culturally
Responsive Classroom Management (Weinstein, Tomlinson-Clarke, & Curran,
2004) was suggested as an action plan for classroom practices. The hope is that
students will learn expected behavior through culturally sensitive teachers.
Definitions
Culture. A subgroup of the
population that shares, beliefs, practices, and language. (Lewis &
Doorlag, 2006).
Cultural awareness. Developing
sensitivity and understanding of another ethnic group. (Adams, 1995).
Cultural competence. A set of
congruent behaviors, attitudes, and policies that come together among
professionals and enables those professionals to work effectively in
cross-cultural situations. (Cross, Bazron, Dennis, & Isaacs, 1989).
Culturally and linguistically
diverse students. Students whose home cultures differ from that of the
school. (Lewis & Doorlag, 2006).
Culturally responsive pedagogy. Using
the cultural characteristics, experiences, and perspectives of ethnically
diverse students as conduits for teaching them more effectively.(Gay,
2002).
Cultural sensitivity. Knowing
that cultural differences as well as similarities exist without assigning
values i.e. better or worse, right or wrong to those cultural differences.
(National Maternal and Child Health Center on Cultural Competency, 1997
Chapter Two: Review of the Literature
The
purpose of this professional development project is to prepare a presentation
about Culturally Responsive Classroom Management for K-12 teachers and present
research based strategies they can use to be culturally responsive in their
classroom management. The review of the
literature for Culturally Responsive Classroom Management (CRCM) defines the
problems associated with the need, the benefits for students and teachers,
researched models of classroom management, and the latest model for culturally
responsive classroom management. The first topic reviews the problems that
indicate a need for CRCM; increased minority student expulsions, suspensions,
at-risk students, students’ perceptions of bias, and the effect of
zero-tolerance policy on minority students’ classroom participation. The second
topic explains why CRCM benefits students, teachers, and the research that
recommended new teacher development on the issue. Part three will explore
research relative to classroom management behavior models. The final section of
the literature review discusses the history, strategies, and implementation of
CRCM.
The
Problem
The
populations of minority students in U.S. classrooms have increased. Our
classrooms are more diverse (Nichols, 2004; Bondy, Ross, Gallingane,, &
Hambacher, 2007). Between 1993 and 2003, in public schools, minority enrollment
increased from 34% to 41%. (National Center for Education Statistics, 2007). In
2004 California public schools, with over 6 million students, over 3 million
students were minorities (NCES, 2007). In 2023, more than half of U.S. children
under 18 are projected to be minorities (Bernstein and Edwards, 2008).
Despite the
increased diversity in our student populations, culturally responsive classroom
management is not part of our teacher training (Weinstein, Tomlinson-Clarke, & Curran, 2003, 2004).
Cultural awareness is part of teacher education for
effective inclusion of culturally
diverse students with regard to our pedagogy. Teachers are taught to know about
their diverse students and respect their difference (Lewis & Doorlag, 2006,
p. 383).
School
behavior problems are more prevalent in minorities for reasons the research has
not yet uncovered (Skiba, Michael, Nardo, & Peterson, 2002).
African-American male students in 2006 had the highest expulsion and suspension
rates in the U.S. with a rate of 15% compared to 7% of Hispanic students, 8%
American Indian/Alaskan Native students, and 5% of White students (Planty,
Hussor, Snyder, Kena, KewalRamani, Kemp, Bianco, Dinkes, 2009). The percentages
comprise 3.4 million students with 7% of all students suspended in 2006 (Planty
et al., 2009). African – American students show over representation (Fenning
& Rose, 2007). Skiba et al. (2002) looked at several hypotheses to explain
the possibility of gender, race, and socioeconomic factors relative to the high
numbers of African-American suspensions and expulsions. They concluded that “racial disparity in
school punishment suggests that bias may be inherent” in the use of student
removal for punishment (Skiba, et al., 2002, p. 338).
The
theory that school misbehavior becomes criminal misbehavior relates to truancy.
Dropout prevention researchers advised the engagement of at-risk students to
prevent them from truancy because it “interfaces with delinquency” (Dynarski,
Clarke,Cobb,Finn, Rumber, & Smink, 2008, p. 22). Forty percent of repeat juvenile offenders
ended up suspended from school (Leone, Christle, Nelson, Skiba, Frey, &
Jolivette, 2003). Minority youth in 1999
comprised one-third of the youth population but comprised two-thirds of the
population of incarcerated youth and had not committed more serious offenses
than Whites but received “disproportionate punishments” (Leone, et al., 2003,
sec. Impact on Racial and Ethnic Minorities, para. 1-4). The punishment bias in
schools will be a topic for future researchers to prove the existence of bias.
Some
students perceive bias in schools. Student perceptions of school bias were
studied using a large sample of Southwest Latino student dropouts. Researchers
questioned the dropouts about teacher bias towards Latino students. The
teachers were of mixed races. Wayman (2002) concluded that even if there was no
bias towards the 25% of the students who reported bias by their teachers, for
those students the bias was a reality and could interfere with their academic
achievement. Brown and Rodriquez (2009) did a qualitative study that involved
Angel and Ramon, two students at-risk of dropping out of high school. Angel and
Ramon felt misunderstood for their outward verbal dissent of perceived
injustices such as lack of assistance with schoolwork. The two students
dissented openly because they felt neglected educationally and they felt
socially and intellectually alienated by their school. The researchers
concluded that more research is important to help us understand preventive
strategies for behavioral problems.
Skiba
et al., (2002), did a large study that involved Black and White high school
student office referrals. He concluded that the White students were referred to
the office more frequently for objective events like vandalism or smoking that
leaves evidence. Black students were referred for mostly subjective
infractions, being noisy or loitering, dependent on individual perceptions by
teaching staff. Black students were suspended more frequently based on office
referrals. White students had lower rates of suspensions. Skiba et al., (2002)
theorized that since the Black students were punished for subjective reasons
“it might well be expected that they will come to view disparities in
discipline as intentional and biased” (p. 335). Despite how the students may
view the overuse of exclusionary discipline, the study noted that discipline
begins in the classroom.
Zero
tolerance policies adopted by schools have resulted in the “criminalization of
school misbehavior” (Leone, et al., 2003, sec. Zero Tolerance, para. 2). Leone
et al. (2003) found the policy involves expelling problem students rather than
looking for the cause of the problem within the student. The statistics stated
earlier in this review confirm that minority students are expelled at high
rates and the continuance of these forms of discipline disenfranchises these
students even further rather than keeping them in the educational system to
help prevent the continuation of their disadvantage in society.
Teachers
have individual theories about discipline and classroom management. “Deficit
theory” (Delpit, 2006) generalizes our assumptions that “they cannot behave or
cannot learn because “their parents don’t care” or “they all act that way.”
Teacher reflection on our individual expectations with respect to time, space,
interpersonal communication style, and family helps us see differences that can
cause misunderstanding in classroom management. The research definitively has
shown that high numbers of students need instruction in class behavior that
crosses cultural boundaries and is understood by all of our students (Weinstein
et al., 2003, 2004).
The
Benefits of Culturally Responsive Classroom Management
Culturally
Responsive Classroom Management will increase teacher knowledge. Garmon (2004) defined multicultural awareness
in pre-service teachers as experiential and dispositional. Experiential factors
included intercultural experience, support group experiences, and educational
experience. Dispositional aspects were openness to diversity,
self-reflectiveness/self awareness, and commitment to social justice.
Multicultural awareness is about success in Delpit’s (1999) ten factors for urban
classrooms. Of these ten factors the
three related to classroom management included:
4. Challenge
racist societal views of the competence and
worthiness of the children and their families,
and help them
do the same.
5. Recognize and
build on strengths.
9. Honor and
respect the children’s home and ancestral cultures. (p.1).
Garmon and Delpit agree then with Skiba et al.
(2002) that the inequities in classroom discipline based on overrepresentations
of minorities “have the effect of
reinforcing and perpetuating racial and socioeconomic disadvantage (p. 323).
Gregory and Mosely (2004) found teachers had many reasons why they thought
students had behavior problems. None of the ethnically diverse teachers, linked
race, culture, or ethnic variations to the behavior problems. Viewing
discipline matters in our classroom with student diversity in mind allows for
reflection and the power to examine why individual students receive
disciplinary actions more often.
Brewster and Bowen
(2004) studied 699 Latino middle and high school students from ten states. The
study results substantiated the hypothesis that the perception of teacher
support engaged at-risk students and they then liked school. The ethnicity of
the teacher did not matter to the students. Gregory and Weinstein (2008) used
discipline data about student referrals from teachers to the office for
defiance infractions. Teachers’ situational reports showed that student
defiance increased when the student perceived the teacher as untrustworthy. African-American student trust in teacher
authority included teacher caring and teacher’s high expectations. Stevens,
Hamman, and Olivarez (2007) studied the tie between white teachers’ academic
pressure in Hispanic student classrooms and found the student sense of school
belonging influenced academic achievement in a positive way and that a sense of
school belonging had a positive effect on student mastery goal orientation.
Among the top reasons, California and students nationwide dropped out of school
were that their classes were uninteresting, and they could not get along with
teachers (Rotermund, 2007). Students’ teacher trust, sense of belonging, and
perception of a caring teacher are part of success in diverse classrooms.
Positive behavior
support is recommended for teachers in Culturally Responsive Behavior
Management (Skiba, 2008, p. 359; Fenning & Rose, 2007; University of
Pittsburg Office of Child Development, 2002). The use of expulsion and
suspension is not positive behavioral support. Expulsion and suspension need to
be reserved for students who threaten the safety of the school and the
classroom. The University of Pittburg Office of Child Development (2002)
recommended school programs that help students with social competence, conflict
resolution, bullying, behavior management, and engagement in after-school
activities.
The goals for professional
development in CRCM are for teachers to reflect on their individual ethnic
identity and attitude to become culturally competent (Fenning & Rose, 2007,
p. 538). CRCM gives teachers a guideline to question and reflect on their
approaches to classroom management by the exploration of personal expectations
that conflict with students’ cultural backgrounds (Weinstein et al., 2004). The
American Psychological Association Zero Tolerance Task Force, (Skiba, 2008;
Skiba & Knesting, 2001), recommended teacher development so that discipline
stays within the classroom and focuses on prevention.
Models of Classroom Management
The literature promoted
positive behavior models used in special education strategies, bullying
prevention, and positive behavioral support in addition to CRCM. “Positive Behavior Support” or PBS has been
used in the past for the inclusion of disabled students in mainstream classes.
The model involves the proactive teaching of expected behavior and positive
student and teacher interactions. PBS was recently recommended for use with the
classroom management of all students. School wide professional development in
PBS was recommended to promote cultural competence around issues of classroom
management and teacher to student interchanges (Sugai & Horner, 2002).
Fenning & Rose (2007) recommended that schools keep detailed discipline
data and find out if and why certain demographics of students are expelled and
suspended. Schools can then study and
develop proactive discipline that is equitable to all students (p. 538).
Preventive strategies and three progressive stages of intervention are
recommended for consistent problem behavior (Emmer, Evertson, & Worsham,
2006). Discipline policies that attack behavior do not address the problems at
the root of the behavior. Behavior problems solved by a good relationship with
students will prevent small problems from interfering with “continued social
growth”(Ryan, 2003, p. 103).
Culturally Responsive Classroom Management
Culturally
Responsive Classroom Management applies culturally responsive pedagogy skills
to teach behavior in diverse classrooms. Gay (2002) outlined five essential
elements to culturally responsive teaching:
1. Develop a knowledge base about cultural
diversity
2. Include ethnic and cultural diversity in
the classroom.
3. Demonstrate caring and building learning
communities.
4. Communicate with ethnically
diverse students.
5. Respond to ethnic diversity in the
delivery of instruction. (p. 106).
Gay (2002) stated that U.S. schools
must be culturally responsive because many students are functioning in schools
under cultural norms that are often unfamiliar and students are held to the expectation
of abandoning their own culture (p.114). Teachers need to apply
the knowledge that all students do
not share the same frame of reference about how to behave, attitudes towards
teachers, how to act around authority figures, directives, and verbal
communication in general. Weinstein et al. (2003, 2004) have designed a model
for a research based culturally responsive classroom management strategy.
Culturally Responsive Classroom Management Strategies
To become
culturally responsive, Weinstein, et al. (2004) outlined:
1.
Recognition of one’s own ethnocentrism
2.
Understanding of the broader social, economic, and
political context
3.
Knowledge of students’ cultural backgrounds
4.
Ability and willingness to use culturally appropriate
management strategies.
5.
Commitment to building caring classrooms. (p. 25).
Weinstein, et al. (2003) assigned
six tasks to the implementation of a culturally responsive classroom management
strategy:
1.
Creating a physical setting that supports academic and
social goals.
2.
Establishing expectations for behavior
3.
Communicating with students in culturally consistent
ways
4.
Developing a caring classroom environment
5.
Working with families
6.
Using
appropriate interventions to assist students with behavior problems. (p. 270).
The research on CRCM is limited because the
concept is new. Brown (2004) interviewed 13 urban teachers from seven U.S.
cities. The teachers taught at various K-12 levels. Nine teachers were
Euro-American, one was Sri Lankan, one was African-American and two were
Hispanic. Brown wanted to find out how these effective teachers developed
classroom management that “encouraged cooperation, addressed diverse students’
ethnic, cultural, and social needs, and led to genuine learning” (p.267). The
research concluded there were three principles to the classroom management
technique. Teachers had caring classroom communities through a show of genuine
interest in each student. Teachers gained cooperation from students by being
assertive and with explicitly stated expectations for student behavior. The
teachers also created mutual respect in the classroom through compatible
communication (p.282).
Further
qualitative research studied three teachers in an African-American grammar
school. The teachers varied in their personal ethnicities. The teachers created
safe and productive environments by using a strategy of repetition, respect,
culturally responsive communication, and immediacy (Bondy et al., 2007). The
basic rules included respect for self and others, school, personal and school
property (p. 337). Teachers informed students of the rationale for the rules
and the consequences. The research concluded the teachers established a
positive environment with insistence and the result was the development of
resiliency in the students (p.334). The early research on culturally responsive
behavior management showed that the effective use of the strategies promoted
good learning environments with respect for individuals and each other in a
learning community.
Conclusion
The literature and
research indicated a need for classroom management that discourages strategies
that remove students from the education environment. The fact that students of
color are overly represented in disciplinary actions in schools is not
disputed. The reasons behind the problem are in the early stages of research.
The research to date indicated the perceptions of bias by students and the
possibility of bias by disciplinarians. The use of culturally responsive
pedagogies in teacher training, and literature and research that supported the
need to teach expected behavior to all students resulted in action strategies to support Culturally
Responsive Behavior Management. The literature supported the need for teacher
development to incorporate the strategies into classroom management. Teachers
will care for students by holding the highest expectations for behavior in an
organized classroom and an atmosphere conducive to learning for students of all
cultures.
The Workshop
Please contact me for the workshop and PowerPoint for the workshop and hand-outs.
Success
“I
have learned that success is to be measured,
not by the position one has reached in life,
as
by the obstacles, which he has overcome,
while
trying to succeed.”
Booker
T. Washington
(Katz,
W.L. 1971, The Black West. New York: Doubleday).
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Curran, M., & Tomlinson-Clarke, S. (2003, Fall2003). Culturally responsive
classroom management: Awareness into action. Theory into practice,
42(4), 269-276. Retrieved August 12, 2009, from Academic Search Premier
database.
Appendix
A
Culturally Responsive Classroom Management Workshop
A Workshop by Penny Sullivan
Audience:
Teachers and staff in K-12 schools who
want to learn how to effectively communicate and apply their classroom
management to students from differing cultures.
Workshop
Objectives:
The workshop will present material to assist teachers in
understanding how and why some students have behavior problems based on
misunderstanding because of their culture. The workshop will define culture,
explore participant’s cultures, and show the diversity in U.S. classrooms. The
participants will compare their similarities and differences with each other.
Teachers will learn strategies for equitable classroom management and reach
across cultures to teach classroom behavior to students from different
cultures.
Workshop
Outcomes:
1.
Participants will examine their own culture.
2.
Participants compare and contrast their culture with
other cultures.
3.
Participants will discover common problems in class
behavior based on cultural misunderstanding and miscommunication.
4.
Participants will invent new ideas to modify their
presentation of classroom behavioral expectations.
Activities:
1.
PowerPoint presentation (Presentation Outline for participant
notes. Appendix
F.
2.Activity to
promote self-awareness. Appendix B
3.Activity to
promote awareness of others. Appendix B
4.Group activity
to brainstorm how to implement CRCM into classroom management strategy.
Appendix C.
5.Review of resources and hints for
participants. Appendix D
6. Fill out the participant survey.
Appendix E
Duration: 2 hours
Appendix
B
Who
am I/Who are you?
Checkbox
|
Cultural Information
|
Example
|
Your answer
|
Decade of birth
|
50s
|
||
Country of birth
|
U.S.
|
||
Countries lived in for more than
one month
|
Mexico |
||
States lived in for over 1 month.
|
TexasPennsylvaniaCalifornia
New York
Illinois
|
||
Home language
|
English |
||
Ethnicities of family and
extended family
(in-laws, adopted children,
adoptive parent)
|
Irish
Italian
African-American
GermanScottish |
||
Gender
|
Female |
Checkbox
|
Cultural
information
What is your
education?
|
Example
B.S. plus
|
Your answer
|
Have you ever
been poor?
|
Yes
|
||
Do you have a
dialect or accent?
|
Yes, East
coast accent
|
||
How many
generations are you from immigrant status?
|
Two
|
||
Have you ever
been homeless, even for a short time?
|
Yes
|
||
Have you had
first hand experience with war?
|
No
|
||
Have you ever
been falsely arrested?
|
No
|
||
Have you ever
experienced a natural disaster? (i.e. flood, fire, earthquake, tornado,
volcano)
|
yes
|
||
Do you ask or
tell your students what to do?
Ask: Will you
all please turn to page 6?
Tell: Everyone
open your books to page 6.
|
Ask
|
Success
“I
have learned that success is to be measured,
not by the position one has reached in life,
as
by the obstacles, which he has overcome,
while
trying to succeed.”
Booker
T. Washington
Appendix
C
Six Tasks for Culturally Responsive Classroom Management (Weinstein et al. 2003, 2004).
Create a physical setting that supports academic and social goals.
Establish expectations for behavior.
Communicate with students in culturally consistent ways.
Develop a caring classroom.
Work with families.
Use appropriate interventions to assist students
with behavior problems.
Strategies
Recognize one’s own ethnocentrism.
Understand the broader social, economic and political context.
Know about students’ cultural backgrounds.
Be able and willing to use culturally appropriate management strategies.
Commit to building a caring classroom.
First Days of school:
v
Discuss and explain why there are rules for
behavior and explain your rules.
v
Discuss what the class thinks should be the
consequences via your suggestions.
v
Rehearse and role-play expected behavior and
consequences.
v
Handout the
rules and have them signed by parents.
v
Make sure rules
are posted and students know they are posted.
v
Review the
rules.
v Be
implicit and consistent.
Appendix D
Useful Internet Information
The Urban Dictionary
http://www.urbandictionary.com/
Cultural etiquette around the world
http://www.ediplomat.com/np/cultural_etiquette/cultural_etiquette.htm
Dialects
http://web.ku.edu/~idea/index.htm
Put Your Best Foot Forward Asia: A Fearless Guide to International Communication and Behavior (Put Your Best Foot Forward) by Mary Murray Bosrock and Craig MacIntosh (Paperback – Jan 1997)
Linguistic anthropology
http://www.stfx.ca/academic/sociology/anthropology/LinguisticAnthropology.html
50 multicultural books every child should read
http://www.nea.org/grants/29510.htm
Useful Reading
Delpit, L. (2006)
Other people’s children: Cultural conflict in the classroom.. New York:
The New Press.
Weinstein, C.,
Tomlinson-Clarke, S., & Curran, M. (2004, January). Toward a conception of
culturally responsive classroom management. Journal of Teacher Education,
55(1), 25-38.
Weinstein, C., Curran, M.,
& Tomlinson-Clarke, S. (2003, Fall2003). Culturally responsive classroom
management: Awareness into action. Theory into practice, 42(4), 269-276.
Appendix
E
Participant Survey
- Do you feel that the workshop adequately met the objectives? Explain.
- Do you feel you can work towards the outcomes from the information?
- What if any other information that you would have liked to learn?
- What did you find most useful in the workshop?
- Do you think CRCM is beneficial to students?
- Do you think CRCM is beneficial to teachers?
- Please comment on the workshop.
Appendix F
Culturally Responsive Classroom Management is a Frame of
Mind
A Teacher Development Workshop
Penny L. Sullivan
Purpose
The purpose
of this teacher development workshop is to prepare a presentation about
Culturally Responsive Classroom Management for K-12 teachers, and present
research based strategies they can use to be culturally responsive in their
classroom management.
What is someone’s culture?
v Ethnicity
v Gender
v Socioeconomic
class
v Family
type
v Number
of generations from immigration
v Where
I live
v Where
I have lived
v Language
and dialect
v Disability
Classroom Culture is Diverse
v 2004
California Public Schools had 6 million students,
v 1993-2003
Minority enrollment in U.S. public schools went from 34% to 41%
v 3
million were minorities.
School Misbehavior
v
Expulsion
and Suspension
v
African-American
15%
v
Hispanic
7%
v
Native
American/Alaskan Native 8%
v
White 5%
v
“Racial
disparity in school punishment suggests bias in the use of school removal as
punishment (Skiba, et al. 2002).
Research- Office referrals for White students were
subjective (vandalism, smoking) with evidence.
Office referrals for African-American students were
objective (loitering, noise) and dependent on individual perceptions by staff.
School misbehavior becomes criminal misbehavior-removes the
problem rather than solves the problem (Leone et al., 2003).
Deficit theory (Delpit, 2006).
An overrepresentation of minorities in discipline reinforces
and perpetuates racial and socioeconomic disadvantage.
Culture is not static
v Generations
v Historical
Events
v Immigration
v Religion
v Mixed
ethnicity/Race
v Socioeconomic
status
v War
v Education
v Natural
disasters
Culturally Responsive Pedagogy
“Using the cultural characteristics, experiences, and
perspectives of ethnically diverse students as conduits for teaching them more
effectively” (Gay, 2002).
Collective Cultures (Interdependent) Dependent on the group
v Latino
v African-American
v Native
American
v Japanese
v Chinese
v Korean
v Filipino
v Individualistic
Cultures (Independent)
v Euro-American
The Problems at the Interchange
v
Students
embarrassed by being singled out
v
Parents
direct them to listen and learn, not be independent.
v
Feel
punished if they are singled out.
v
Solution:
Incorporate group activities.
v
Avoid
singling out certain students.
v
Teach
students to feel comfortable voicing their opinion in the classroom.
Cultural Roots of Minority Child Development (Greenfield
& Cocking, 1994).
Positional socialization
Respect our elders
v
The role
of the teacher as an authority and in loco parentis. Latino
v
Decisions
are made by consensus. Native American
v
Decisions
are made by individual votes. Euro-American
v Preference
for social open houses rather than phone or individual one on one contact.
Latino
School and Family
v Will
schooling for formal credentials interfere with family and community? Native
Americans
v Does
critical thinking conflict with parental authority? Latino
v Is
parental authority challenged by school attendance? Latino
v
Will
education honor the family? Asian
v
Does
school undermine the known elders by learning from unknown sources? Native
American
v
Is it
selfish to self-actualize?
v
Strictness
is a sign of caring. African-American, Korean
v
Schooling
will provide aid to the whole family. (Mexican native)
v Bicultural
socialization is beneficial. Latino.
Six Tasks for Culturally Responsive Classroom Management
(Weinstein et al. 2003, 2004).
Create a physical setting that supports academic and
social goals.
Examples
v World
Map- Mark where class’s ancestors came from
v Posters
of cultural groups (Not stereotypes)
v Multicultural
reading materials
v Physical
setting-group work seating
Establish expectations for behavior.
v Different
cultures have different ideas about correct behavior.
v Be
explicit
v Three
to Six basic rules
v Discuss,
Model, Practice
Communicate with students in culturally consistent ways.
v Behavior
often reflects cultural norms
v Discuss
classroom norms
v Teach
students the difference between direct and non-direct discourse
v Stay
calm, do not get angry
Develop a caring classroom.
v Caring
means high expectations and student accountability
v Learn
about student cultures
v Model
respect for diversity
v Sense
of Community
v Be
aware of bullying or hurtful words and behaviors
Work with families.
v Different
ways of communicating
v Pauses,
eye contact varies by culture, many people need pleasantries before the
business of a conference, lack of parental involvement may be a cultural norm
to be explained and discussed with parents.
v Use
appropriate interventions to assist students with behavior problems.
v Explicitly
teach students mainstream ways, students can “use them (if they wish) to
succeed in dominant social spheres.” Do not “imply that these ways are ‘better’
nor do they devalue cultural practices that are not part of the dominant
paradigm”(Weinstein et al. 2003, p. 275).
Warm Demander (Ware,
2006)
v
African-American
Teachers are caring, have high expectations, and are authoritarian.
v
Assertive
discipline uses authoritative directive i.e. everyone now open your text to
page 25, non-direct directives, i.e. would you all please open your book to
page 23?
v
Social
interaction styles of African-American youth- “call response” and “multiparty
talk”. (Fenning & Rose, 2007).
v
African-American
male ritual-“verbal sparring”, “ribbing”, ”capping” , or “woofing”. (Weinstein
et al. 2004).
Showing Respect
A Hispanic student was threatened with expulsion because the
teacher thought his behavior was threatening since he did not apologize for his
behavior. The problem: The student’s mother told him to “stay away from” the
teacher and “not to approach her” to show respect and save face after he
offended the teacher by his initial behavior. (Fenning & Rose, 2007).
Concepts of Time
Hispanic culture views being half an hour late as being on
time.
Solve the problem: Explain that cultures view time
differently and in our school culture, to be successful you have to be exactly
on time or preferably early.
Useful Tools for Teachers
v
Teach students the rules. They can choose in
which context they must use the rules of dominant U.S. society and in which
they can switch to their cultural rules.
v Have
classroom open houses to attract more Hispanic parents and others from
collectivist cultures.
v Get
to know the community.
v Invite
community leaders to speak in your classroom, they are great role models.
v Read
Multicultural literatures to understand other cultures and share the books with
your class.
Appendix G
PowerPoint Workshop
References
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Fenning, P.,
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