Cultural Competence Curriculum - VDOE

[Pages:320]Goal: Culturally Responsive Instruction

Cultural Competence

Cultural Competence Curriculum

Phase III

2009-2010

"Our words carry only so much weight. Our actions and our daily behaviors tell the true story."

Andrea Ayvazian

ARLINGTON PUBLIC SCHOOLS

CULTURAL COMPETENCE INITIATIVE Dr. Patrick K. Murphy, Superintendent

2009

The Arlington Public Schools prohibits discrimination on the basis of race, religion, gender, sexual orientation, national origin, age, disability, pregnancy or marital status. This policy provides equal access to courses and programs, counseling services, physical education and athletics, vocational education, instructional materials and extra-curricular activities, violations of this policy should be reported to the Assistant Superintendent for Administrative Services at 703-228-6008 or the Assistant Superintendent of Personnel at 703-228-6110.

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Dr. James Patton and

Norma L. DayVines

through funding from the Virginia Department of Education (Contract No.B-217).

Adapted for Arlington Public Schools by

Dr. Alvin Crawley, Cheryl Robinson, Dr. Suzanne Swendiman, Marty Swaim,

and Renee Harber for the Council for Cultural Competence

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Council for Cultural Competence

200910

Name

1. Bourdouane, Gladis 2. Brickhouse, Andrea 3. Chodkiewicz, Joe 4. Cotman, Timothy 5. Crawley, Dr. Alvin L. 6. Devens, Miff 7. Gaston, Dr. Sharon 8. Holland, Susan 9. Jones-Byron, Marsha 10. Koch, Silvia 11. LaSalle, Madeline 12. Lucke-Jennings, Shelley 13. Miranda, Edgar 14. Myers, Dr. Aleta 15. Reilly-McDonnell, Francesca 16. Robinson, Cheryl 17. Rubio, Lourdes 18. Russo, Erin 19. Sample, James 20. Sarber, Dr. Sue 21. Siegel, Dr. Jan 22. Stash, David 23. Stengle, Lisa 24. Swaim, Marty 25. Swendiman, Dr. Suzanne 26. Tien, Patrick 27. Wagner, Heidi 28. Word, Dr. John 29. Wright, Dr. Lynne

Department

School & Community Relations Yorktown EAP Office of Minority Achievement/Jefferson Student Services Extended Day Drew Jefferson Alternatives for Parenting Teens Intake Center Office of Minority Achievement/Gunston AEA Representative Ashlawn Student Services ESOL/HILT ? Instruction Office of Minority Achievement Kenmore Williamsburg Office of Minority Achievement/Washington-Lee Office of Professional Development Student Services Facilities Planning and Evaluation Retired Retired Personnel Special Education Kenmore Taylor

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TABLE OF CONTENTS

Page Forward and Acknowledgement ......................................................................................8 SECTION I -INTRODUCTION AND OVERVIEW Enduring Understanding ...........................................................................11 Guidelines for Dialog ..............................................................................13 Overview and Rationale.....................................................................................................14 Cultural and Cross-Cultural Competence: Definitions ......................................................23 Section I Summary ............................................................................................................26 SECTION II-FRAMEWORK FOR CULTURAL COMPETENCY: AWARENESS COMPETENCIES Models of Cultural Competence ........................................................................................27 Pedersen's Conceptual Framework for Developing Cultural and Cross-Cultural Competence........................................................................................................................32 Awareness Domain Competencies ....................................................................................33

Race as a Construct Related to Cultural Competence ................................................36 Ethnicity as a Construct Related to Competence .......................................................37 Culture as a Construct Related to Competence ..........................................................38 Dimensions of Personal Identity ................................................................................44 Worldview as a Construct Related to Cultural Competence .............................................46 Recognizing and Responding to Oppression as a Form of Cultural Competency.............51 Recognizing and Responding to Racism as a Form of Cultural Competency...................52

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Recognizing and Responding to Power and Privilege as a Form of Cultural Competency .......................................................................................................................56 Section II Summary ..........................................................................................................61 SECTION III -KNOWLEDGE COMPETENCIES Knowledge Competencies .................................................................................................63 Racial Identity Models.......................................................................................................63

Cross' Racial Identity Development Model...............................................................64 White Racial Identity Development Model................................................................68 Sue and Sue's Racial/Cultural Identity Development Model ....................................70 Culturally Distinct Groups - Some Caveats.......................................................................73 Native Americans .......................................................................................................76 African Americans .....................................................................................................84 Latinos ........................................................................................................................93 Asian Americans and Pacific Islanders ......................................................................89 Other immigrant groups ...........................................................................................108 Whites.......................................................................................................................114 Section III Summary ........................................................................................................131 SECTION IV SKILLS COMPETENCIES Strategies for Developing Cultural Competence .............................................................135 Skills Competencies.........................................................................................................140 Integrating Awareness and Knowledge as a Form of Cultural Competence ...................145 Addressing Classroom Climate as a Form of Cultural Competence ...............................152 Cultural Continuity as a Multicultural Competence ........................................................156

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Enlisting Cultural Informants as a Cultural Competence ................................................160 Seeing Students Holistically as a Cultural Competence ..................................................162 Section IV Summary........................................................................................................164 SECTION V CULTURALLY RESPONSIVE TEACHING Introduction......................................................................................................................165 Belief Statements Based on Research and Conviction .......................................167 Culturally Responsive Teaching......... ..........................................................................169 The Culturally Responsive Checklist ....................................................................174 Annotated Bibliography..................................................................................................183 The Role of Teaching for Meaning in Culturally Responsive Teaching ..................186 Differentiated Instruction.................................................................................................190 Teacher Expectations, Student Achievement.............................................. ....193 SECTION VI JOURNALS Session 2 ............................................................................................200 Session 4.................. ..................................................................................................202 Session 5.......................................... ..................................................................203 Session 6.................................... ..........................................................................204 SECTION VII SELECTED READINGS More Than a Statistic: Reflections on the black side of school discipline ................212 Courageous Conversations about Race - Summary of Chapter 3 ..........................215 Courageous Conversations about Race - Summary of Chapter 4 ..........................220 Racial Micoagressions in Everyday Life: Implications for Clinical Practice ............223 White Privilege: Unpacking the Invisible Knapsack.........................................247

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The Color Line ...................................................................................254 White Privilege in Schools .....................................................................256 Why Are all the Black Kids Sitting Together in the Cafeteria? Chapter 2 ...............258 Helping Whites Develop Anti-racist Identities: Overcoming their Resistance to Fighting Racism ...................................................................................264 We Have to Talk; A Step by Step Checklist for Difficult Conversations .................268 Courageous Conversations about Race - Summary of Chapter 13 .........................273 Understanding Unconscious Bias and Unintentional Racism ..............................277 But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy ...........285 Addressing Diversity in Schools: Culturally Responsive Pedagogy .......................292 REFERENCES ...................................................................................302 List of Illustrations Figure 1 Dimensions of Diversity ................................................................40 Figure 2 Iceberg Concept of Culture.............................................................43 Figure 3 Dimensions of Personal Identity.......................................................45 Figure 4 A Concept Map for Differentiating Instruction.....................................191 List of Tables Table 1 Comparison of Western and Non-western Cultural Orientations ...................48 Table 2 Cross' Racial Identity Developmental Model.........................................67 Table 3 Helms' White Racial Identity Development Model..................................70 Table 4 Sue and Sue Racial/Cultural Identity Development Stages .........................72 Table 5 Comparison of Numbers and Percentages of the White Population in the US ..118 Table 6 Comparison of Numbers and Percentages of the White Population in VA ......118 Table 7 Virginia Demographic Trends 2002 ? 2007 .........................................119 Table 8 The Tripod Projects Five Tasks and Stages of Classroom Social and Intellectual Engagement ..........................................................................173

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