What is cultural competency?. What is culture?. Aspects of Culture. Sense of space and selfCommunication and languageDress and AppearanceFood and eating habitsTime and time consciousnessRelationships, family and friendsValues and normsBeliefs and attitudesMental processes and learning styleWork habits and practices.
1. Introduction to Cultural Competency May 5, 2011
2. What is cultural competency? What is culture?
3. Aspects of Culture Sense of space and self
Communication and language
Dress and Appearance
Food and eating habits
Time and time consciousness
Relationships, family and friends
Values and norms
Beliefs and attitudes
Mental processes and learning style
Work habits and practices
4. What is Cultural Competency? In order to develop cultural competence, it is important that one be aware of his/her own cultural background.
5. What is culture? Everything you believe and do that identifies you as a member of a group. Cultures reflect the belief systems and behaviors informed by ethnicity as well as other factors such as gender, age and socio-economic status.
6. Culture is… The climate of a civilization
The name of what people are interested in: Their thoughts, models, the books they read, the speech they hear, their table-talk, gossip, controversies, historical sense, the values they appreciate and the quality of life they admire.
7. Culture is…. The way of believing, feeling and behaving of a group of people; the way of life of a people, their values, skills, customs, and resulting material culture.
The traditions, values, social and political relationships and world view of a people bound by common factors that can include a common history, geographic location, language, social class, or religion
8. The Cultural Competence Continuum Cultural destructiveness
9. Cultural destructiveness Negating, disparaging or purging other cultures
10. Cultural Incapacity Elevating the superiority of your own culture and suppressing others
11. Cultural Blindness Acting as if no differences exist, refusing to recognize differences
12. Cultural Pre-competence Recognizing that lack of knowledge, experience and understanding of other cultures limits your ability to effectively interact with them
13. Cultural competence Your interactions with other cultures reflect:
Recognition, valuing and honoring differences
Motivation to assess your own skills, expand your knowledge and resources
Viewing diversity as a benefit
Adaption of behavior to interact more knowledgeably and respectfully
14. Six Steps to Cultural Competence The personal recognition and acceptance that all types of cultures have a profound influence on our lives
The personal awareness that oppression is pervasive in our society, it is part of our history, and, as much as we may want to escape the fact, it affects our relationship
15. Six Steps to Cultural Competence The acceptance that there are cultural differences and we need to learn to respect what we may not understand
Having the humility to accept that we do not know everything about other cultures, and never will; therefore, we need to determine what it is we need to know about the specific groups with whom we are working
16. Six Steps to Cultural Competence A willingness to pursue that information in all ways available to us
When we are unable to do the above, having the courage to identify and confront out personal resistance, anger and especially our fears.
17. The Culture of Poverty Ruby Payne—A Framework for Understanding Poverty
Middle class—values “quality”
Upper class—Values Presentation
18. Regardless of whether poverty is a “culture” with a value system, and a certain set of beliefs, there are effects on the brains and bodies of children who are raised in poverty.
19. Poverty is….CMR Poverty is a Chronic condition, affecting the mind, body and soul, resulting from multiple adverse synergistic risk factors---CMR
20. How much of a student’s achievement in kids from poverty is correlated with a parent’s IQ scores? Significant amount
21. Classroom behavior problems from kids from poverty are based in the very same issues as kids from non-poverty (need for structure, clear rules and consistent enforcement) True or False
22. What is the biggest academic predictor at age 5 for how kids will do at age 11? A. Reading and math scores
B. Positive attitude about school
C. Working memory
D. IQ scores
E. Having parent participation
23. Many poor kids who show you an “attitude” when you discipline them typically need an authority figure to show them the rules and consequences. That’s the truth
Some truth, but not all
24. Which three are the most common disorders among the poor? A. Delayed development, stress and AD/HD
B. Dyslexia, oppositional defiant disorder and de-motivation.
C. Dyscalculia, dyslexia, and oppositional defiant disorder
D. Drug abuse, depression, dyslexia
25. Six Faces of Poverty Intensity
Absolute vs. Rural Poverty
Generational vs. Situational Poverty
Urban vs. Rural Poverty
26. Which Iowa county has the highest rate of over-all poverty?
27. Which Iowa county has the highest poverty rate? Decatur—21.1%
28. What are the child poverty rates for the same counties?
29. What are the child poverty rates for the same counties? Decatur—27.6%
Black Hawk 21.4%
30. What counties in Iowa have the highest child poverty rate...
31. What counties in Iowa have the highest child poverty rates? Van Buren—28.4%
32. Poverty Quiz—True or False Most poor are lazy and lack ambition
Poor people don’t value education
If you give the poor money, things would change
Most poor have acute or chronic stress
The worst part of being poor is having no money
33. E-A-C-H kid deserves Better Emotional Support
Health and Safety Issues
These four factors matter more than economic factors. When compared to upper or middle class students, what are children of poverty most likely to experience?
34. Attunement Establishment of a positive, reciprocal, harmonious relationship with primary caregiver
Needs 30-90 minutes a day for 3-10 hours per week
35. 6 Emotions Hardwired at Birth Anger
36. Misbehaviors and Inappropriate Emotional Displays are Common Teachers who discipline students often look to emotional states that students DON’T KNOW HOW to display. They have not learned: Humility
37. How to address lack of emotions Build and strengthen relationships
Teach the responses we want, such as empathy, shame, sense of respect
Model the appropriate responses and facial expressions.
38. Acute/Chronic Stress Poor children are exposed to more stressors, of greater intensity and duration, and have fewer coping skills than higher SES students
39. Impact of Acute or Chronic Stress on Poor Children’s Learning Reduced growth of new brain cells
Diminished cognition and memory
Distress is the 800 pound gorilla in the low SES classroom every day
40. How poverty changes the brain When exposed to acute or chronic stress, or both
Few have sufficient protective skills and coping skills to sustain minimal damage
Some will develop learned helplessness
Many will develop generalized stress disorder of PTSD
41. Relationships Quality relationships diffuse stress
42. Cognitive Stimulation Exposure to complex, interactive language
Changing novel environments with a variety of human activities
43. Extras for learning Access to books
Quality child care
Team uniform costs
Team travel costs
Scouts or summer camp
44. Exposure to toxins Lead—unsafe lead levels are 4x higher in children from low vs. high income families
Poison—have more exposure to cigarette smoke
Hazards—greater exposure to environmental hazards (cleaners, tobacco, drugs, paint, smog, etc)
45. Nutrition and Poverty The brain is most susceptible to the effects of poor nutrition during the early years of brain development
Elevated utility bills in a cold winter are inversely related to quality of nutritional intake in low-income infants and toddlers
46. Children born to low-income families are more likely to: Be premature
Be low in birth weight
Have other disabilities such as fetal alcohol syndrome
Receive poor prenatal care
47. Health and Safety issues Families from poverty are more likely than non-poor families to live in home with: Non-working water heater (2.5x)
Non-working toilet (2.5 x)
Rats, mice or roaches (3x)
More than one person per bedroom
Exposed household wiring (3x)
48. Brains of Poverty will be DIFFERENT! The GOOD NEWS is—brains are designed to adapt to experience
Brains can and do CHANGE!
49. Solutions must target the E-A-C-H differences Curriculum must address the gaps
Instruction must be very different
You have less margin for error
Social environment is critical
The school culture must change dramatically
50. Predict Which list will best address the needs of kids from poverty? Repaint the school
Involve parents more
Stronger discipline policy
Assign more homework
Re-read math texts
Test more often
Eliminate PE, Music and Art
Get teachers to try harder
Cut recess and games Get books into their homes
Increase exercise and activity
More writing practice
Engage students more
Boost hope and growth
Build executive function
Enhance student learning
51. S-H-A-R-E Poverty Success Targets S—Skill Building (4 instructional strategies)
H—Hope and Growth Mindset
52. Skill Building—Which ones? You don’t have time to build every skill needed for every kid.
Focus on the fewest skills that will make the biggest difference in both immediate and long-term
Teach the skills that provide the most leverage
Make these a priority in every subject, in every class, every day.
53. Every teacher in every subject can strengthen Short-term memory
54. M-A-P-S Build Working Memory Use the pause technique—let content sink in
Chunk content to aid understanding
Prime the learning to create attentional bias to the content
Do a fast physical activity to activate the frontal lobe uppers like dopamine and neropinephrine
55. Memory Skills Use repeat after me instructions or games
Serial story telling in small groups
56. Attention Skills Prediction because it fuels curiosity and engagement
Current event tie-in
Hooks to create interest in upcoming content
Objects and props to tie in, or ask students to make the connection
57. Processing Skills Create and used daily, clear, functional models for each subject
Post the models and actively refer to them to build processing skills
58. Sequencing Skills Cognitive Skill Samples
Science—the scientific process
Math—problem solving sequence Body/Mind Samples
Playing an instrument
59. Hope-Building? How? Why? You need hopeful kids. If they lose hope, the game is over.
They must believe they can grow and change.
These are both teachable assets. Teach these mindsets every day.
Make these a priority in every class in every subject, every day.
60. How To Build Optimism Teach perspective and reframing skills
Share your personal pathways to it.
Support service work for others
Structure daily gratitude activities
Access positive memories often
61. Develop the Growth Mindset I am not stuck the way I have been
Brains can and do change with experience
If I chance my experiences, I can change my brain.
How I do is more a function of attitude, effort and strategy than IQ
I can learn new things and become a better learner
As long as I keep learning from my mistakes, I’ll get smarter
62. Strengthen the Growth Mindset Remind students of the value of effort
Role model and teach that the process of learning is joyful
Strengthen the value if learning from mistakes.
Stop labeling kids as smart or gifted. Instead, reinforce effort, strategy, and the next challenge
63. Accommodations? Why? What? Kids from poverty have less access to everyday resources
You can complain, prod, and use all the incentives you want, but some kids won’t make it without help
Until your school has taken care of your kids’ basic needs for supplies, transportation or health, you will continue to experience problems
64. Accommodations Kids may not have a quiet place to study
It takes longer to get places if you have transportation issues
Parents may be working multiple jobs, and not have time to check work.
Parents’ work may not allow them to leave to meet with parents at school convenience
65. Accommodations for Short-Term Memory issues Repeat instructions
Break tasks into small units
Give one direction at a time
Pre-plan the best order for doing each task
Students use partners to stay on task
66. Relationships? Why? The basic drivers of kids include wanting to be loved, part of a group, be respected, and feel important.
These changes are powerful. Kids often do things such as attend, be on time, or graduate because of the relationships in their lives.
67. Engaged Enrichment? Why? You need more buy-in and engagement before any skill building will work
Kids would prefer to have tough, challenging curriculum. Give them the skills to succeed.
Until every teacher at your school has an engaged enriched mindset of constant growth, your kids will disconnect.
68. 99% of classroom engagement is up to the teacher, not the student You create the relationships
You establish the classroom rules and climate
You acknowledge and reward behaviors
You entice with novelty and prediction
You use engaging strategies
69. Kids from poverty can succeed Brains can and do change!
You can make a difference!