CULTURALLY COMPETENT PEDAGOGY

Exploring Foundational Concepts

 TEAM SLIDE
TEAMS ESC 11 FACILITATORS SOUTHLAKE-CARROLL FACILITATORS
WGES/CES Margo Nottingham/Melanie Yocom Mike Landers/Stacy Wagnon (P))
RES/JES Meredith Perry and Harrison McCoy Janet Blackwell/Rene Moses (P)
CMS/QUES Brian Smith and Michelle Green Stephanie Mangels/Jon Fike (P)
CSHS Cheryl Hunt and Renee Agent Shawn Duhon (P)
CHS Annissa Macon and Laura McKean PJ Giamanco (P)
DMS/DIS/EIS Pam Humphrey, Tracy Gunn, and Keilah Villarreal Ryan Wilson/Mary Stockton/Mike Wyrick (P)
Norms
• Be present
• Assume good intentions and take responsibility for impact
• Be able to express as much vulnerability as you are willing
to offer.
• Be open to another perspective.
• Be ready to actively listen.
• Expect and Accept Non-Closure.
• Confidentiality
• Step Up/ Step Back
• Use “I” language
Objectives
• To gain a deeper understanding of how biases
impact how we perceive different cultures.

• To increase cultural self-awareness and

understand the ways in which culture influences
values and behaviors.

• To understand cultural competence/relevance.

 Attention Signal: Waterfall

Teacher says: “Waterfall” Learners say: “Shhh” (while making the motion of water falling)
ESC Region 11 9/9/2020
• Changing Demographics
• Bias-The hidden threat
• Critical Consciousness
• Cultural Humility
• Culturally Competent Pedagogy
WHY ARE WE HERE?

DISCUSSION QUESTIONS:
• What do all of these headlines have in common?

• Why do you believe this type of behavior is so prevalent?

• What is the school’s role in addressing these types of issues?

DISCUSSION QUESTIONS
• Would you say this is true of the Carroll ISD community? Is it fairly
homogenous?

• If so, how do you believe homogeneity affects your community?

https://www.washingtonpost.com/graphics/2018/national/segregation-us-cities/?noredirect=on&utm_term=.cfb0ff4b1271
DISCUSSION QUESTIONS
• How is the community changing?

• How have the changes affected the community?

• What conversations/learning experiences need to be occurring to

support all students within the community?

https://tea.texas.gov/perfreport/tapr/index.html

Changing Demographics
9/9/2020 Presented by ESC Region 11 9
Cognitive Dissonance

The mental conflict that occurs when attitudes,

beliefs, or assumptions are contradicted by new
information producing a feeling of mental
discomfort which leads to the desire to reduce the
discomfort and restore balance.
Confirmation Bias
Confirmation bias is “a tendency for people to prefer information that confirms
their preconceptions or hypotheses, independently of whether they are true”
(Pribble, 2007).

“When people would like a certain idea/concept to be true, they end up believing
it to be true. They are motivated by wishful thinking. This error leads to the
individual to stop gathering information when the evidence gathered so far
confirms the views (prejudices) one would like to be true.

Confirmation bias suggests we don’t perceive circumstances objectively. We pick

out bits of data that make us feel good because they confirm our prejudices”
(Psychology Today, 2015).
11
 KEY TERMS TO KNOW
An inclination or
preference either for or
against an individual or
group that interferes
Assumptions A hypothesis that is taken
for granted and assumed to
with impartial be true from which
judgment. conclusions are drawn
without actual evidence or
proof.

Explicit Implicit
Conscious Unconscious
Overt Covert
Deliberate Unintentional
Tangible Intangible
Uncommon Prevalent
Easier to Difficult to
address mitigate
Sources: Vocabulary.com www.vocabulary.com; Prejudice and Discrimination CliffsNotes
https://www.cliffsnotes.com/study-guides/sociology/race-and-ethnicity/prejudice-and-discrimination
Offense Type Incidents Offenses Victims Known
Offenders

34.3 %

44.9 %

Location of Offenses Top 4 Locations

Homes/Residence 27.5%
Streets/Roads 17.0%
Unknown 11.5%
Schools 10.5%

Home/Residence Roads/Streets
Schools/Colleges Garages/Parking Lots
Places of Worship Restaurants
Commercial Offices Parks/Playgrounds
Transportation Terminals Government/Public Bldgs.
Convenience Stores Nightclubs/bars
Retail Establishments Medical Facilities
Grocery Stores Other locations
Unknown locations

Source: FBI 2017 Hate Crime Statistics

https://ucr.fbi.gov/hate-crime/2017
 Implicit Bias

Unlike explicit bias (which reflects the attitudes or beliefs that one
endorses at a conscious level), implicit bias is the bias in
judgment and/or behavior that results from subtle cognitive
processes (e.g., implicit attitudes and implicit stereotypes) that
often operate at a level below conscious awareness.
14
EXPLORING BIAS
INSTINCTUAL = Positive view, trusting
Write the initials of 6 to
10 people you trust the
most who are not family
members.
AFFINITY BIAS = Preference for same
Listen to the diversity
dimensions shared
and place a checkmark
by those who are
similar to you IN/OUT = Aversion to difference
INDIVIDUAL BIAS
We all [have a responsibility] to reflect upon
where our assumptions, attitudes, and biases
originate from and understand how our view
of the world can lead us to misinterpret
behaviors and inequitable treatment of
culturally different students.
(Weinstein, Tomlinson-Clarke, Curran, 2004)

9/9/2020 Presented by ESC Region 11 16

 Consciousness

Humility

Competence

Culturally Competent Pedagogy

 GREAT AMERICAN
MELTING POT

9/9/2020 Provided by ESC Region 11 18

1977
DISCUSSION QUESTIONS
• What messages about American culture are communicated
through the videos?

• How are the messages similar and/or different?

• How does socialization and perspective influence the content?

• Which video is more aligned with your perspective on American

culture? Why?

9/9/2020 Provided by ESC Region 11 19

1992
 DEFINING CRITICAL CONSCIOUSNESS…
How does my own social location, race,
The ability to recognize gender, and religion shape my mindset
and analyze systems of Your identity
about teaching and learning, the students I
serve, and the practices I choose?
inequality and intervene
in order to change it.
Critical
What more do I need to know about what I
Consciousness
don’t know as it relates to culture, power and
Equity based difference? Where can I begin this journey?
pedagogy
and practice
How can I be a more critically conscious
leader and educator?
How can I be a more critically race conscious
leader and educator (in America)?

9/9/2020 Adapted from the work of Dorinda Carter Andrews 20

https://www.youtube.com/watch?v=iOrgf3wTUbo
DEVELOPING CRITICAL CONSCIOUSNESS…

The Cultural Proficiency Continuum

Cultural Cultural Cultural Cultural Pre- Cultural Cultural

Destructiveness Incapacity Blindness Competence Competence Proficiency

Adapted from, Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a Culturally Competent System of Care, Volume 1. Washington, DC: CASSP Technical
Assistance Center, Center for Child Health and Mental Health Policy, Georgetown University Child Development Center.

21
 Cultural Proficiency Continuum
Cultural Destructiveness
• Negating, disparaging or
purging cultures that are
different from your own
• Bullying
• Denying Access
• Turning a Blind Eye
• Disallowing expression of
cultural traditions and
customs
Cultural Incapacity
• Elevating the superiority of your
own cultural values and beliefs
and suppressing cultures that are
different from your own
• Lowering expectations
• Maintaining long held
traditions over changing
population’s traditions
• Neglecting to or refusing to
teach from a culturally
relevant perspective
Cultural Blindness
• Acting as if differences
among cultures do not
exist and refusing to
recognize any differences
• “I treat all kids the same!”
• “ If those kids can adjust
and learn the language
then so can these”
• Micro-aggressions
• Selection of assessments
for IQ testing
 Cultural Proficiency Continuum
Cultural Pre-competence Cultural Competence Cultural Proficiency

• Recognizing lack of • Employing policies, practices or • Honoring the differences

knowledge, experiences and behaviors using the essential among cultures, seeing
understanding of other elements of cultural proficiency diversity as a benefit and
cultures limits ability to • Interactions reflect recognition and interacting knowledgeably and
interact value of other cultural groups respectfully among a variety of
• Assessing your skills and expanding cultural groups
• Recognizing the change in knowledge and resources • Use of culturally diverse
culture and need for literature and resources
• Equitable representation in • Include cultural perspectives for
differentiation but refusing to
committees and programs cultures not represented in the
do so
• Families and students given community
• Recognizing the need for
equitable access to information and • Attend and participate in
accommodations but unwilling
resources culturally diverse ceremonies
to learn how or to offer
• Students and colleagues engaged and celebrations
differentiation
in discussions of cultural • Become the eyes and ears of
• Not my job…
perspectives related to historical culturally responsive policy and
and current events practices
DEVELOPING CRITICAL CONSCIOUSNESS…

Understand, there is a system and culture of

power dependent on the oppression and
suppression of other cultures in order to
Your identity
maintain itself.

Realize, educators no longer have the luxury

of being color-blind or color-mute in a
Critical
Consciousness society socially constructed around race.
Equity based
pedagogy Recognize and confront the hypocrisy within
and practice meritocracy.

9/9/2020 Adapted from the work of Dorinda Carter Andrews 24

https://www.youtube.com/watch?v=iOrgf3wTUbo
 ADDRESSING CRITICAL CONSCIOUSNESS…

• Increasing your knowledge about/sensitivity to other

ethnic, racial, and cultural groups and their
experiences enable you to become a better teacher.

• Acknowledge there are wide ranges of speaking forms,

while being explicit about codes of discourse you or
other students find offensive or too informal (e.g.,
excessive cursing, unfamiliar slang, racial slurs, etc.).

• Include and solicit multiple perspectives, when

feasible.
9/9/2020 Presented by ESC Region 11 25
 When we are unfamiliar with different backgrounds
and how students have been socialized, we may
question their behavior…If we don’t have the cultural
competence piece and if it’s not in our purview to take
students’ socialization into consideration, then we are
judging students [and their families] while failing to
consider multiple world views and other perspectives
(Bailey-Fakhoury, personal communication, February 18, 2014).

9/9/2020 Presented by ESC Region 11 26

 Consciousness

Competence

Humility

Culturally Competent Pedagogy

 DEFINING CULTURAL HUMILITY…

Understand
stereotypes Human Knowledge
are beings are needs context.
The willingness to suspend what subconscious complex.
safety nets.
you know, or what you think you
know, about a person based on
generalizations about their Recognizes we Frees us
are from being
culture and understand that limited/bound experts.
one’s own knowledge is limited
as it relates to another’s culture.
Allows us to Forces us to
examine our Is a life-long,
become
intentions and intentional
learners of
our process
people
assumptions
9/9/2020 28
 Surface: Observable
Food, cooking, clothing, hair,
Patterns: Low Emotional
music, language, accents,
Impact; Easily swayed by the
games, stories
wind and weather

Shallow: Unspoken rules, high Concepts of Time, Personal

emotional charge with impact Space, Environmental Values,
on trust and respect; Not static, Body image and Health Care,
growing and changing to adjust Work/Relations Values, Body
to the environment and the language interpretations
needs
Spirituality and higher being,
Deep: Collective unconscious
Kinships of family and friends,
beliefs; highest emotional charge
Concepts of self in relation to
with major impact on trust and
world and environment,
respect; the foundation the roots
Concepts of competition and
that hold the structure together
fairness
and upright.

Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students 1st Edition by Zaretta L. Hammond (Author)
Dimensions of Cultural Diversity
Primary Dimensions-(Internal)
• Inborn differences that are not
within our control and that
differences have an impact
throughout life.
• This dimension is the layer in
which many divisions between and
among people exist and which
forms the core of many diversity
efforts.
9/9/2020 Provided by ESC Region 11
Secondary Dimension-(External)
• Differences that are within our
control and are acquired or change
throughout life. These have less
impact but still influence definition
of self.
• This layer often determines, in part,
with whom we develop friendships
and our chosen profession.
30 30
Dimensions of Diversity
Secondary
Secondary
• Language and Communication—not just the language a Dimensions
Dimensions
person speaks
but how we share information with one another
Religious
Education
• Appearance and dress—beyond clothing (tattoos, piercings, hairstyles)
Primary
Beliefs Education Religious
Beliefs
Marital
Dimensions Primary
• Food/Eating habits—type, when, what, restrictions Status
Dimensions
Age
Gender Gender Age
• Time/Time conscious—punctuality, flexibility, time of Military
Ethnicity day (preferred
Person Person Ethnicity
and/or most productive)
Sexual Parental
Experience
Physical
Military
Physical Sexual Experience
Ability Orientation Status Ability
• Sense of space—personal
Race
space, amount of space, use ofRace
space, Orientation

organization of space Geographic

Location
Work Geographic
• Habits—tendencies and practices that Income
are difficult to give up or let go. Background Location
Income
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Dimensions
Experience
DISCUSSION QUESTIONS

• How does this pertain to your students?

• How does this inform how you interact and build

relationships with students?

• How does the learning experience of students help them

navigate through life as a multi-dimensional cultural
being?
Provided by ESC Region 11 32 9/9/2020
DEVELOPING CULTURAL HUMILITY

Desire to fix power

imbalances
2

1 3

9/9/2020 Presented by ESC Region 11 33

PRACTICING CULTURAL HUMILITY

DISCUSSION QUESTIONS
WHEN WE REJECT THE SINGLE STORY
• What are some unintended outcomes of telling a single story
We realize
about a people and/or a culture?
There is NEVER a single story
• What are some ways we can address one-dimensional
about
narratives throughany place
curriculum and or people
instruction?

andagent in our communities and

• How can we serve as a change
ensure all stakeholders learn about the danger of a single
we regain a kind of paradise
story?
--Chimamanda Ngozi Adichie
9/9/2020 Presented by ESC Region 11 34
 Humility

Consciousness

Competence

Culturally Competent Pedagogy

 DEFINING CULTURAL COMPETENCY

Cultural competence is
having an awareness of
one’s own cultural
identity and views about
difference, and the
ability to learn and build
on the varying cultural
and community norms
of students and their
families (NEA, 2018).

9/9/2020 Presented by ESC Region 11 36

Shifts the focus of education from the

WHAT
to the

WHO
9/9/2020 Presented by ESC Region 11 37
 …UNDERSTANDS
Individuals are influenced by
various groups but not consumed
by any.

Individuals are not influenced in

the same way even though they
belong to similar groups.

Difference Deficit

Differences require specialized

focus—not special treatment.

9/9/2020 Provided by ESC Region 11 38

RESEARCH FINDINGS
Many students of color have an understanding of and some have
internalized negative images of their race (Gay, 2000).

Children learn best when their culture and language are reflected in
the school's curriculum (Ladson-Billings, 1997; Tatum, 2003; Gay, 2000; Franklin, et al., 2001; Howard, 1999).

Students who see their culture represented in the curriculum are

more likely to have a higher self-concept, and when students feel
good about themselves they are more likely to be open with others
and to learning (Gay, 2000) .
Presented by ESC Region 11 9/9/2020
 CREATING A CULTURALLY COMPETENT CURRICULUM

EXPLICIT CURRICULUM HIDDEN CURRICULUM ABSENT CURRICULUM

Formal/Overt state Implicit practices, structures, Curricular aspects excluded
mandated curricula that and relationships students (either intentionally or
contains explicit guidance learn through the experience unintentionally) from
related to sequencing, of school rather than stated classroom instruction that are
materials, methodology, formal objectives outlined in
etc. in order to reach the explicit curriculum appropriate to support the
identified outcomes. explicit curriculum

Example(s): Example(s): Example(s):

• TEKS based curriculum • Acceptable behaviors • Select cultures and/or historical events
• Scope and Sequence • Valued content/disciplines • Various perspectives/experiences
• Approved book lists • Personal value • Unpopular/Controversial topics

9/9/2020 Presented by ESC Region 11 40

 CREATING A CULTURALLY COMPETENT EXPERIENCE

Social
Encourages students to understand and
Action appreciate the viewpoints of others, as
well as to work to be agents of change.

Enables students to view problems and issues

Transformational through different ethnic lenses. Viewpoints of
different ethnic groups are considered and
built into the curriculum

Ethnic content is added to the curriculum

Additive in the form of books or units. Remainder
of the curriculum’s content, focus, and
structure are unchanged.

Heroes and Holidays approach. Content

Contributions focusing on specific ethnic groups is
limited to holidays and celebrations
(Cinco de Mayo, MLK Jr. Day). Content
9/9/2020 Presented by ESC Region 11 41
structure, focus, etc. are unchanged
FOSTERING CULTURAL COMPETENCY
Leadership
• Help staff address their own biases
BEFORE expecting them to engage
or respond to others.
• Implement continuous professional
development to address equity in
our schools and communities.
• Educate all stakeholders about the
compounding effects of assumptions
and biases.
Staff
• Create an environment where learners
can be honest and open.
• Be approachable, build relationship
• Identify incidents, follow procedures, and
provide the appropriate support needed.
• Educate students about the affect of bias,
racially charged speech, and proliferation
of stereotypes on all.
• Teach students to be allies in building
community rather than collaborators in
divisiveness.
 CREATING THE ENVIRONMENT…

A culturally responsive pedagogy allows for the discussion of

difficult topics – like racism, discrimination and prejudice – and
acknowledges their presence in society. It acknowledges that
those issues create distorted and negative images of the cultures,
histories and possibilities of people of color. (Beaubeouf-Lafontant, 1999)

A culturally responsive classroom can create a space

where harmful images can be deconstructed and
positive self and cultural affirmations constructed.

9/9/2020 Presented by ESC Region 11 43

 CREATING THE ENVIRONMENT…
• Empower students to question cultural norms, values, mores, and institutions
utilizing critical thinking skills.
• Use examples/illustrations during learning that acknowledge the experiences of
people from different backgrounds in non-stereotypical ways.
• Encourage students to share their own experiences to add perspective and
dimension to the content.
• Confront stereotypes and issues of power when and where they manifest.
• Challenge students to become actively engaged in solving real-world problems
centered around diversity, culture, power, equity and social-justice.
9/9/2020 Presented by ESC Region 11 44
TEACHER Sociocultural
CHARACTERISTICS Consciousness

Affirming
Inclusive
toward
Instruction
students

Culturally
Responsive
Teacher

Relationship Agent of
builder Change

Constructivist
view of
learning
*Villegas, A. M. & Lucas, T. (2002). Preparing culturally responsive
teachers: Rethinking the curriculum. Journal of Teacher Education,
53 (1), 20-32.
“The time is always right to
do the right thing”
--Martin Luther King, Jr.

“In the end, we will

remember not the words
of our enemies, but the
silence of our friends”
--Martin Luther King, Jr.
“Intelligence plus
character—that is the
true goal of education”
--Martin Luther King, Jr.
 What, So What, Now What?

This afternoon, you will have an opportunity to incorporate what you

have learned. We encourage you to consider the following:

• What is a next step for you/your team moving forward?

• What work is important for you to consider in your individual
teacher practice to move beyond contribution?
• How might you incorporate the voices and perspectives of other
students and families in a fairly homogenous community?
• What does this incorporation look like (examples, next steps)?

47
 AFTERNOON FACILITATORS
TEAMS ESC 11 FACILITATORS SOUTHLAKE-CARROLL FACILITATORS
(secondary locations listed below) (P = Principal, C = Coordinator, ED = Executive Director)
WGES/CES Margo Nottingham/Melanie Yocom Mike Landers/Stacy Wagnon (P))
RES/JES/QUES Meredith Perry and Harrison McCoy Janet Blackwell/Rene Moses/Jon Fike (P)
(All elementary campuses will meet at JES) Angela Hammond/Monica Gattshall (C)
CMS/DMS Brian Smith and Michelle Green Stephanie Mangels/Ryan Wilson(P)
(Carroll/Dawson will be meeting off campus) Jaclyn Hemmila (C)
EIS Pam Humphrey Mary Stockton(P)/Sherry Meadows (C)
CSHS Cheryl Hunt and Renee Agent Shawn Duhon (P)/Melanie Ringman (C)
CHS Annissa Macon and Laura McKean PJ Giamanco (P)/Gina Peddy (ED)
DIS Keilah Villarreal and Tracy Gunn Mike Wyrick (P)/Julie Stephens (C)
 Equity Resources
(bit.ly/CISDwakelet)

https://implicit.harvard.edu/implicit/

https://maec.org/wp-content/uploads/2016/04/MAEC-Equity-Audit-1.pdf

https://projects.propublica.org/graphics/hatecrimes
https://www.tolerance.org/magazine/publications/responding https://www.tolerance.org/magazine/publications/speak-up-
-to-hate-and-bias-at-school at-school
 ONLINE Evaluation and CERTIFICATE

9/9/2020 Provided by ESC Region 11 50

 Please complete the
feedback and reflection
survey before you leave.

https://goo.gl/forms/z5bTMtFYFiN3WyVE3