C U LT U RALC O M PET E N C E

Culturally Responsive
Environments
TOPIC

DIVERSITY
Making a Difference: Culturally Responsive Teaching
(CRT)

May 14, 2012

PRESENTER
Dr. Patrick C. Coggins, PhD., LLD (Hon.)
Sponsored by Stetson University Diversity Council 1
C ULTURALC OMPETENC E
Cultural Competence Philosophy

DIVERSITY
“Cultural Competence is a Philosophy and a way of life that
enables us to appreciate, respect and help people to achieve
their highest level of Humanness.”
(Patrick Coggins, 2000, CDC accepted definition)

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C ULTURALC OMPETENC E
Why CRT ?

DIVERSITY
 Two Human Rights issues that Eleanor Roosevelt
was involved in?
1. Tuskegee Airmen Experience in 1944
2. The 1948 ,Universal Declaration of Human Rights—
(30 Rights)

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C ULTURALC OMPETENC E
Preamble to the Universal Declaration of
Human Rights

DIVERSITY
 “Whereas, recognition of the inherent dignity
and of the equal and unalienable rights of all
members of the human family is the foundation
of freedom, justice and peace in the world.”
(U.N., 1948)

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C ULTURALC OMPETENC E
Article 1

DIVERSITY
 “ All human beings are born free and equal in
dignity and rights. They are endowed with reason
and conscience and should act towards one
another in a spirit of brotherhood.”

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C ULTURALC OMPETENC E
Article 15

DIVERSITY
 “Everyone has the right to a nationality. No one
shall be arbitrarily deprived of his nationality nor
denied the right to change its nationality.”

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C ULTURALC OMPETENC E
Article 26
“Everyone has the right to education.’

DIVERSITY

 “Education shall be directed to the full development
of human personality and to strengthening of respect
for human rights and fundamental freedoms.”
 “It shall promote understanding, tolerance and
friendship among all nations, peoples, racial or
religious groups…”

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C U LT U RALC O M PET E N C E
Presentation Purpose

DIVERSITY
This presentation will provide participants with experiential and practical
applications that enable educators to bridge existing gaps in cross cultural
interaction with ethnically and racially diverse student groups in Stetson
University.
Questions to be Answered
 What is Culturally Responsive Teaching?
 Why is Cultural Competence necessary in the
delivery of educational services?
 What Cross Cultural values should drive educational
and learning practices?
 Which cultural competence issues and strategies are
research based?
 What are the benefits to be derived from the use of a
Cultural Assessment regimen by educational
8
professionals?
C U LT U RALC O M PET E N C E
Methodology

DIVERSITY
 This session will be conducted through the use of active didactic
information and diverse interactive processes.
 There will be a major emphasis on the practical application of the
content to the faculty’s realities in higher education settings.

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C U LT U RALC O M PET E N C E
Cultural Competence Paradigm Shift

DIVERSITY
(Changing our Cultural Perspectives)
PAST PRESENT FUTURE
MONOCULTURAL BICULTURAL MULTICULTURAL

• Focusing on • Tend to Focus • Focusing on all

one dominant on two cultures in our
culture dominant schools,
• Primarily cultures colleges,
White or Black • e.g. Black and communities,
or Native White or and agencies.
American. White and
Hispanic

BUILDING PEACE, HARMONY, APPRECIATION, RESPECT,

UNDERSTANDING FOR CULTURAL/ETHNIC DIVERSITY

10 10
C U LT U RALC O M PET E N C E
Cultural Paradigm Shift

DIVERSITY
 1948 - U.N. Declaration of Human Rights
 1960s – Civil Rights. Cultural Sensitivity (T Groups)
 1970s – Women’s Rights 1972: (Amendment EEOC)
 1980 – Human Rights (Carter)
 1990 – Global Rights, Multicultural Education, Cultural
Diversity
 2000 – Cultural Competence & CRT Focus
 Beyond Sensitivity
 Beyond Awareness
 Beyond Understanding
 Today! It is doing, thinking and feeling culturally connected,
habitually, and most of all, feeling culturally empowered that
matters.

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C U LT U RALC O M PET E N C E
Acquiring Cultural Competence +(CRT)

DIVERSITY
The Journey…
 Starts with the recognition/awareness of one’s own
Biases/Prejudices.(Gary Howard,2006)

 Decision to become less Ethnocentric but rather more

Bicultural – acceptance of at least one outside
culture.(De Anda,1984)

 Grows with knowledge and acceptance of three or

more culture (Becoming Multicultural).(Gay,2000)

 Enhanced with sustained cross cultural contact(s) of

OPENNESS (Cultural Competence and Proficiency).
 (Randy Lindsey, et al,2006)
 Actualized through the acquisition of cross cultural
skills based on substantive cross cultural encounters
that leads to cultural proficiency and empowerment
(see Banks, 2007).
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C U LT U RALC O M PET E N C E
THE CULTURAL COMPETENCE CONTINUUM

DIVERSITY
Positive

*Cultural Empowerment
Cultural Proficiency

Cultural Competence

Cultural Pre-Competence

Cultural Blindness
*Cultural
Empowerment added
Cultural Incapacity
Negative by Coggins (2006)

Cultural Destructiveness

(Cross 2002
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C U LT U RALC O M PET E N C E
Why CULTURALLY RESPONSIVE TEACHING Is
Needed

DIVERSITY
Cognition is Shaped by Cultural Ideas/Information.
“When an individual fails to teach or learn their history and culture sooner or later
their history and culture will be forgotten and the individual or group will be
rendered nameless and faceless.”
(Carter G. Woodson, 1926)
Key:
Relevant culture specific and reinforcing information is crucial in cross cultural
communication. We should also put a face on the cultures in our learning
environments.

Closing the Cultural GAP will require Educators who:

Think systematically about their practice and learn from experiences and,
“exemplify the virtues they seek to inspire in students: curiosity, tolerance, honesty,
fairness, respect for diversity, and appreciation of cultural differences and, examine
their practice, seek to expand their repertoire of skills, deepen their knowledge and
adapt their teaching to new research and theories.”
(NEA, 2004)
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C U LT U RALC O M PET E N C E
Exercise 1: Development of Culturally Responsive
Educators

DIVERSITY
National Education Association Standards (2004) said that effective
educators and schools demonstrate:
“Awareness of the influence of context and culture on behavior”
“Exemplify the virtues of appreciation and respect for the individual’s
cultural, religious, and racial differences and appreciation of the
group’cultural differences” (NEA, 2004).

Exercise: Discussion on the difference between tolerance vs. appreciation?

We need to move to a level of appreciation! What is that difference?
Please write your response below.
_____________________________________________________________
___________________________________________________________

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C U LT U RALC O M PET E N C E
Exercise 2: Culture

DIVERSITY
Culture represents the histories, attitudes, behaviors,
languages, values, beliefs and uniqueness, which distinguish
each racial or sub-cultural group in a society. Each of us has a
historical heritage and a contemporary heritage that comprise
our present culture.
Exercise:
Please define in your own words the term of culture
and identify 2 values that are expressed in your
definition.

_______________________________________________
_______________________________________________
_______________________________________________16
C U LT U RALC O M PET E N C E
Understanding Diverse Cultures

DIVERSITY
TWO TYPES OF CULTURE
 Material Culture = Surface Culture
 Immaterial Culture = Deep Culture

Material = Surface Culture

This specifically represents the external and observable processes, which we see
as part of the composite of one’s culture. Some examples of this material
culture are:
 Artifacts  Color
 Language  Food
 Dress  Songs
 Behaviors  Others: (explore)

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C U LT U RALC O M PET E N C E
Understanding Diverse Cultures

DIVERSITY
Immaterial = Deep Culture -The areas we do not see

This specifically represents the internal or intrinsic processes, which we

cannot see. The oral culture requires cultural translators. Some
examples of this immaterial culture are:

Myths
Folklore
Stories
Feelings
Values
Oral Culture
Spiritualism
Messages Behind the Values
Others: (explore)
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C U LT U RALC O M PET E N C E
What is Cultural Competence?

DIVERSITY
 Cultural Competence refers to the
ability of an individual to interact
effectively with people of various
cultures.
 In order to do this, a teacher must
have an awareness of their own
culture, an attitude towards
cultural differences, knowledge
of different cultural
practices/views, as well as cross
cultural skills.
 In effect, a Culturally Competent
person must have the ability to
see “beyond the tip of the
iceberg” and understand other
cultures in a much greater depth.
(Geneva Gay & Carl
Grant,2000) 19
C U LT U RALC O M PET E N C E
Culture

DIVERSITY
 Central to learning.
 Beliefs, customs, practices, and social behavior
of a particular nation or people.
 Shapes the thinking process in groups and
individuals as well as an vital part in
communication and receiving information.

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C U LT U RALC O M PET E N C E
THE NEW FLORIDA LAWS

DIVERSITY
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C U LT U RALC O M PET E N C E
Understanding the Florida Educational Goals and Laws in
MCE F.S 1003.42(2002)

DIVERSITY
 The Declaration of Independence
 Republican Form of Government
FL Statute
 U.S. Constitution
1003.42, (2002)
 Flag Education, Display and Flag Salute
 Civil Government
 History of Holocaust (1933-1945)
 History of African Americans
 Study of Hispanic Contributions to the United States
 Study of Women’s Contributions
 Character Development
 Education for Speakers of Other Languages (ESOL) FS 1011.62
 Accomplished Practices
Diversity: Uses teaching and learning strategies that reflect each student’s
culture, learning styles, special needs and socio-economic background.

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C U LT U RALC O M PET E N C E
What is Cultural Competence?

DIVERSITY
Research-based Definitions in
Cultural Competence

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C U LT U RALC O M PET E N C E
Definition of Cultural Competence

DIVERSITY
 Most definitions of cultural competence use terms to describe an
increased cultural awareness, knowledge, and change in attitude.
Other authors take the definition of cultural competence further,
describing it as a process, rather than an endpoint. For example:

 Weneger (1999) discusses the need for a lifelong commitment to a

journey of increasing cultural understanding.

 Meleis (1999) stresses the need to actively seek cultural experiences

that expand one’s own cultural worldview. Additionally,

 Campinha-Bacote (2000) includes the educator’s ability to effectively

work within the cultural context of a student as the practical outcome
of cultural competence. Effectively working within the student’s
cultural context requires a developmental process for the
professional.

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C U LT U RALC O M PET E N C E
Definition of Cultural Competence

DIVERSITY
 “The ability to relate and communicate effectively when individuals
involved in the interaction do not share the same culture, ethnicity,
language, or other salient variables” Based on Hains, Lynch, and
Winton’s (1997).

 Basic cultural competence occurs when organizations and

practitioners respect differences, engage in ongoing cultural self-
assessment, expand their cultural knowledge and skills, and adapt
services to fit the community’s culture, situation, and perceived needs
(Harvey and Rauch, 1997).

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C U LT U RALC O M PET E N C E
Research on Cultural Competence

DIVERSITY
Coggins (2000) The habit of exhibiting the appropriate behaviors with respect to
the diverse cultural ethnic and racial student population. Habit is used to indicate
the automatic responsive actions of the educator based on personal knowledge
and the individual’s cues and preferences. Thus, cultural competence is a process
where the practitioner automatically exhibits cultural diversity awareness, culturally
Competent Behaviors, and Cultural Sensitivity, all of which are integrated into the
Cultural Assessment of the student.(American Journal of Health
Studies:21(4)2006 .p9.; CDC (2006).

Key words are:

Habit
Exhibiting
Automatic
Cultural Diversity Awareness
Culturally Competent Behaviors
Cultural Sensitivity
Cultural Assessment
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C U LT U RALC O M PET E N C E
Research in Support

DIVERSITY
Thus, Ruby Payne, Irvine (1990), Erickson (1987),
Au and Kawakami (1991), Asante (1998) and
Banks,2007,2010 all argued that their research
and experiences conclude that
“only when teachers understand the cultural and
historical background of students can they
comprehend and react positively to minority
students while enhancing their academic
achievement.”

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C U LT U RALC O M PET E N C E
Cultural Competence

DIVERSITY
Beyond Sensitivity and Awareness

Have patience
Share resources
and stay for the
and credit.
long haul.

Behave in ways
Take some risks,
that
experience
acknowledge
cultures in non-
interdependence
patronizing ways.
and diversity.

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C U LT U RALC O M PET E N C E

DIVERSITY
C U LT U RALC O M PET E N C E
The Culturally Responsive School

DIVERSITY
“Teachers and school leaders must develop a shared vision of
the culturally and linguistically responsive school and teacher.”

“Approaching a student's education in these culturally and

linguistically responsive ways—rather than emphasizing deficits
—has the potential to truly engage all students in learning, both
in college and beyond.”

Villegas, Ana M. and Lucas, Tamara (Mar. 2007). Responding to Changing Demographics: The Culturally Responsive Teacher.
Educational Leadership, Vol. 64, Number 6. (pgs. 28-33.)
http://www.ascd.org/publications/educational_leadership/mar07/vol64/num06/The_Culturally_Responsive_Teacher.aspx 30
C U LT U RALC O M PET E N C E
ulture and Its Impact on Academic Achievement

DIVERSITY
Culture is the glue that enables an individual
to make sense of the world. It is the frame
of reference for our intentions, behaviors
and impact and influence on others.

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C U LT U RALC O M PET E N C E
Culturally Responsive Teaching Means

DIVERSITY
 Integrating cultural content that
enhances achievement for all
 “Students are more likely to
master essential reading writing
and computational skills when
the teacher uses content that
deals with significant diverse,
human history and cultural
events, especially the history and
contemporary contributions of
their ethnic group.” (Banks,
2007,p. 28) (Howard, 2006 p.2)
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C U LT U RALC O M PET E N C E
Exercise 5: Five Foundations to CRT

DIVERSITY
Five strategies for sustaining a culturally competent school

Phase 1: Building Trust

Proposition:
 90% of US College and Public School teachers are
white, middle class, English speaking, Received degree
in predominantly white college (Gay, Dingus and
Jackson, 2003)
 No experiential and educational background prepare
teacher for their student’s diversity (Ladson-Billings,
2002; Vaurus, 2002)
Your strategy:
As an educator to build trust is:
_______________________________________________________
_______________________________________________________
__
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C U LT U RALC O M PET E N C E
Exercise 6: Engaging Personal Culture

DIVERSITY
Phase II: Engaging Personal Culture
Proposition:
Educator’s need to build their cultural competence i.e. “Their
ability to form and model effective cross cultural relationships
across racial/ethnic differences” (Howard, 2006, Coggins,
2005).Help students to develop:
1. Feeling of belonging
2. Trust in people around them,
3. Belief that teachers value their intellectual competence
impacts in student motivation and performance (Aronson
and Slede, 2005)
Your Strategy:
As an educator to “engage personal culture that positively impacts
on student motivation and performance, I will do the following
______________________________________________________
______________________________________________________
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C U LT U RALC O M PET E N C E
Ex 6: Social Dominance/White
Privilege

DIVERSITY
Phase III: Confronting Social Dominance/Social Justice (White
Privilege)
Proposition:
Systems of white privilege and preference create enclaves of exclusivity
in colleges/schools. Some demographics are served well. Other languish
in limitations, mediocrity and failure (Howard, 2006, Banks, 2003, Gay,
2004, Hirsh, 2005, Peggy McIntosh, 1988).
Could your college/school show clear and convincing evidence of
equitable participation of ethnic minorities in all aspects of University
life, etc.

Your strategy: As an educator, I would implement the following

strategy:
__________________________________________________________
__________________________________________________________
__________________________________________________________

35
C U LT U RALC O M PET E N C E
Exercise 6: Transforming Instruction

DIVERSITY
 Phase IV: Transforming Instructional Practices
Proposition: It is essential that schools shift the
instructional strategies to meet the increasing numbers and
diverse learning needs of students by instituting CRT
(Culturally Responsive Teaching). CRT in no way avoids
having high expectations for all students (Gay, 2000,
Ladson-Billings, 1996, McKinley, 2005, Shade, Kelly and
Oberg, 1997, Howard, 2006, Coggins, 2005)

36
C U LT U RALC O M PET E N C E
Exercise 6: Transforming Instruction

DIVERSITY
Transforming Instructional Practices
Your strategy:

As an Educator, I would “transform my instructional

practices,” in the following ways:
__________________________________________
__________________________________________

37
C U LT U RALC O M PET E N C E
Exercise 6: The Entire College/School

DIVERSITY
Phase V: Engaging the entire School
Community
Proposition: Changing demographics have
profound implications for all levels and
functions of College life. To create a
welcoming and equitable environment for
diverse students and their families, school
leaders must engage the entire
college/school community (Howard, 2006,
Banks, 2003, Coggins, 2002).
Your strategy:
As an educator, how would you engage the Entire College/School
Community?
_____________________________________________________________
_____________________________________________________________
38
C U LT U RALC O M PET E N C E
Cultural Responsive Teaching! What is it?
 Children whose language and culture align

DIVERSITY
closely to that of the school are advantaged in
the learning process. Those that feel devalued
or unrecognized become alienated and
disengaged from the learning process.(Gay
2000)
 Culturally Responsive Teaching does not
focus on stereotypes of the culture, such as
food and art. It is based on ways of
communicating and learning that are familiar
to the student, along with themes that are
empowering to them. (Banks, 2007)
 Culturally Responsive Teaching requires that
teachers interpret their students' behaviors
within the cultural context of the student.
They know the cultures in their classrooms,
and reflect on the impact of this cultural 39
C U LT U RALC O M PET E N C E
What is Culturally Responsive Teaching?

DIVERSITY
Gay (2000) defines culturally responsive teaching as using
the cultural knowledge, prior experiences, and performance
styles of diverse students to make learning more appropriate
and effective for them; it teaches to and through the strengths
of the students.

40
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching (CRT)

DIVERSITY
Seeks to maximize learning opportunities,
teachers gain knowledge of the cultures
represented in their classrooms and translate
this knowledge into instructional practices.

41
C U LT U RALC O M PET E N C E
Six (6) Culturally Responsive Teaching are…

DIVERSITY
Validati
Transform ng
ative

Comprehen
sive

Empowe
ring

Multidim
ensional
Emancipat
ory
42
C U LT U RALC O M PET E N C E
Six Essential Characteristics

DIVERSITY
Culturally Responsive Teaching is:

 1. Validating
 2. Comprehensive
 3. Multidimensional
 4. Empowering
 5. Transformative
 6. Emancipatory
43
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching

DIVERSITY
 A pedagogy that provides equal access to
education for all students of diverse cultures
which recognizes, responds to and celebrates
these cultures.
 Students’ cultures are recognized as important
and referenced in all facets of learning
experiences.

44
C U LT U RALC O M PET E N C E
What is Culturally Responsive Teaching?

DIVERSITY
Culture Recognizes, by using
Empowers respects, and cultural
is students uses referents
central intellectual students'
to impart
to ly, socially, identities and
emotionall backgrounds knowled
student ge, skills
y, and as
learnin meaningful and
politically
g. sources attitudes.

45
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching is…Validating

DIVERSITY
 Gay (2000) defines culturally responsive teaching as using
the cultural knowledge, prior experiences, and
performance styles of diverse students to make learning
more appropriate and effective for them; it teaches to and
through the strengths of these students. 
 . When we teach with the intention of Florida Law, Statute
1003.42, we validate all of our students by teaching them
about a wide variety of cultures.
 Validation comes by embracing what students have to
share about their cultures.

Information from the “In-Time” website at www.intime.uni.edu

46
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching is Validating

DIVERSITY
 It acknowledges the legitimacy of the cultural
heritages of different ethnic groups, both as legacies
that affect students' dispositions, attitudes, and
approaches to learning and as worthy content to be
taught in the formal curriculum.
 It teaches students to know and praise their own and
each others' cultural heritages.
 It incorporates multicultural information, resources,
and materials in all the subjects and skills routinely
taught in schools. (Banks,2008,2009)
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C U LT U RALC O M PET E N C E
Culturally responsive teaching is… Comprehensive

DIVERSITY
 Ladson-Billings (1992) explains that culturally
responsive teachers develop intellectual, social,
emotional, and political learning by "using cultural
referents to impart knowledge, skills, and attitudes"
(p. 382). 
 Hollins (2006) - education designed for racially
diverse students incorporates "culturally mediated
cognition, culturally appropriate social situations for
learning, and culturally valued knowledge in
curriculum content" (p. 13). 
 Culturally responsive teachers realize not only the
48
importance of academic
I achievement, but also the
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching is…
Multidimensional

DIVERSITY
 Multidimensional culturally responsive teaching
involves many things: curriculum content, learning
context, classroom climate, student-teacher
relationships, instructional techniques, and
performance assessments. 

 Teachers from various disciplines (language arts,

science, social studies, music) may collaborate in
teaching a single cultural concept, such as protest.
Students can also participate actively in their own
cultural presentations (Gay, 2000). 49
C U LT U RALC O M PET E N C E
Learning Within the Context of Culture
Yet Multidimensional

DIVERSITY
●
Cultural expectations for learning may be different.

What ●
Lessons should be adapted so that they are familiar
to the student’s culture.

●
Students may feel pressure to remove themselves from their

Why ●
culture.
This behavior can interfere with development and make learning
hindered.

Teachers should bridge cultural differences by using

●

How effective communication and examples across

cultures.

50
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching is
Empowering

DIVERSITY
 Culturally Responsive Teaching empowers students to be
better human beings and more culturally proficient 
 
 Students must believe they can succeed in the diverse
classroom and have motivation to persevere.

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C U LT U RALC O M PET E N C E
Culturally Responsive Teaching is…Empowering

DIVERSITY
 Empowerment can be described as  academic
competence and self-efficacy 
 Teachers must demonstrate appropriate
expectations and exhibit support for the student’s
culture. 
 This can be done through providing resources and
personal assistance, modeling positive self-efficacy
beliefs, and celebrating individual and collective
Cultures’ (Gay, 2000).

Information from the “In-Time” website at www.intime.uni.edu 52

C U LT U RALC O M PET E N C E
Culturally Responsive Teaching is…Transformative

DIVERSITY
 Banks (1991,2007) asserts that if education is to
empower marginalized groups, it must be
transformative.  This involves helping "students to
become culturally responsive and be able to make
reflective decisions and implement their decisions
in effective personal, social, political, and
economic action" (p. 131).  
 Culturally responsive teaching does not only
incorporate traditional educational practices with
respect to diverse students (Gay, 2000).  It means
respecting the from
Information cultures
the “In-Time”and
websiteexperiences
at www.intime.uni.eduof various

groups and then use these as resources for teaching53

C U LT U RALC O M PET E N C E
Culturally Emancipatory Instruction

DIVERSITY
●
Cultural Emancipatory instruction should

What incorporate and integrate diverse ways knowing,

understanding, and representing information.

●
Students become active participants in teaching

Why their own culture while learning the cultures of

others.

●
Research student’s prior cultural experiences.

How ●
Create an environment that encourages cultural
infusion.

54
C U LT U RALC O M PET E N C E
Culturally Responsive Teaching: in Summary

DIVERSITY
 Instruction is culturally responsive when it incorporates and
integrates diverse cultural ways of knowing, understanding
and representing information. (Mayan ,2012)
 An environment that encourages multicultural viewpoints and
allows for inclusion of knowledge that is relevant.
 Learning happens in culturally dynamic situations.

55
C U LT U RALC O M PET E N C E
CRT Reflection

DIVERSITY
 Excluding the consideration of students’ cultures is
liken to teaching reading with no prior knowledge.
As teachers we are always looking for the
meaningful activities that connect the known with
the unknown. Incorporating individual aspects of
cultures naturally produce the connections, but,
taking it a step further nurtures the respect and
appreciation for all cultures.

56
C U LT U RALC O M PET E N C E
Building an Authentic Value System To Support your Cultural
Competence

DIVERSITY
 Thinking Policies,
 Feeling Procedures and
 Acting Programs

 To culturally competent is to be authentic

 Understanding the Five Values Driving a Culturally
Competent Institution
 Understanding the “Personal Responsibility Principle”.
 Thank You! Feedback!

57
C U LT U RALC O M PET E N C E
THESE VALUES/PERCEPTIONS ARE:

DIVERSITY
 Justice – Fairness
 Equality – Treating everyone similarly
 Caring – Deep sensitivity to person and group
 Closeness – Familiarity rather than isolation
 Dialogue – Give and receive-sharing the
healing field
 The challenge is to integrate these behaviors into our
practices and delivery of teaching and educational
services.

58
C U LT U RALC O M PET E N C E
Cultural Responsive Teaching:
A Final Perspective

DIVERSITY
“THE ATMOSPHERE YOU CREATE DETERMINES THE
POSITIVE CROSS-CULTURAL RESULTS YOU
PRODUCE.”

“Imagination is more important than knowledge.”

(Albert Einstein)

“The future never first happened, it was created. SSC must

create a culturally sensitive, linguistic, and culturally
competent classroom/school environment.”
(Coggins)

So it is all about “students, faculty and administrators

celebrating cultures in an inclusive atmosphere.”
(Coggins)
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C U LT U RALC O M PET E N C E
Managing Culturally Responsive Teaching:
A Final Perspective

DIVERSITY
Let us create a partnership between you and your student/.
(Coggins)

“To promote cooperation and teamwork, Remember: People

tend to resist that which is forced on them. People tend to
support that which they help to create.”
(Vince Pfaff)

Therefore, let us create a College environment where

people can see that there is a willingness to imagine new
culturally competent ways.

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UN Human Rights Epilogue

DIVERSITY
 “The time is now for all men and women to work
shoulder to shoulder for peace, freedom, racial,
religious and reduction of racial hatred.”
 “The prize is a world of peace and sanity where the
pursuit of happiness is possible.”

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Personal Responsibility Principle
 
“The price of greatness is taking responsibility for what you say and do.”

DIVERSITY
 
(Winston Churchill,1930)

“I cannot be responsible for someone I cannot change and that is you. I

must be responsible for myself and the things I say or do in the conduct
of myself. Only you have the power to change the things you do and
yourself. If you will accept personal responsibility for your own behavior,
and I accept personal responsibility for my behavior, then, together we
will influence others around us to accept the same responsibility for the
things they say or do and their behavior.” (Coggins, 2004)

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DIVERSITY
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