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Cultural Intelligence: Closing the Achievement Gap

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Title: Cultural Intelligence: Closing the Achievement Gap


1
Cultural Intelligence Closing the Achievement Gap
2
Agenda
  • Survey audience using clickers
  • Discuss and define cultural gaps between todays
    students and teachers (video clips)
  • Examine cultural adjustments that must be made.
  • Take a look at future demographics and current
    cultural gaps
  • Small group activity
  • Define Cultural Intelligence and see specific
    examples where applying it can increase
    achievement
  • End with Question/Answer period

3
How do you identify yourself?
  • African American
  • Hispanic
  • Caucasian
  • Asian
  • Native American
  • Two of the above
  • More than 2 of the above
  • None of the above

4
How do you identify yourself?
  • Digital Native
  • Digital Immigrant

5
How do you identify yourself primarily?
  • Visual learner
  • Auditory learner
  • Kinesthetic learner
  • Tactile learner
  • Tactual learner

6
How Important is Your Music to You?
  • It defines me. I listen to it whenever possible.
  • I love my favorite kind of music and listen to it
    often.
  • I like listening to my music. But I only listen
    to it occasionally.
  • I like music but it isnt very important to me.

7
Complete the sentenceWhen I come to school I
  • Can pretty much be myself.
  • Have to leave behind much of who I am.

8
Look Back - How Many Cultural Gaps Exist Between
You and Your Students?
9
"My teachers support me and care about my success
in their class"
Resource The Trouble with Black BoysThe Role
and Influence of Environmental and Cultural
Factors on the Academic Performance of African
American Males by Pedro Antonio
NogueraCambridge, Massachusetts from In Motion
Magazine May 13, 2002
10
"Moreover, there is research that suggests that
the performance of African Americans, more so
than other students, is influenced to a large
degree by the social support and encouragement
they receive from teachers."
  • Resource The Trouble with Black BoysThe Role
    and Influence of Environmental and Cultural
    Factors on the Academic Performance of African
    American Males by Pedro Antonio
    NogueraCambridge, Massachusetts from In Motion
    Magazine May 13, 2002

11
Some Components of Culture
  • Values
  • Customs and traditions
  • Age
  • Gender
  • Religious beliefs
  • Political beliefs
  • Sexual orientation
  • Perceptions of family
  • Perceptions of community
  • Differing abilities
  • Education
  • Social class
  • Family composition
  • Geographic location
  • Country of origin
  • Preferred language
  • Communication style
  • Food preferences
  • Family, Organizational, and Community
    relationships
  • And more

12
Making Cultural Adjustments
  • What parts of their culture do you think your
    students might need to keep hidden when they go
    to school? How about you?
  • ___first language?
  • ___religious beliefs?
  • ___taste in music?
  • ___food?
  • ___communication style?
  • ___natural hairstyle?
  • ___political opinions?
  • ___gender expectations?
  • ___sexual orientation?
  • ___hidden disability?
  • ___overall cultural identity?

13
National Center for Education Statistics
Percentage of all 16- to 24-year-olds who were
high school dropouts, by race/ethnicity 2006
3/16/2009
ASCD Dr. R. Bucher and P.L. Bucher
14
Dropout rate economic implications
  • According to a 2007 Brookings Institution study,
    if the U.S. could cut in half the number of high
    school dropouts in a single group of 20-year olds
    (about 700,000 individuals), the country would
    gain, and accrue for each successive group, 45
    billion through extra tax revenue and reduced
    public health, crime and justice, and welfare
    costs.
  • MSTA Action Line, March 2009

15
Projected United States Population by Race and
Ethnicity 2020 and 2050
Source U.S. Census, 2008
16
Surnames
Surnames - interactive page
17
Public School Students and Teachers A Growing
Racial Gap
18
From White Teachers, Diverse Students
19
Studying your Students by Listening
20
How Important are the Cultural Gaps that May
Exist Between You and Your Students?
  • If you cant reach me,
  • How you gonna teach me?
  • Gangstas Paradise
  • You going to just start teaching us? We dont
    even know who you are.
  • So how do we begin to reach across these gaps?

21
Cultural Intelligence
22
Why Culturally Intelligent Teaching Matters
  • Enables teaching across cultural gaps
  • Creates a classroom climate conducive to
    learning
  • Increases student engagement
  • Increases student achievement and retention
    for all students thereby narrowing the
    achievement gap.
  • Bottom line

23
Culturally Intelligent Education is NOT
  • A list of dos and donts for specific cultures
  • The result of good intentions
  • Something we do or dont know how to do.
  • Simply a matter of understanding cultural
    differences
  • Important for just some of us
  • Treating everybody the same
  • Using the right language

24
Nine Megaskills
  • Nine Megaskills
  • Understanding My Cultural Identity
  • Checking Cultural Lenses
  • Global Consciousness
  • Shifting Perspectives
  • Intercultural Communication
  • Managing Cross-Cultural Conflict
  • Multicultural Teaming
  • Dealing with Bias
  • Understanding the Dynamics of Power

25
Applying CQ
  • Dealing with Bias
  • Intercultural Communication
  • Understanding the Dynamics of Power
  • Global Consciousness - Technology

26
CQ MEGASKILL Dealing with Bias
  • Label activity
  • Please group yourselves, as best as is possible,
    into groups of 5-6
  • Please take out the envelope marked do not open
    yet
  • WITHOUT ANYBODY SEEING WHAT YOU HAVE, open it
  • Each member of the group is to place a sticker on
    another member of your group WITHOUT THE PERSON
    GETTING THE STICKET SEEING WHAT IS WRITTEN ON IT.
  • For the next 10 minutes, please discuss this
    conference and your experiences so far, treating
    each person LIKE THEIR LABEL.
  • DO NOT REVEAL what others labels are.
  • After the discussion, see who knows their label.
  • Each group member now discuss how it felt to be
    treated like your label.

27
CQ MEGASKILLIntercultural Communication
  • Sequential vs. Looping
  • Wait time

28
MEGASKILL Intercultural Communication
  • Sample self-assessment questions from Building
    Cultural Intelligence
  • When I think about how well I communicate, I tend
    to focus almost exclusively on what I say rather
    than on my body language. Does this statement
    apply to you?
  • Does my communication style differ from those
    around me at work, at home, and in other
    settings?

29
CQ MEGASKILLIntercultural Communication
  • Mnemonics look for cross-cultural ones
  • jingles used around the world in sales
    campaigns
  • Age can sometimes be determined by jingles
  • Pepsi Cola Hits the ______
  • Oh I wish I were an __________
  • Heres a story, of a lovely lady, who was
    ________________
  • Now this is the story all about howMy life got
    flipped, _____________

30
CQ MEGASKILLIntercultural Communication
  • You get the product when you multiply
  • With division, division, its the quotient, the
    quotient.

31
Megaskill Understanding the Dynamics of Power
  • the American educational traditiona history that
    begins with Indian Boarding Schools where
    youngsters were systematically stripped of their
    language, their spiritual practices, their
    families and communities, and continues today in
    many urban schools where nothing about students
    families, communities, or experiences is deemed
    worthy by officials of constructing a meaningful
    educational practice. (but instead offers) a
    process that attempts to break children as a
    prerequisite to teaching them. William Ayers

32
  • But in two meta-analyses involving nearly 19,000
    students, Walton and Spencer found that when
    schools go out of their way to ameliorate
    stereotype threats, the performance of women and
    minorities soars -- it's as if these students are
    athletes who have been running against a
    headwind.
  • Without the headwind, Walton and Spencer found
    that minorities, and women in math and science,
    do not just do as well as whites and men -- they
    outperform them.

How a Self-Fulfilling Stereotype Can Drag Down
Performance By Shankar Vedantam Washington Post,
Monday, February 2, 2009 Page A05
33
What next?
34
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