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Part 1 Innovative Educators Webinar www.tbrownassociates.com tom@tbrownassociates.com

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Diversity, Inclusivity and Civility: Developing and Enhancing Students' Cultural Competence Part 1 Innovative Educators Webinar www.tbrownassociates.com – PowerPoint PPT presentation

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Title: Part 1 Innovative Educators Webinar www.tbrownassociates.com tom@tbrownassociates.com


1
Part 1Innovative Educators Webinarwww.tbrowna
ssociates.comtom_at_tbrownassociates.com
Diversity, Inclusivity and CivilityDeveloping
and Enhancing Students' Cultural Competence
2
In order to be effective in a diverse world?We
must use our powers of observation.
3
Count the FsFINISHED FILES ARE THE RE-SULT
OF YEARS OF SCIENTIF-IC STUDIES COMBINED WITH
THE EXPERIENCE OF YEARS.
4
Count the FsFINISHED FILES ARE THE RE-SULT
OF YEARS OF SCIENTIF-IC STUDIES COMBINED WITH
THE EXPERIENCE OF YEARS.
5
Count the FsFINISHED FILES ARE THE RE-SULT
OF YEARS OF SCIENTIF-IC STUDIES COMBINED WITH
THE EXPERIENCE OF YEARS.
Being Aware, Conscious, and Paying Attention
6
BlinkMost of us make judgments in less than
two seconds.Many of our conclusions are less
rational than we think.
7
PARIS IN THETHE SPRING
8
(No Transcript)
9
PARIS IN THETHE SPRING
10
Perception The process of making sense of the
world around uspeople, situations, etc.
  • Reality from our point of view.
  • Our perceptions reinforce what we have
  • been taught or expect, and they can
  • shape our interactions with others
  • different or similar to ourselves.

11
Workshop Overview
  • Why does diversity matter?
  • What is cultural competence?
  • Can cultural competence be developed?
  • How can does cultural competence contribute to
    creating a more inclusive and civil community?
  • Can cultural competence be assessed?

12
Imagine a school where all kinds of people feel
comfortable showing up, secure in the knowledge
that they have a place they dont have to defend
every time they turn around, where they are
encouraged to do their best, and are valued for
it. Allan G. Johnson, 2006
13
Increased focus on diversity and inclusion
  • Rhode Island College recognizes the essential
    role diversity plays in an educational exchange,
    informed by cultural inquiry and designed to
    stimulate critical and creative thinking. The
    college seeks to create an inclusive, respectful
    environment that dispels stereotypes,
    discrimination, and intolerance.
  • Rhode Island College Diversity Statement

14
Increased focus on diversity and inclusion
  • UMass Boston is a community that naturally
    extends itself to, and welcomes into its student
    body, faculty, and staff, a broad spectrum of
    people in terms of race, ethnicity, age, and
    economic background. It is our belief that the
    academic experience here is enriched and enhanced
    by the inclusion of the varied backgrounds and
    perspectives that we all bring to it.
  • Chancellor J. Keith Motley

15
  • The American college campus is one of the very
    few places on earth where people from so many
    diverse backgrounds come together for a common
    purpose.

16
Pre-college experiences of US students Public
universities Private universities
  • gt71 grew up in neighborhoods that were mostly
    or completely white.
  • /-15 grew up in neighborhoods that were mostly
    or completely non-white.
  • 61-65 attended high schools that were mostly
    or completely white.
  • 13-16 attended high schools that were mostly
    or completely non-white.
  • 2009 Freshman Survey

17
  • The American college campus is one of the very
    few places on earth where people from so many
    diverse backgrounds come together for a common
    purpose.

The only other is the American workplace.
18
Diversity expands worldliness. Whether we like it
or not, many times we find ourselves segregated
from other groups in schools, churches, and our
own neighborhoods. A college campus is like
opening the door to the entire world without
traveling anywhere else. Why Does
Diversity Matter at College Anyway? US
News and World Report , August 12, 2009
Why does diversity matter?
19
Cultural diversity is an integral part of our
nations history, going back before the early
colonies. Native Americans were culturally
different, belonging to different tribes,
speaking different languages, and having a
variety of different values and beliefs. US
National Guard and Army website
20
MissionAnswers the questionWhy does your
college or university exist?
Why does diversity matter?
21
Mission
  • Gloucester County College acknowledges and
    recognizes the importance of diversity in our
    College community and, therefore, embraces
    diversity by providing a welcoming environment
    that celebrates the rich culture and experiences
    of all populations.

22
Mission
  • MATC offers quality education and training
    opportunities and services to its diverse,
    metropolitan community by collaborating with
    partners to advance the lives of its students.
  • Milwaukee Area Technical College

23
Diversity is a reality of the human experience
the question is what we do with the diversity we
encounter in our lives.The issue is less about
diversity and more about what we do to create
inclusive communitieson campus and beyond.
24
Creating Unum, from the Pluribus
25
Diversity to inclusivityAn inclusive
organization where all people are empowered to do
their best work. Simma Lieberman
26
Inclusive Campus PoliciesThe University of
Wisconsin Oshkosh reaffirms support for
non-discrimination based on
  • Age
  • Ancestry
  • Arrest or conviction record
  • Color
  • Creed
  • Disability
  • Marital status
  • National origin
  • Political affiliation
  • Race
  • Relationship to other employees
  • Religion
  • Sex
  • Gender identity or expression
  • Sexual orientation
  • Veteran's status
  • Membership in the National Guard

27
Santa Monica College PoliciesNo person shall be
subjected to discrimination on the basis of
  • accent
  • age
  • ancestry
  • citizenship status
  • color
  • disability
  • economic status
  • ethnic group identification
  • gender
  • language
  • marital status
  • medical condition
  • national origin
  • parental status
  • race
  • religion
  • sexual orientation
  • transgender
  • veteran status

28
Tennessee State University recognizes that
planning for diversity, inclusion, and access is
an integral component of the Universitys
future.and harnesses this plurality to promote
the common interest of the institution and the
various publics it serves.
29
Diversity?Inclusivity?Civility
  • Civility matters because treating one another
    with respect is necessary to effective
    communication, community building, and finding
    common ground.
  • The Dance of Incivility in Nursing Dr. Cindy
    Clark, Boise State University

30
Diversity?Inclusivity?Civility
  • California State University Channel Islands is
    committed to building and maintaining a diverse,
    accessible, civil, and supportive learning
    community.
  • It fosters respect and understanding among all
    cultures and all individuals who work, study,
    live, and teach within this community.

31
What is Cross Cultural Competence

32
What is Cross Cultural Competence
  • A set of congruent knowledge, attitudes and
    behaviors that enable persons from one culture to
    understand, communicate, and interact effectively
    with people of another culture.
  • Multiple sources

33
Cultural competence
  • Cultural knowledge
  • Cultural awareness
  • Cultural skill
  • Cultural encounters
  • Cultural desire

Campinha-Bacote, 1999
34
Cross cultural competence
  • Developing an awareness of one's own culture,
    existence, sensations, thoughts, and environment
  • Accepting and respecting cultural differences
  • Resisting judgmental attitudes such as "different
    is not as good"
  • Being open to cultural encounters
  • Being comfortable with cultural encounters

The Purnell Model for Cultural
Competence Journal of Multicultural Counseling
and Health Summer 2005
35
requires more than acquiring knowledge. It is
leveraging knowledge, attitudes, and skills to
engage and intervene appropriatelyacross
cultures. Latino 101, Maria Hernandez, 2007
Cross cultural competence
36
How does increasing cultural competence support
student learning, growth and development?
37
Diversity and EducationSouthern Oregon University
  • Diversity capitalizes on the unique experiences
    and common wisdom of all cultures by providing a
    fertile ground for contrast and comparison.
  • Provides a view of other peoples so distinct
    from, yet similar to, ourselves that our own
    lives and experiences are given new perspective
    and meaning.
  • Diversity is an enriching and necessary component
    of the total educational experience.

38
Chickerings Seven VectorsDevelopmental Tasks
for College Students
  • Developing competence
  • Managing emotions
  • Moving through autonomy toward interdependence,
  • Developing mature interpersonal relationships
  • Establishing identity
  • Developing purpose
  • Developing integrity
  • Chickering Reisser, 1993

39
Developing Competence
  • Involves using ones mind to build skill using
    analytical and comprehensive thought and the
    development of forming points of view in dealing
    with experiences in life.
  • Encompass skills of listening, understanding, and
    communicating and functioning in different
    relationships.
  • Chickering Reisser, 1993

40
Developing Mature Interpersonal Relationships
  • Tolerance and appreciation of differences
  • Acceptance is both intercultural and
    interpersonal. Openness for the understanding of
    a person for what qualities they possess, instead
    of stereotyping, is an increase in tolerance.
  • Chickering Reisser, 1993

41
Developing Mature Interpersonal Relationships
  • Acceptance and appreciation of differences
  • Acceptance is both intercultural and
    interpersonal. Openness for the understanding of
    a person for what qualities they possess, instead
    of stereotyping, is an increase in tolerance.
  • Chickering Reisser, 1993

42
Developing Identity
  • Comfort with body and appearance
  • Comfort with gender and sexual orientation
  • A sense of self in a social, historical, and
    cultural context
  • Clarification of self-concept through roles and
    life-style
  • Chickering Reisser, 1993

43
Developing Integrity
  • Integrity for ones beliefs, values, and purposes
    must be established.
  • Also, thinking about others beliefs and points
    of view
  • The willingness to preserve self-respect while
    monitoring behavior.
  • Chickering Reisser, 1993

44
Cross Cultural Competence includes
  • Willingness to Engage
  • Cognitive Flexibility Openness
  • Emotional Regulation
  • Tolerance of Uncertainty
  • Self- Efficacy
  • Ethnocultural Empathy.

45
Developing competence is a process
  • Cultural competence is not acquired quickly or
    casually, rather it requires an intentional
    examination of ones thoughts and behaviors.
  • The first step toward becoming culturally
    competent is realizing that you probably arent.
  • Cultural Competence in the Biology Classroom
  • Kimberly Tanner Deborah Allen, 2007

46
Developing competence is a process
  • Denial individuals refuse all interaction with
    other cultures and show no interest in
    discovering cultural differences. They may also
    act aggressively during cross cultural
    situations.
  • Defense individuals consider all other cultures
    to be inferior to their own culture and will
    constantly criticize behavior or thoughts by
    someone from another culture.
  • Minimization individuals start believing that
    all cultures share common values. They will also
    minimize any cultural differences by correcting
    people to match their expectations.
  • Developmental Model of Intercultural
    Sensitivity Dr. Milton Bennett

47
Developing competence is a process
  • Acceptance Individuals may still judge other
    cultures negatively but they will tend to
    recognize that cultures are different and they
    may become curious about cultural differences
  • Adaptation Individuals gain the ability to adapt
    their behavior by intentionally changing their
    own behavior or communication style.
  • Integration this stage, individuals
    instinctively change their behavior and
    communication style when interacting with other
    cultures. This stage tends to only be achieved by
    long term expatriates living and working abroad
    or Global Nomads.
  • Dr. Milton Bennett

48
Dont ask students to get out of their comfort
zone.
49
Dont ask students to get out of their comfort
zone.
  • Challenge and support them to
  • stretch their comfort zone.

50
The Value of Study Abroad
  • Study abroad programs enhance students
    cross-cultural skills and global understanding.
  • Study abroad significantly contributes to
    preparing students to function in a multicultural
    world and promote international understanding.
  • Anastasia Kitsantas
  • College Student Journal, 2004

51
The Value of Study Abroad
  • Study abroad students reported higher levels of
  • emotional resilience
  • openness and flexibility
  • perceptual acuity
  • personal autonomy
  • Kitsantas, 2004

52
Attention to diversity might even be perceived as
divisive and inhibitingcommunity.
  • A strategy to counter the divisive perceptions
    of diversity is to broaden our definition of
    diversity, in ways that highlight the
    intersectionality of race/ethnic, gender, class,
    religion, sexual orientation, within a framework
    of marginalization and justice.
  • Marilyn Fernandez, Santa Clara University

53
Culture is often viewed in the U.S. as being
primarily related to race, ethnicity, and
genderHowever, effective diversity/inclusivity
programs must also address other kinds of
diversity which lead to marginalization and
exclusion.
Making Diversity More Inclusive
54
Diversity is defined as those dimensions of
social identity that matter and are important to
any member of the Wellesley community.
Diversity at Wellesley College
  • Recognizing that the communitymembers are
    multi-dimensional beings, all dimensions of their
    identities and the intersections of the same are
    equally valued at Wellesley.

55
If the World Were a Village of 100 People
  • 49 would be male, 51 would be female
  • 82 people of color 18 white
  • 33 Christians
  • 22 Muslims, 15 Hindus
  • 14 would speak Chinese, Mandarin 8 English
    8 Hindi 7 Spanish
  • 89 would be heterosexual 11 Lesbian, Gay,
  • Bisexual, Transgender (LGBT)
  • 67 would be unable to read
  • 5 would control 32 of the entire worlds wealth
  • all 5 would be US citizens
  • 1 would have a college education

56
Seven kinds of diversity Beverly D. Tatum, 1999
  1. Race/ethnicity
  2. Gender
  3. Religion
  4. Sexual Orientation
  5. Socio-economic status
  6. Age
  7. Physical/Mental Ability

57
Students At-Risk
  • First-generation/Low SES
  • Adult and re-entry
  • Students with disabilities
  • LGBTQ students
  • Multicultural students
  • International/ESL students
  • Student-athletes
  • First-Year students
  • Undecided students
  • Veterans
  • Underprepared
  • Transfers

58
Multiple issues
  • First-generation/Low SES AND also
  • Adult and re-entry
  • Students with disabilities
  • LGBTQ students
  • Multicultural students
  • International/ESL students
  • Student-athletes
  • First-Year students
  • Undecided students
  • Veterans
  • Underprepared
  • Transfers

59
Addressing Some Issues
60
Socio-economic issues
61
What do we believe about poverty?
  • Poverty in the US is decreasing
  • The number of Americans living in poverty
    increased in 2008 over 2007, from about 37.3
    million to about 39.8 million

62
What do we believe about poverty?
  • The poor are lazy and unwilling to work
  • 2/3 of people living in poverty work an average
    of 1.7 jobs
  • 1 in 4 earns poverty level wages (less than 8.84
    an hour)
  • 27 of working families have INCOMES below 200
    of the poverty level

63
What do we believe about poverty?
  • Government assistance is sufficient and
    encourages dependence.
  • It is almost impossible to get out of poverty by
    relying on government assistance alone.
  • In 2005, the average welfare check for one
    parent with two children was 478 a month. 20
    years ago, it was 408.

64
What do we believe about poverty?
  • Poverty is an inner city problem.
  • Since 2000, suburban poverty rates have
    increased by 53 compared to 26 in cities.
  • Brookings Institution, October 2011

65
Facts about US poverty
  • The federal poverty threshold in 2009 for a
    family of four with two children 17 or younger is
    21,834. However, a majority of Americans believe
    it takes at least 35,000 annually.
  • The rate of child poverty is higher in the United
    States than in most other economically advanced
    countries.
  • Nine out of ten Americans believe the federal
    government has a responsibility to alleviate
    poverty.

66
Between 2002 and 2004, inflation-adjusted median
household income declined 1669 a year. Wealth
Inequality Destroys US Ideals Don Monkerud ,
2009
The 400 richest Americans, now own more than the
bottom 150 million Americans own
67
Diversity and inclusivity are about
understandingnot necessarily agreeing.
68
Religious Diversity
69
Religious diversityI am noticing more women
wearing head scarves (hijab) and they seem to
draw some negative reactions from faculty, staff
and students. Campus Diversity Needs Assessment
70
Religious IntoleranceTheres a level of hatred
and animosity thats shocking. Ive been doing
this for 31 years and I have never seen such
hostility toward Muslim workers. Mary Jo
ONeill, EEOC Attorney Phoenix New York Times,
9/23/2010
71
Its
only
a cap!
or is it?
72
Religious diversity?
  • Americans are slowly becoming less Christian and
    in recent decades the challenge to Christianity
    in America
  • does not come from other world religions but
    from a rejection of all organized religions.
  • Pew Forum on Religion in Public Life, 2008

73
Attitudes toward religious diversity
  • 92 of Americans said they would vote for a
    Jewish person (10 from 1967)
  • 72 of Americans said they would vote for a
    Mormon (-3 from 1967)
  • 46 said they would vote for an atheist.
  • USA Today/Gallup Poll, 2007

74
Enhancing empathy exercise Religion
  • Imagine that you awoke this morning and you had
    converted from being Christian or Jewish to
    Islam, or from being a Muslim or a Christian to
    Judaism.
  • How would people treat you differently in your
    community, at school, at work, on your team?
  • How might family or friends treat you
    differently?
  • What opportunities might open or close for you?
  • What rewards might or might not come your way?
  • What other positive or negative changes might you
    experience?

75
Lesbian, Gay, Bisexual, andTransgender Issues
76
  • LGBT are among the most despised groups in the
    United States today.
  • Blumenfeld, 2003

77
Gays As the Domestic al-Qaeda?!? They are the
biggest threat that our nation has, even more
so than terrorism or Islam." Oklahoma Rep.
Sally Kern, 2008
78
Students, staff, professors, or administrators
who identify as LGBT report significant
harassment at their colleges and discomfort with
the overall campus climate. Chronicle of
Higher Education, 9/14/2010
79
42 of all Americans believe same sex couples
should have the right to marry. CBS News poll
April 2009
Intergenerational Perspectives
  • 70 of first-year college students believe same
    sex couples should have the right to marry.
  • Freshman Survey, Fall 2009

80
What about my own personal beliefs or religious
views?
81
The responsibility of your choice To support
your institutions mission and values
  • The Institute for Extended Learning does not
    discriminate on the basis of race, color,
    national origin, sex, disability, sexual
    orientation or age in its programs, activities or
    employment

82
Enhancing empathy exercise Sexual orientation
  • If you are heterosexual, imagine that you awoke
    this morning and, if you are male, you are gay
    if you are female, you are lesbian.
  • How would people treat you differently in your
    community, at school, at work, on your team?
  • How might family or friends treat you
    differently?
  • What opportunities might open or close for you?
  • What rewards might or might not come your way?
  • What other changes might you experience?

83
Ethnic and Racial Issues
84
If current population trends continue, minority
group members will be 54 of US population in
2050 compared to 24 in 1990. US Census
Bureau, August 14, 2008
Race, Ethnicity, and Nationality
85
English language learners (ELLs) are the
fastest-growing population in American schools.
Their numbers, estimated at 5.5 million today,
are projected to grow to one in four K-12
students by 2025. Diversity Learning
K-12
Race, Ethnicity, and Nationality
86
U.S. College Enrollment Trends Source US Census
Bureau, 2011
1980 2000 2008 age Increase 1980-2008
Total enrollment 11,400 millions 15,314 18,632 63.4
Male 5,430 6682 8311 53.0
Female 5,947 8631 10,321 73.5
Asian n/a n/a 1,211 n/a
Black 1,163 2,164 2,481 113
Hispanic/Latino/a 443 1426 2277 413
White 11,400 11,999 14,405 26.3
87
The adjustment to college is more difficult for
first-generation students from ethnic minority
and low income backgrounds than for students from
middle income backgrounds. Retention of
Students from First Generation Low Income
Backgrounds Paul Thayer, 2000
88
A Challenge in Diversity TrainingEfforts to
teach about diverse groups can lead to
stereotyping.People from the same group are
also diverse in terms of socio-economic status,
education, age, sexual orientation, individual
experiences, and otherwise.
89
Asian Pacific American Groups
  • Asian Indian Chinese Filipino Guamanian
    Hawaiian Hmong Japanese Korean Laotian
    Pakistani Samoan Thai Vietnamese
  • Philippines 7000 islands
    100 languages
  • Principle Diversity in Diversity

90
Diversity in Diversity Black
  • Is that Black person African American, an
    African international student, or from a West
    Indian immigrant family?
  • As with all groups, it is important to make
    distinctions based on socio-economic class,
    gender, and
  • other qualities.

91
Diversity in Diversity Latino/Hispanic
  • Twenty Spanish and Portuguese speaking countries
    in the Western Hemisphere
  • Often Latino is used in contrast to others who
    are not Spanish speaking
  • Often identify based on country of origin (e.g.,
    Mexico, Puerto Rico, Cuba)

92
All ethnic groups in our country are an aggregate
of many distinct subgroups.
93
Culture is learned. You are not born with
culture.
94
Art
95
These are learned and can be changed
Art
Beliefs about Beauty
Acquired or absorbed from our environment harder
to change
96
Cultures differ from one another in the ways they
view the worldworldviews.
  • Cultural competence Understanding worldviews as
    different not necessarily deficient.

97
Implicit Cultural Assumptions
  • North American
  • Egalitarian/equality
  • Can control the environment
  • Future oriented
  • Informal
  • Direct in communications
  • Youth valuing
  • Friendliness
  • Optimism
  • Action oriented Change now
  • Ethnocentric our way is the best way
  • Contrast Cultures
  • Hierarchy
  • Belief in fate
  • Present focus
  • Formal
  • Indirect (non-verbal cues)
  • Age valuing
  • More closed to strangers
  • Fatalism
  • Change takes time
  • Ethnocentric our way is the only way

98
It is hard to recognize your own culture and
cultural assumptions because they are so
pervasive and dominant.
99
Culture is learned first in the family, then in
school, then in the community and other social
organizations such as the church. Purnell,
2005
100
Our attitudes toward race, gender, and other
diversity operate at two levels
  • Conscious what we choose to believe.
  • Unconscious immediate, automatic
  • associations that tumble out before
  • weve had time to think.
  • Blink, Malcolm Gladwell

101
Implicit Associations Testwww.implicit.harvard.e
du
102
Understanding cultural difference doesnt make
the difference go away.However, the person who
understands how difference causes communication
to break down can take the initiative to try and
make the communication work. You
Just Dont Understand, D. Tannen
103
Creating a culture of civilityrequires
communication, interaction, and an appreciation
for the interests each person brings to the
relationship. Cynthia Clark, 2008
104
Diversity Inclusivity Civility Community
  • Our mission is to create a campus environment
  • that embraces diversity and encourages inclusion.
  • The Office of Diversity and Inclusion's
    overarching goals include
  • Informed understanding of diverse groups, ways of
    life, and points of view
  • Civil discourse characterized by mutual respect.
  • Tarleton State University

105
When we believe we are right about something or
someone, we assume we are right to the point
that we will destroy relationships in order to
defend our position. Don Miguel
Ruiz The Four Agreements
106
The point is not that were bad at saying I
dont know.The point is that we are bad at
knowing when we dont know. Kathryn
Schultz Being Wrong, 2010
107
Without civility, we miss opportunities to really
listen and understand others points of view.
Clark, 2008
108
We must listen and listen and listen if we hope
to change our relationships for the
better. Harville Hendrix, 1988
109
As soon as we think we are right about something,
we narrow our focus, attending only to the
details that support our belief, or we cease
listening altogether. Schultz, 2010
Communication for community To Listen More
110
A key element in learning from those who are
different from you is to listen to their feelings
of being the other in some are of their
lives. From Diversity to Inclusivity Tom
Brown, 2010
Communication for community To Listen More
111
Diversity Inclusivity Civility Community
  • We Value
  • Excellence in teaching and learning that we
    enhance through diversity, inclusiveness,
    integrity and collegiality.
  • A positive culture that fosters mutual respect
    and trust and promotes this atmosphere through
    open communication.
  • An environment that recognizes and respects
    cultural diversity by recognizing and being
    responsive to individual needs.
  • Elizabethtown Community Technical College

112
Gaining the intellectual tools for diversity
competence should become a strategic learning
outcome that is woven through the core
curriculum. Diversity Cultural Competence A
Model for Inclusive Excellence Marilyn
Fernandez, Santa Clara University
113
Developing and enhancing cultural competence must
be the primary outcome of diversity/inclusivity
programs.
Diversity/Inclusivity Outcomes
  • Cultural competence is the ability to understand,
    communicate and effectively interact with people
    across cultures.

114
Cultural Competence
  • From the Cobleskill Creed comes the following
  • Embrace and respect diversity and equality
  • I will accept and learn from others who are
    different from me
  • I will participate in multicultural experiences
    and diversity workshops and encourage
    participation by others
  • The College has already included cultural
    competence language in its creed.
  • SUNY Cobbleskill Creed

115
Draft some cross-cultural learning outcomes
  • Cognitive How can students demonstrate what they
    know?
  • Affective How can students demonstrate what they
    appreciate and value?
  • Behavioral What should students be able to do?

116
Assessing Cross Cultural Competence
  • The Cross Cultural Competence Inventory
  • Karol G. Ross, Carol A. Thornson, Daniel P.
    McDonald Meagan C. Arrastia
  • https//www.deomi.org/contribute/EOEEOResources/
  • documents/Development_of_the_CCCI-Ross.pdf

117
Institutions cant change.People change
institutions.We must be the change We want to
see happen. Gandhi
118
Comments Questions Effective
strategies EVALUATIONShttp//www.smc.edu/Proje
cts/336/SMC_Workshop_Evaluation_Form_Inclusivity_W
EBINARS_ONLY_Editable.pdf
119
Part 2Innovative Educators WebinarMarch,
2011www.tbrownassociates.comtom_at_tbrownassociates
.com
Developing and Enhancing Cultural Competence
in Support of Student Success
120
Culturally competent teaching
  • The ability to successfully teach students who
    come from different cultures from your own.
  • It entails
  • mastering personal and interpersonal awarenesses
    and sensitivities,
  • learning, specific bodies of cultural knowledge
  • mastering a set of skills that underlie effective
    cross-cultural teaching
  • Cultural Competence A Primer for Educators
  • Jerry Diller and Jean Moule, 2005
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