Artifact D: Best Presentation

8/10/2019 Artifact D: Best Presentation

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Supporting Racially DiverseStudents in Higher

EducationThaddeus Teo and Bobby Helton


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Agenda

Introduction

Community Cultural Wealth

Case Study

Effects of Pedagogy in Higher Education Popes Model of Multicultural Competence

Reflection


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The array of cultural knowledge, skills, abilities,and contacts of socially marginalized groups thatare usually not recognized.

Capital is used by communities of color tosurvive and resist oppression and discrimination.

These categories are not mutually exclusive.


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Aspirational Capital

Ability to maintain hopes and dreams forthe future, even in the face of real andperceived barriers.

Linguistic Capital Intellectual and social skills attained

through communication experiences in

more than one language and/or style.


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Familial Capital

Cultural knowledge nurtured amongfamily that carry a sense of communityhistory, memory, and cultural intuition.

Social Capital Networks of people and community

resources that provide both instrumental

and emotional support to navigatethrough societys institutions.


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Navigational Capital

Skills of maneuvering through socialinstitutions.

Resistant Capital

Skills fostered through oppositional

behavior that challenges inequality.


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Name the Capital(s)

No one in my extended family has evergone to college. One of the reasons Idecided to come to college was seeing mymother work long hours cleaning houses. Iguess I didnt want to be in the labor force

just because it is very tiring. Shes alwaystelling me that I have to go to college so

that I can have a better life.


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Name the Capital(s)

I went to an overcrowded, low-incomehigh school and was not taught aboutcollege application processwhat to do,letters of recommendation, what courses totake, signatures I might need and how toget them, or where to get finances. As Iwas involved in my community, I met a lot

of mentors and leaders who helped methrough the process of going to college.


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Case Study

While chatting at The Bistro with one of your classmates,Manuel, he describes an assignment for his Introduction toSociology class that is causing him some anxiety. Manuelsclass has been studying the sociology of education, and theunits upcoming assignment requires him to write areflection on how his family has contributed to his education.

He tells you that his parents are immigrants from CentralAmerica and that neither went to college. Feelingembarrassed and distraught, he feels he cannot complete theassignment. Using Community Cultural Wealth as aframework, in what ways might Manuel write about his

familys impact on his education?


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Curriculum

Peggy McIntosh (1997) argues thatmonoculturalism adversely impacts students inthe classroom.

McIntosh (1997) proposes an interactive

curriculum overhauling in order to successfullywork with racially diverse populations.

Before an overhaul can happen, McIntosh (1997)notes that there are three founding principles: all

people have racial identities, each person carrieswith them a set of unique circumstances, andWhites look at race under the rubric of others.


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Five Stages of Interactive Curriculum

1) All White History2)Exceptional Minority Individuals3)Minority Issues, or Minorities as Problems

or Victims4)The Lives and Cultures of People of Color

Everywhere as History5)History Reconstructed and Redefined to

Include All


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Sonia Nieto's Model of MulticulturalCurriculum
http://youtu.be/NIvmbFKIXvE?t=6shttp://youtu.be/NIvmbFKIXvE?t=6shttp://youtu.be/NIvmbFKIXvE?t=6shttp://youtu.be/NIvmbFKIXvE?t=6s


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Language

In Pedagogy of the Oppressed, Paulo Freirenoted that language and curriculum areinseparable.

Demanding that students speak standard

Englishhas racist and classist undertones.

Obiakor, Smith, and Sapp (2007) state, it isimperative that educators and practitionersanalyze the impact of words that they use wheninteracting with students, especially if they have

been traditionally disenfranchised by thedominant culture that controls the norms of thatsociety(p. 41).


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Learning Styles

David Kolb (1975) observed that keyagents of socialization influence thedevelopment of learning style.

According to Glauco De Vita (2001),

culture influences the way one perceives,organizes, and processes information.

In order to successfully work with studentsacross cultural, racial, and social

boundaries, it is necessary to incorporate avariety of learning styles into thecurriculum.


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Popes Model of MulticulturalCompetence

Awareness A belief that differences arevaluable and that learning about otherswho are culturally different is necessary

and rewarding. Knowledge Knowledge of diverse

cultures and oppressed groups (i.e.,history, traditions, values, customs, and

issues). Skill Ability to identify and openly

discuss cultural differences and issues.


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Reflection

Thinking back on what you have learnedabout Community Cultural Wealth, theimportance of Pedagogy as it relates to

diversity and inclusion, and Popes model ofMulticultural Competency, reflect on howyou can put the information you havelearned into action here at Seattle

University.

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Artifact D: Best Presentation