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Culturally Responsive Instructional and Disciplinary Practices. We can’t teach who we don’t know Dr. Lisa Williams Office of Equity and Cultural Proficiency. The objectives of today’s session include:. Examine the demographic features of the population of students attending BCPS. - PowerPoint PPT Presentation
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WE CAN’T TEACH WHO WE DON’T KNOW DR. LISA WILLIAMS
OFFICE OF EQUITY AND CULTURAL PROFICIENCY
Culturally Responsive Instructional and Disciplinary
Practices
The objectives of today’s session include:
Examine the demographic features of the population of students attending BCPS.
Examine the understanding of “behavior” as a social construction.
Discuss the implication of cultural mismatch.Identify ways to eliminate or minimize
instances of culturally unresponsive behaviors.
Enrollment by race/ethnicity
Between 2007 and 2019, enrollment in public elementary and secondary schools is projected to: Decrease 4% for students who are White; Decrease 4% for students who are Black; Increase 36% for students who are Hispanic; Increase 31% for students who are Asian or Pacific
Islander; Increase 13% for students who are American Indian or
Alaska Native
Our Changing Minority Enrollment
Division of Curriculum and Instruction – May 23, 2011
4
* Categories for Multiracial and Hawaiian/Pacific Island were not tracked in 1980.
English Language Learners (ELL) Students, 1999-2010
Division of Curriculum and Instruction – May 23, 2011
5
Homeless Students
Division of Curriculum and Instruction – May 23, 2011
6
*2010 data is year to date
*
Free and Reduced Meal Students (FARMS) 1989-
2010
Division of Curriculum and Instruction – May 23, 2011
7
What is challenging behavior?
What is disruptive behavior?
How do you know…
When behavior has moved from challenged to disruptive?
When behavior has moved from disruptive to challenged?
How do you manage the subjective nature of the issue?
Complicating an already Complicated Proposition
Culture mediates our perceptions Values Believes Behaviors Language Mores
Cultural Mismatch
Do you know it when you see it?
Why you need to know it when you see it: Data Describing Disciplinary
Disparities?Classroom Management
◦ “Violations of implicit interactional codes” (Vavrus & Coles, 2002)
◦ Interactions of some teachers/some students?Cultural Disparities
◦ Cultural misinterpretations◦ Lower or different expectations
Influence of stereotypes◦ How are African American boys perceived?◦ Different standards of “boys will be boys”◦ Differential standards for “respect”, “loitering”,
“threat”
Do you ever see perceptual mismatches?
How do you handle it when you do?
What Behaviors are Students Referred What Behaviors are Students Referred For? By RaceFor? By Race
What Behaviors are Students Referred What Behaviors are Students Referred For? By RaceFor? By Race
White students referred more for:
SmokingVandalismLeaving w/o permissionObscene Language
Black students referred more for:
DisrespectExcessive NoiseThreatLoitering
Of 32 infractions, only 8 significant differencesOf 32 infractions, only 8 significant differences::
Alternative Explanations of Alternative Explanations of Disciplinary DisproportionalityDisciplinary Disproportionality
Do black students misbehave more?◦No supporting evidence◦May in fact be treated more severely for same offenses
Is Disciplinary Removal Effective?
30-50% of students suspended are repeat offenders◦ “Suspension functions as a reinforcer...rather than as
a punisher” (Tobin, Sugai & Colvin,1996)
Use of suspension correlates with◦ School dropout (school level) (Raffaele-Mendez;
Ekstrom, 1986)◦ Juvenile incarceration (state level) (Skiba et al)
The Case for Culturally Responsive Practices
How do culturally responsive practices work to effectively help us navigate the
teaching and learning process
Allows us to root decisions in a shared sense of reality.
Relationally based teaching and learning- the “who” matters just as much as the “what.”
Requires recognition of the perceptions and experiences of students.
What are some requisite considerations if we are to be culturally responsive
Shared languageShared understandingConsistent consequencesUse of praiseAttention to building the internal locus of
control
-PEDRO NOGUERA, CITY SCHOOLS AND THE AMERICAN DREAM
I fundamentally believe that educating all children, even those who are poor and non-white, is an achievable goal, if we truly value all children, Of course, that is the
real question: Does American society truly value all of its
children?
DR. LISA WILLIAMSOFFICE OF EQUITY AND CULTURAL PROFICIENCY
Thanks for your attention