Augustine, Marva

Gentle-Genitty, Carolyn

Grove, Kathleen

Khaja, Khadija

Modibo, Najja

IUPUIScholarWorks

Diverse Teaching Pedagogy  Creating Cultural Safety in the ClassroomsMulticultural Teaching and Learning InstituteThursday, April 23, 2009IUPUI Multicultural Teaching Community of Practice (MTCoP)Marva Augustine, M.S.W. Doctoral CandidateKathleen Grove, M.A. J.D. Khadija Khaja, Ph.D.Modibo, Najja, Ph.D. Carolyn Gentle-Genitty, Ph.D.Tinto’s Social Integration Model Most used model to explain and guide studies on retention. Academic and social integration are important for college students to succeed and persist  More than 50% of studies found a positive correlation between social integration and institutional commitment, retention, persistence, transfer, or graduation Tinto (1993) concluded that social integration is among the most influential of campus factorsTINTO’S MODEL TIPPED THE ICEBERG?Social & Academic  Integration CapacityFamily and Environmental FactorsCultural FactorsOrganizational FactorsMentorshipFaculty-Student  SupportLinguistic SupportWhat have we learnt From the Lit: Lack of pre college preparedness of  minority students  impact college performances and retention level? Faculty interaction have been identified as important for  minority retention Financial factors largely contributes to minority high college drop out rate? Cultural factors operates as a barrier for minority studentsContributing Factors  LiteratureFirstLow socio-economical statusPoor Pre- College PreparationCultural & Language differencesAm I a smart student? Generation college studentWhat does the university expects?Lack of  Role ModelImportant Points   Attending to “safety” is critical to an enhanced learning environment An “inclusive” classroom is a safe one Awareness and understanding of the “invisible culture” (Sheets 2005) of the classroom enhances instructor-student interactionsSource: Sheets, R.H. (2005).  Diversity Pedagogy: Examining the Role of Culture in the Teaching-Learning Process. Boston, MA: Pearson Education, Inc. What Is Your Definition of “Safety” in the Classroom?What Is Your Definition of “Safety” in the Classroom? When have you shut down and not felt safe to discuss anything? What helps or hinders classroom safety? What do you do to create a safe classroom?What helps classroom safety?   Clarity of Purpose Clarity of Expectations Engage students in developing ground rules Model how to have constructive dialogue and inquiry Be prepared, not surprised.What Hinders Classroom Safety?  Lack of appropriate boundaries or structureDisjunctions in teaching and learning stylesYour response to student resistance – active or passive“Contrapower” harassment (harassment of those with more organizational power by those with less)Source: “Contrapower harassment and the Professorial Archetype: Gender, Race, and Authority in the Classroom” by NiCole T. Buchanan and Tamara A. Bruce, Department of Psychology, Michigan State University, American Association of Colleges and Universities, On Campus With Women, online journal, Fall 2004/Winter 2005, Vol. 34, No. 1 - 2Engaging Resistance inthe Classroom   Affirm right to resist Slow pace of discussion Used to illustrate course content and promote insight Use “time-outs” Alter the mood of the classroomSource: “Resistance in the Diverse Classroom: Meanings and Opportunities”, Ximena Zuniga, Department of Student Development and Pupil Personnel Services, University of Massachusetts at Amherst, and Jane Mildred, Department of Sociology and Social Work, Westfield State College, American Association of Colleges and Universities, On Campus With Women, online journal, Fall 2004/Winter 2005, Vol. 34, No. 1 - 2Generating Constructive Dialogue   NO: Blaming Name-calling Sarcasm Aggression Scapegoats Jokes at another’s expense Preaching YES: Asking (inquiry) Stay on topic “I” messages Check it out Agree to disagree Direct challenges to entire class or to instructorDefining and Constructing Culturally Safe ClassroomsSome Examples?Understanding “Safety” From Multiple Disciplines  LAWWOMEN’S STUDIESLIBERAL ARTSSOCIAL WORK•Awareness of one’s identity and power•Confronting our own biases•Responding to biased comments •Confronting our own doubts and anxiety•Awareness of our need for student approvalOpportunities for GrowthWhen Was I Effective?   Praising and recognizing students    Instructor sharing their own mistakes   Personal stories of instructor and students   Student contribution   Inventory of our triggers See next slideCultural Safety: A classroom creation3/22/2017 19Defining the Classroom 4 walls that transcend Experts Vs Me interaction Vulnerability Vs Need to belongGOAL Social construction of reality with a shared vantage point. No one person knows enough to stand alone3/22/2017 20Identifying Roles thru Clarifying Expectations Instructors – Describe role and that of the student in knowledge and safety creation Students – Not expected to be experts but knowledgeable about their own cultural experiences and willing to share Together search for Equifinality – the premise that the same result may be researched from different beginning points3/22/2017 21Cautionary points Ethnocentrism is always present - Belief that one’s own culture or ethnic group is superior to others Exceptions to every rule Modeling by instructor is key Must be available to diffuse, explain, and create links to various view points Share thinking processes to help students value the experienceRemember difference should be celebratedTeaching “Women and Law” across several generations of women– baby boomers, generation X, and Millennials in same class (Kathy Grove) Life experience and context different  Different experience of gender roles and gender relations Knowledge of history different Learning styles and preferences differentGenerational Life ExperiencesGeneration Life ExperiencesBabyBoomersPill approved in 1960 by FDA, Kennedy Assassination, Civil Rights Movement, Man on the Moon, Women’s Movement, Vietnam War, Roe v. Wade, Title IX, Watergate, VCR’sGen X Reaganomics, Iran Contra, Challenger Accident, AIDS, Cable television, MTV, Personal computers, World Wide Web, Fall of USSR, Gulf WarMillennials Clinton, Cell phones, Digital technology, September 11th, War on Terrorism, “GW”, Reality TV, Global warming, Enron, Iraq War, American Idol, Human Genome, Mars RoverGenerational Rights of Adult Woman (age 18)Rights BabyBoomer (1964)Generation X(1982)Millennial(1998)Contraception 1965 Yes YesAbortion 1973 Yes YesEqual Pay 1963 Yes YesEqual Opportunity 1964 Yes YesEqual Education 1972 Yes YesSexualHarassmentNo 1986 YesFMLA No 1993 YesMilitary 1978 Yes YesTechniques (Mix it up) Baby boomers: share experience and lived history in class, reflection in writing Gen X: Grade rubrics, well-defined schedule and reward system, visuals  Millennials: Co-create curriculum, group work, presentationsPractice ModelCultural Climate ApproachMiddlesex Community College in Massachusetts developed programs with anemphasis on supporting cultural diversity and global awarenessSeven key initiatives included:  Changing the focus of the orientation program to emphasize the importance of valuing diversity Developing an easy-access program for English-as-a-Second-Language students Revising a portion of the student activities budget to focus on programs that address issues of diversity  Creating international student fellowships Creating an international club on campus Integrating the appreciation of cultural differences into the freshman seminar curriculum  Developing a student improvisational theater troupe. Results--- the programs have reduced the gap existing between minority and white students. BEST PRACTICE MODELComponents Linguistic support—language lab, accessible ESL Language barrier tend to affect minority students. Specifically Hispanics’ students reading and comprehension skills socioeconomic  support Organizational initiative to provide minority students with grants and text books loans.BEST PRACTICE MODELComponentsCultural Factor Research indicates that students' cultural background correlates with their preferred learning styles.  Students' individual learning preferences are typically accompanied by culturally determined tools. Students’ cultural background influences the way they process information  The fit between teaching and learning styles, facilitate or hinder minorities educational achievementBEST PRACTICE MODELComponentsFaculty-Student Interaction The research support the importance of faculty interaction with minority students  Study infer that minority students benefit from faculty – student relation Minority students require reinforcement from faculty especially during the first year of college Faculty members included in monitoring and assessmentReferenceAragon, S, A.  (2000). Beyond access: Methods and models for increasing retention and learning among minority students."Directions for Community College, edited by San Francisco: Jossey Bass.Bean, J. (1982). "Conceptual Models of Student Attrition." In E.T. Pascarella (Ed.) New Directions for Institutional Research: Studying Student Attrition, No. 36, pp. 17-28, San Francisco, Jossey-Bass.Bettinger, E., & Long, B. (2007). Institutional responses to reduce inequalities in college outcomes: Remedial and developmental courses in higher education. In S. Dickert-Conlin & R. Rubenstein (Eds.), Economic inequality and higher education: Access, persistence and success (pp. 69-100). New York: Russell Sage Foundation University Press.ReferenceBlanc, R., & Martin, D.  (1994). Supplemental instruction: Increasing student performance and persistence in difficult academic courses.  Academic Medicine, 69, 452-454.  Blocher, D.  (1978). Campus learning environments and the ecology of student development.In J. H. Banning (Ed.), Campus ecology: A perspective for student affairs [Monograph](pp. 17-23).  NASPA..   Borglum,K. & Kubala,T. (2000) Academic and social integration of community college students: a case study.  Community College Journal of Research and Practice,(24), pp.567-576 .Braxton,J.M., Milem,J.F. & Sullivan,A.S. (2000). "The influence of active learning on the college student departure process: toward arevisionof Tinto's theory" Journal of Higher Education, (75)5 pp.569-590.Braxton, J. M. (Ed.) (2000). Reworking the student departure puzzle. Nashville, TN: VanderbiltReferenceChoy, S. P. (2001). Students whose parents did not go to college: Postsecondary access, persistence, and attainment (NCES 2001-126). Washington, DC: U.S. Department of Education.Clagett, C. A. (1998) Can college actions improve the academic achievement of at-risk minority students?Clark, A.S. (1994).  Dropping out in America: A national dilemma.  In OERI Native American Youth At Risk Study, 1-13.  Washington, DC: Office of Educational Research and Improvement.THANK YOU 

Diverse teaching pedagogy: Creating cultural safety in the classroom

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Diverse teaching pedagogy: Creating cultural safety in the classroom

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