Those blood pressure words! by ddi37977


									                                                         Those blood pressure words!
    Use of PBS Strategies to                            Diversity/Multicultural/Social Justice
 enhance cultural competence in                         Segregation
      educational settings                              Oppression & Privilege
         A. Eldridge Greer, Ph.D.                       Social Capital
          Denver Public Schools
       Adams County School Dist. 14

Is Diversity/Multiculturalism/Social
                                                             Our educational system
Justice still important in education?
“The way to stop discrimination on the basis of         Our schools are typically more segregated than
race is to stop discriminating on the basis of race.”   immediately prior to Brown v. Topeka Board of
~ Supreme Court Chief Justice Roberts (July,                        (Harvard, 2001).
                                                        Education (Harvard, 2001).
                                                        African-American and Latino students continue to
                                                        be over-represented with regard to discipline
“None of us got where we are solely by pulling                                      (pbis           data).
                                                        referrals in urban settings (pbis secondary data).
ourselves up by our bootstraps. We got here
because somebody - a parent, a teacher, an Ivy                                           over-
                                                        White students continue to be over-represented
League crony or a few nuns - bent down and              with regard to G/T services.
helped us pick up our boots.” ~Former Supreme                                                        over-
                                                        GLBTQ and Native students continue to be over-
Court Justice Thurgood Marshall                         represented in suicidal attempts.

     Our educational system                                         Critical Insights
With greater frequency, our urban school settings       It is a fantastic first step to acknowledge that
are comprised predominantly of students of color,       oppression negatively impacts academic
from poverty, and those working on English              success.
mastery as a second language.
With increasing frequency, the staff in those same
schools are predominantly white, from the               However, it is more critical to examine how
middle/upper income classes, and are                    privilege impacts/inhibits the academic
monolingual English speakers.                           success of our students.
What impact could this have on education?

                       QQQ                                            Levels of Privilege
Q: How has our own personal privilege (e.g.,                 Individual Privilege
class, gender, race, education level, etc.)                  – Frequently unconscious biases/stereotypes that
been different than some of the students we                    we all carry
work with? What impact did you see it had                    Interpersonal Privilege
on your ability to successfully work with a                  – The combination of personal biases with
student/peer educationally?                                    behavior (e.g., educators unconsciously calling
                                                               on male students or “steering” Asian students to
                                                               math courses)

          Levels of Privilege                                     Education and Privilege
Cultural Privilege                                                                          over-
                                                             Education settings typically over-emphasize
– School/District-wide practices that unintentionally        personal and interpersonal oppression.
  reinforce middle class values (e.g., college attainment)
  and minimize other values.                                                                under-
                                                             Education settings typically under-
Institutional Privilege                                      emphasize cultural and institutional
– Rules (formal and informal) that support dominant          privilege.
                                                             This results in schools often mis-responding
– School/District rules that intentionally/unintentionally
  confer resources to some students and not others (e.g.,    to cultural/institutional issues through an
  monolingual educational practices, NCLB)                   individual/interpersonal lens.

 “Twoness” of being American                                       Twoness in Education
The premise that to identify as an American,                 Educators/communities with social capital often
                                                             see the positives of Education—largely because
one has to hold on to two constantly warring                 they have personally benefited from it. We often
beliefs (Noguera, 2007):                                     believe that education is the key to liberation/
– We believe in liberty, equal opportunity,                  success.
  individual success, that we are morally good.              Students/communities without social capital often
– Our republic was built upon chattel slavery,               can see the negatives of Education, largely
  opportunity was/is often afforded to those with                        hasn’                        people’
                                                             because it hasn’t led to enough of our people’s
                                                             liberation/success. In fact, it can be seen as the
  wealth/social capital, that we have a history of           barrier.
  international violence towards others, etc.

            Quote to ponder                                                    Buffers
To insist, then, that we “master our own                                         buffers”
                                                             There are several “buffers” that impact our
culture” before learning others only defers
culture”                                                                                     (Schmoker,
                                                             vision with regard to education (Schmoker,
the vexing question: What gets to count as                   2007)
our own culture? What makes knowledge                        – Our own twoness
worth knowing?                                               – Structures that minimize true community
– Henry Louis Gates, Jr.                                     – Our discomfort with showing what happens in
                                                               the classroom.
                                                             – How instruction is supervised by administrators.

                     Activity                                                  Solutions
What the buffers are at your school that                                                        thought”
                                                              Reconsideration of the “center of thought”
makes it difficult to honestly discuss                        Creating community capital
multicultural/diversity/social justice issues                 Viewing diversity always as a strength—not
that are impacting?:                                          a barrier
– Your education staff
                                                              Willingness to let go of some unearned
– Your students
– Your school’s community
                                                                            day- to-
                                                              Changing the day-to-day curricular
– The interface of these three together

                                                               Example: Overland High School,
      Use of PBS Strategies
                                                                Cherry Creek School District
PBS strategies can be centrally situated to help                           ethnic-
                                                              Creation of ethnic-specific mentor programs
with this divide:
– Use of data to guide decision-making
                        decision-                             to aid in academic and CSAP preparation.
– Use of data to examine socio-cultural trends                Creation of photographic posters partnering
– Enhancing buy-in by students for a proactive/positive
  school environment                                          students with adults who help to guide their
– Awareness by educators for what students want in a          success.
  proactive/positive school environment
– Use of tools, such as Restorative Justice, that aim to
  address violations of school culture in an interpersonal
– Use of positive strategies versus punisher strategies.

   Example: Odyssey K-8 School                    Example: Adams CO School District
     (Denver Public Schools)                                    14
              School-             principles”
 Creation of “School-wide Design principles”       PBS rubrics that mirrored those of the
 that guide student behavior/parent                feeder middle schools was used by the high
 involvement/ teacher instruction                  school. This minimized the need of
                                                   incoming students to have to learn “new”
                                                   school- wide/classroom-
                                                   school-wide/classroom-wide expectations.

                 Activity                                          Other ideas
 What are ways you can increase the social         Creation of a diverse student PBS team and truly
 capital of your school’s community at the
                 school’                           empower the members.
 universal, targeted and intensive levels.         Include a diverse representation of community
                                                   members on your PBS team.
 What are the potential barriers are (that your
                                                   Identify ways to increase the social capital of the
 school is in control over)?
                                                   community in relation to your school.
                                                   Identify ways for staff to discuss their privilege and
                                                   ways to decrease the impact unearned privilege
                                                   has on the educational environment.

        Concluding thought:
                                                             Useful Resources
                                                   Elmore, Richard. Building a new structure
                                                   for school leadership.
What you tolerate is what you teach                Noguera,
                                                   Noguera, Pedro. City Schools and the
                                                   American Dream.
                                                   Rethinking Schools: An agenda for change
                                                   (ibsn:1- 56584- 215-


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