1. Using Cultural Intelligence to Build Relationships, Ensure Relevance and Promote Academic Achievement for All Students Rose Owens-West, Ph.D. Region IX Equity Assistance Center at WestEd Ensuring Equity to Close Achievement Gaps Conference Roseville, March 11, 2016 1

2. The School Community The school community is a social system made up of many different people. 2

3. Adapted form Clark County School District Cultural Responsiveness Framework. Race Ethnicity GenderGender Identity AgeReligion Geographic Location Place of Origin Socio- Economic Status Disability Occupation Size/ Body Shape Gender Expression Sexual Orientation DialectLanguage 21 st Century20 th Century DIVERSITY

4. Culture A dynamic social system, containing the values, beliefs, behaviors and norms of a specific group, organization, society or other collectivity where these are learned, shared, internalized and changeable by all members of the society. Hammer: 2007 4

5. School Community and Culture Culture both defines and impacts the school community. Culture of the school Cultures within the school 5

6. Why is Culture Important in the School Setting? Culture influences what we believe about Teaching and Learning What is valuable to learn Who can learn what is valuable to learn What content is How success and failure are defined What school is The roles of adults/administrators/teachers/staff The roles of children/youth/students The roles of parents and community members D’Silva, Hubbard, Hauk, and Salguero. 2013 6

7. Culture Clash Culture clash is the result of misunderstandings between individuals or groups of different cultures. 7

8. Culture Clash in School Settings Teacher and staff discord Toxic School Environments Disproportionality in Discipline Disproportionality in Programs Achievement Gaps 8

9. Culture Clash in School Settings Bullying Harassment Disengaged Students Disengaged Families 9

10. Bennett Developmental Model of Intercultural Sensitivity 10

11. Six Kinds of Experiences 1.Denial of difference 2.Defense against difference 3.Minimization of difference 4.Acceptance of difference 5.Adaptation to difference 6.Integration of difference into identity 11

12. Model of Intercultural Sensitivity Ethnocentrism to Ethnorelativism 12

13. Ethnocentrism to Ethnorelativism My experience is central to reality to My experience is one organization of reality among many viable possibilities 13

14. Ethnocentrism 1.Denial of difference 2.Defense against difference 3.Minimization of difference 14

15. Ethnorelativism 4.Acceptance of difference 5.Adaptation to difference 6.Integration of difference into identity 15

16. Ethnocentrism 1.Denial of difference 2.Defense against difference 3.Minimization of difference 16

17. Denial of difference A general disinterest in cultural difference At the heart is AVOIDANCE 17

18. Defense against difference My way is the best and only right way 18

19. Defense against difference A group feels their values are attacked. One group may want to bring others into their more superior way (assimilation) or exclude others not deemed equal or worthy. 19

20. Minimization of difference My cultural worldview is universal, everyone is just like me. 20

21. Minimization of difference Universalism: We are all the same. 21

22. Minimization of difference Physical Universalism: Cultural differences are subordinated and greater emphasis is placed on the similarity of people biologically. 22

23. Minimization of difference Transcendent Universalism: Cross-cultural applicability of religious, economic, political or philosophical concepts. 23

24. Ethnorelativism 4.Acceptance of difference 5.Adaptation to difference 6.Integration of difference into identity 24

25. Acceptance of difference My own cultural worldview is one of a number of equally complex worldviews. Experience others as different but equally human. 25

26. Adaptation to difference The experience of another culture yields perception and behavior appropriate to that culture. 26

27. Adaptation to difference Is Not Melting Pot Assimilation Is Mutual adjustment Authenticity 27

28. Integration of difference into identity The ability to include movement in and out of different cultural worldviews 28

29. Integration of difference into identity Not an ideal state, not necessarily better than adaptation, 29

30. Integration of difference into identity Constructive in terms of the ability to move in and out of cultures as a necessary and positive part of one’s own identity. 30

31. Cultural Differences How do we navigate these differences in the school setting? 31

32. Why are we still struggling? Lack of understanding: HOW we respond HOW to change 32

34. Cultural Intelligence Intelligence = WHY we respond and WHAT to do to respond appropriately 34

35. Cultural Intelligence Cultural Intelligence is a term used in business, education, government and academic research. Cultural intelligence can be understood as the capability to relate and work effectively across cultures. Livermore, D. The Cultural Intelligence Difference: Master the One Skill You Can’t do Without in Today’s Global Economy. 35

36. CQ: Cultural Intelligence Cultural Intelligence begins with developing an understanding of self 36

37. What does it mean to understand one’s own culture? What is your answer to this question? Take 2 minutes to write your answer. Share some ideas. 37

38. Cultural Intelligence CQ is developed through: cognitive means: the head (learning about your own and other cultures, and cultural diversity) physical means: the body (using your senses adapting your movements and body language to blend in motivational means: the emotions (gaining rewards and strength from acceptance and success) 38

39. Cultural Intelligence CQ is made up of four capabilities: 1.Drive = Motivation 2.Knowledge = Cognition 3.Strategy = Meta-cognition 4.Action = Behavior 39

40. Cultural Intelligence CQ Drive: Interest and confidence in functioning effectively in diverse settings CQ Knowledge: Understanding how cultures are similar and different 40

41. Cultural Intelligence CQ Strategy: Making sense of culturally diverse experiences CQ Action: Appropriately adapting behavior for different cultures 41

42. CQ Drive Assess Your CQ Drive Are you motivated to understand new students [cultures] and confident you can engage effectively with students when you work and relate to those of different cultures from your own? 42

43. CQ Drive Improve Your CQ Drive Face your biases Make connections to your interests Visualize what failure means for students 43

44. How can we improve? Face your biases Make connections to your interests Visualize what failure means for students What is your answer to this question? Share some ideas. 44

45. CQ Knowledge Assess Your CQ Knowledge How well do you understand the differences and similarities between your own culture and those of your students? 45

46. CQ Knowledge Improve Your CQ Knowledge Really get to know your students Gather good information about your students’ backgrounds/cultures Increase your awareness Learn about what your students value 46

47. How can we improve? Really get to know your students Increase your awareness Learn about what your students value What is your answer to this question? Share some ideas. 47

48. CQ Strategies Assess Your CQ Strategies To what extent can you make sense of the cultural diversity of your students’ and include those considerations as you plan lessons, assessments, and other learning experiences for them? 48

49. CQ Strategies 1.Awareness 2.Planning 3.Checking 49

50. CQ Strategies Improve Your Awareness Notice, don’t react Expand your comfort level, think broadly about alternatives Focus deeply on students Journal 50

51. CQ Strategies Improve Your Planning Plan interactions with students Create checklists Manage negative expectations 51

52. CQ Strategies Improve Your Checking Reframe situations Ask better questions 52

53. How can we improve? What is your answer to this question? Share some ideas. 53

54. CQ Actions Assess Your Actions To what degree can you adapt your behavior while still remaining authentic? 54

55. CQ Action Improve Your CQ Actions Verbal Language Non-verbal Gestures Facial expressions 55

56. How can we improve? Verbal actions Non-verbal actions What is your answer to this question? Share some ideas. 56

57. Why is there a Compelling Need for Cultural Intelligence in Education? What is your answer to this question? Review you answer in light of today’s discussion. 57

58. To build on the assets teachers, students and their families bring to the school setting. The capability to accurately understand, interpret and adapt behavior to cultural difference and commonality. 58

59. Why is there a Compelling Need for Cultural Intelligence in Education? To … relate and work effectively across cultures and with students of different racial, ethnic, linguistic, gender groups and physical and cognitive abilities. 59

60. References Bennett, Milton J. 2004. In Wurzel, J. (Ed.) Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62-77). Newton, MA: Intercultural Resource Corporation. D’Silva,K., Hubbard, A., Hauk, S., and Salguero, K. 2013. Intercultural Competence Research and Development Webinar. October 29, 2013. WestEd. Livermore, D. The Cultural Intelligence Difference: Master the One Skill You Can’t do Without in Today’s Global Economy. (2011). American Management Association. New York. School Climate. National School Climate Center. http://www.schoolclimate.org/climate Taylor, L. & Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/