What Color is Diversity in the 21 st Century? OJDDA Fall Conference Canyonville, OR September 19, 2011 Johnny Lake

What Color is Diversity in the 21 st Century? OJDDA Fall Conference Canyonville, OR September 19, 2011 Johnny Lake positiveimages07@gmail.com www.positiveimagesconsulting.com

Learning Pyramid

New Knowledge When we engage new knowledge/learning we may hesitate to employ it We are more likely to retain it if we use it or apply it immediately When we can see its connection and relevance to previous knowledge we are more likely to use it

Theories in Use Espoused Theories- theories we claim to support, speak about and practice. i.e. “We value and celebrate Diversity”. Theories-in-use- existing theories that directs and serves to rationalize and explain our actions. “We make the minimal efforts to support diversity to avoid censure or criticism.” We are not always conscious of the incongruence between espoused theories and theories-in-use. When we are we tend to avoid facing it. Argyris & Schon (1974)

Learn, Unlearn and Relearn “ The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler b.1928)1928

What Color? Anyone ever saw a Red Native American? What color is a Latino? Anyone ever saw an Asian who was yellow? Is a white person’s skin really white? Is a black person’s skin really black? If they are not accurate descriptions of people’s skin color why are they still used? Why are they still used in the 21 st century?

Learning Whatever competence means today, we can be sure its meaning will have changed by tomorrow. The foundation for future professional competence seems to be the capacity to learn how to learn (Schein, 1972). When you want to learn as badly as you want to breathe, then and only then will you become wise. Aristotle

Diversity on Oregon’s Horizon

Oregon Population Percent Change Since 1990

Oregon Population 2000

70% of Oregon’s population live in these 8 counties

U.S. Population 2000

U.S. Population Projections

Demographic Change Whites Becoming a Smaller Piece of the Pie While whites accounted for 83.9 percent of the U.S. population in 1990, they are expected to only be 65.5 percent of the population by 2015, according to the U.S. Census Bureau. Whites will be the minority by 2042. Eight years sooner than predicted. Language is also an important diversity issue.

What Is Diversity?

A Beautiful Journey

Typical Diversity Training

Diversity-What Do We Really Mean? The local newspaper mentions that the police department has “diversified” its work force. Who did they hire? Discussions about diversity are often limited to race, ethnicity and gender Lack of diversity historically Trip to New York

Conversations about Race?

Diversity Definition Diversity exists when all communities, including traditionally excluded communities, and all designated groups within communities, can give voice effectively to their issues and partake equitably in the decision-making structures that determine their lives.

Justice

Race/Ethnicity statistics from the Oregon Youth Authority (OYA) Source: http://www.oya.state.or.us/QuickFacts.pdf http://www.oya.state.or.us/QuickFacts.pdf

OYA African American Population

OYA Latino Population

OYA Native American Population

OYA Asian Population

OYA White Population

Lifetime Risks Risk of a boy born in 2001 going to prison White boy: 1 in 17 chance Latino boy: 1 in 6 chance Black boy: 1 in 3 chance Risk of a girl born in 2001 going to prison White girl: 1 in 111 chance Latino girl: 1 in 45 chance Black girl: 1 in 17 chance US Department of Justice Stats (August 2003)

CONTEXT

Context Context: Context includes the facts, circumstances and conditions which "surround" a situation or an event. This context (including the physical location) of an event or situation can be of major significance. The relationship of artifacts and other cultural remains to each other and the situation in which they are found.

Monocultural

Monoculturalism In monocultural perspective there is only one way to be right. When there is only one way to be right guess whose way that happens to be? This perspective resists the inclusion of other ideas, views and persons.

Monocultural Viewpoint Growing up in a monocultural setting tends to result in an already held set of biases. Such biases tend to produce a natural and automatic inclination to engage in stereotyping of others. We tend to ignore information that challenges our already held beliefs. We tend to exaggerate information that confirms our already held belief.

Multicultural

Multiculturalism Multiculturalism-promoting an increased awareness, acceptance and appreciation of cultural diversity in schools and communities. This diversifies our community and recognizes the contributions of women, minorities and others, adding to our knowledge by increasing the number of perspectives, approaches and ideas.

Our World is Not Homogeneous “We do a great disservice to students when we allow them to continue in a homogeneous setting because this is not a homogeneous world.” Nikki Giovanni

IDENTITY

Who Are You?

Identity 1.Individual Identity and group identity is chosen, but is also assigned to us. 2.Any identity relies upon the recognition of differences between self and others. 3.Identities emerge from a process of negotiation between our own choices and identity-assigning influences around us. 4.Identities are the results of processes of power relations and are located in the structures of power

Identity Identity, as an individual and as part of the larger community is important. We are individuals, but also part of a larger collective group and a member of the even larger collective of human beings. When any immutable characteristics of our person is assigned meanings that represent our entire being, we are dehumanized and depersonalized.

Identity 1.Identities are not permanently fixed, but are processes. 2.Identity always involves multiplicity, where individuals have multiple roles and positions. 3.Identity is complex, rarely coherent and integrated, but more likely to be contradictory and changeable.

Identity Triangle

Identity Triangle (cont)

SELF SELF We exist in a great universe. We are familiar with “self” We tend to think well of “self”

OTHER OTHER We are not alone in the universe. There are other persons in the universe with us We are not familiar with them We view them as different from us

Self and Other Self OTHER There is a physical separation between “SELF” and “OTHER”. This physical separation also is the basis for a psychological separation that allows us to rationalize and even justify very different treatment for the “others” than we are willing to accept for ourselves. When we talk about “those people” and the different experiences that they have we generally employ a specific internal narrative. When we hear about terrible events or experiences for those people we first say “that is terrible. It is really too bad that happened to those people”. But the very next part of this internal narrative follows with “I am glad that it did not happen to ME” or to someone you care for and love. When something terrible happens to us or to the people that we love, we engage in a different internal narrative. When these terrible events or experiences happen we again will say “Oh my, that is terrible. That is wrong. It should not have happened to me.” When someone we care for and love experiences tragedy we say something like “That should never have happened. What can I do to help?” We will call on the phone when we cannot show up and let people know that we were “thinking about them” even if we could not go to help. We will take immediate action to help. We identify with our own loss and we identify with the victim of terrible events and experiences when we know them, care for them and love them.

Communication Helps to Create Community

Why Are You Black?

When Did You Learn? 1.When did you first notice that there were others different than you? 2.What did it feel like for you? 3.Have you ever been treated differently because of your differences? 4.Talk about one time when you have treated others differently based on who they were.

Unlearning Unlearn our stereotypical knowledge of race. ( Smith-Maddox, p.80). Participate in developing multicultural contexts that provide a “cohesive set of meanings to facilitate interracial, ethnic, and class interaction and participation” and the ‘establishment of a fair and equitable opportunity structure that also affirms distinctive racial and ethnic groups and their cultural repertoires” (Carter 2000, p. 70).

Communication! Communication starts before we ever open our mouth. Over 80% of communication is non-verbal.

Influence INSTITUTIONAL Individual

Responsibility Collective Responsibility Individual Responsibility

Collectives For the most part we do not first see, and then define, we define first and then see.” Walter Lippman, Public Opinion We generally see other persons as members of groups or “collectives”, “different” from us. We accept and use the collective definition. We can give the person a chance to define themselves. As part of a collective we can accept the collective definition or we can work to change it. It is a luxury to be seen as an individual and not as a representative of your “collective group”. This “luxury” is generally only afforded to members of the dominant group or culture.

Critical Thinking Can Lead to Truth Truth that has been merely learned is like an artificial limb, a false tooth, a waxen nose; at best, like a nose made out of another’s flesh; it adheres to us only because it is put on. But truth acquired by thinking of our own is like a natural limb; it alone really belongs to us. Artur Schopenhauer, philosopher

STEREOTYPES

Stereotypes The subtlest and most pervasive of all influences…create and maintain…stereotypes. We are told about the world before we see it. We imagine most things before we experience them. Those preconceptions, unless education has made us acutely aware, govern deeply the whole process of perception. (Lippmann, 1922)

Stereotypes “The systems of stereotypes may be the core of our personal tradition, the defenses of our position in society.” “A pattern of stereotypes is not neutral.” “The stereotypes are, therefore, highly charged with the feelings that are attached to them.’ Walter Lippman, Public Opinion 1922

Stereotypes Blanket beliefs and expectations about members of certain groups that present an oversimplified opinion or prejudiced attitude. They go beyond necessary and useful categorizations and generalizations in that they are typically negative, are based on little accurate information and are highly resistant to change.

Images in Our Minds “History acts because it is the basis of the image which is the ground of our acts-for people act out of their image. They respond not to the situation but to the situation transformed by the image they carry in their mind.” Lerone Bennett

4 Steps to Deal with Stereotypes 1.Recognize and admit we deploy stereotypes 2.Suspend the judgment 3.Engage in legitimate and meaningful interactions with the target of stereotyping 4.Employ the new information to make better, more informed decisions about others

What is Race? Is Race Real? Is Race an Illusion? Race is not REAL…as a Biological Construct. Race is not an illusion…Race is REAL as a social, political and historical construct. Race may not be a valid scientific construct, but racism is REAL.

Defining Race and Ethnicity Race – Groupings of people based on shared physical characteristics (physiognomy) – 3 so-called races (caucasoid, negroid, mongoloid) – Within-group differences related to race account for more variation in genetic and behavioral systems than do between-group differences (B & L) – Socially constructed  Race is now a socio-historical concept dependent on societal perception that differences exist and they are important

Defining Race and Ethnicity Ethnicity – More directly connected to concept of culture – Common nationality, origin, lineage, roots, language – A means by which culture is transmitted – Today: at least 270 ethnic groups including at least 170 Native American groups – Ethnicity and race inexorably linked to other social variables (B & L)

Race Race is often viewed as an issue of the past. But as Omi and Winant (1994) suggests that “Race is at the center of the American experience.” Race is ‘concurrently an obvious and complex phenomenon.” Everyone “knows” what race is, but cannot accurately define race, what makes racial groups, who belongs and what you call them. “Race and racial logic are ubiquitous.”

Naming Racial Groups Not a neutral act Rarely can self-select Race is deployed as a social, political, historical and cultural reality, but is not a biological or genetically proven reality. “The determination of racial categories is thus an intensely political process.” Omi and Winant (1994)

Understanding Race Until we understand the concept of race, it is impossible to effectively analyze the familiar issues which involve race. Race is a “fundamental dimension of social organization and cultural meaning”. Omi and Winant (1994)

Race a Social Construct Whiteness as a scientific, biological or anthropological reality has no basis, validity or legitimacy. “There is no national, religious, linguistic or cultural group or economic class that constitutes a race.” There is scientifically no such thing as a "white race" of people. “With the vast expansion of scientific knowledge in this century, however, it has become clear that human populations are not unambiguous, clearly demarcated, biologically distinct groups.” American Anthropologist 100(3): 712-715

Personal Whiteness “The discovery of personal whiteness among the world’s peoples is a very modern thing,- a 19th and 20th century matter, indeed. The ancient world would have laughed at such a distinction.” “Even up into the 18 th century we were hammering our national manikins into one, great, Universal Man…which ignored color or race even more than birth. “DuBois, Darkwater, p.29,30). 1919

Race Not Biological Whiteness as a scientific, biological or anthropological reality has no basis, validity or legitimacy. “There is no national, religious, linguistic or cultural group or economic class that constitutes a race.” There is scientifically no such thing as a "white race" of people. “With the vast expansion of scientific knowledge in this century, however, it has become clear that human populations are not unambiguous, clearly demarcated, biologically distinct groups.” American Anthropologist 100(3): 712-715

Europeans Not White Europeans were not called white before they left Europe. Exposure to other cultures and peoples appearing physically different than them led to conclusions that Europeans were more alike than they had previously considered. Europeans began to view themselves as different from the peoples they were encountering. Their engagements and domination of other cultures led them to a belief of superiority to other peoples. This was attributed to and described as race and racial superiority. Subsequent efforts were used to reaffirm this idea of superiority. Failure of other cultures and peoples became a necessary corollary to ensure white dominance and privilege.

“Increased knowledge of the fundamental differences among peoples of the world also seemed to promote Europeans’ recognition of the similarities among themselves. In other words, exploration and expansion overseas resulted from and reinforced nationalism at the same time that it promoted an overall collective vision of a Europe in contradistinction to the rest of the world.” (Berkhofer, 1979)

Racism Provides Privilege According to Roediger (1991) in America racism involves unequal distribution of systemic power for people with white-skin privilege in 4 main areas: 1.the power to make and enforce decisions; 2.access to resources, broadly defined; 3.the ability to set and determine standards for what is considered appropriate behavior; 4.the ability to define reality.

Discipline Disparity In Rhode Island, Martin, an African American student, was expelled for having a keychain knife at school, for bringing a “weapon” to school. In Vermont, a white student was not suspended or expelled for bringing a loaded shotgun to school. In Michigan, two white students caught with a gun in their trunk received a ten-day suspension and 40 hours of community service. In another Michigan county, a Black student was expelled for cleaning his fingernails with a pocketknife, which he relinquished when asked. In Chicago, students reported they were suspended when school authorities interpreted their break dancing poses as “gang representations.” In Montana, Native American students were disciplined for “defiance of authority” because they would not look the teachers in the eye, consistent with their cultural backgrounds and training.

Whiteness and Success Acting in ways that are considered to lead to academic success by minority students is often seen as “acting White”.

Acting White This equates “being smart” with “acting White” and equates failure with “acting Black” or ‘acting Latino”. If students of color are “acting White” what is it that White students are doing? Would they say they are “acting White”? Or would they say they are White?

Acting Race? Do you know a White student who “acts Black”? What makes you say he is “acting Black”? Is he painting his face black? Do you know a Black student who “acts White”? What makes you say he is “acting White”? Is he painting his face white? Culture and race are collapsed into one definition. Are they the same thing?

Acting Culture? I have to walk like a white boy I have to talk like a white boy I have to dress like a white boy I have to act like a white boy Just to get a job I am not going to do it. Fly (Latino youth)

Culture and Race Conflated In the absence of clear biological evidence to support racial definitions, a set of cultural practices are accepted and function as a racial marker and category. Thus, “acting white” or “acting black” is a cultural critique perceived as a racial critique, i.e. “Obama is not Black enough”.

Racism Is… The American Heritage Dictionary defines Racism : 1.The belief that race accounts for differences in human character or ability; a particular race is superior to others. 2. Discrimination or prejudice based on race. 3.Prejudice plus power. Judith Katz, in White Awareness, and Glenn Singleton, in Courageous Conversations About Race, added this qualification.

CULTURE

Culture What is Culture? Who has Culture? How do we obtain Culture?

Dominant Culture Western European tradition Values: – Material wealth – Individualism – Freedom – Democracy – Meritocracy – Equality (vs. equity)

Privilege Subtle process of obtaining unequal access to societal benefits Operates on a continuum Not overt process for us in situations where we experience privilege  We don’t’ actively view ourselves as oppressors of others Extremely overt process in situations where we lack privilege

Acculturation and Assimilation Acculturation- Those phenomena which result when groups of individuals having different cultures come into continuous first-hand contact, with subsequent changes in the original culture patterns of either or both groups (Berry, 2003) Assimilation- When one ethnic or cultural group acquires behavior, values, perspective, ethos, and characteristics of another group and sheds its own cultural characteritics. Banks (2004) Process whereby a minority group gradually adopts the customs and attitudes of a prevailing culture. American Heritage Dictionary, 4 th Ed. (2000)

Culture Definition Culture- culture consists of the abstract values, beliefs, and perceptions of the world that lie behind people’s behavior, and which are reflected in their behavior. These are shared by members of a society, and when acted upon, they produce behavior considered acceptable within that society. Culture is learned, rather than inherited biologically, and the parts of a culture function as an integrated whole.

Cultural Contests By identifying and investing specific behaviors, physical and cultural components with meaning and value, schools and institutions can create a hierarchy based on characteristics of children, their families, cultures and communities. “When a majority group assumes the power of instituting norms from which minority groups are seen as deviate, differences between these groups become institutionalized. Difference is then perceived as a deficit, or as a failure to meet the standards of the majority.” (Kich, 1996: p. 266).

Cultural Match/Cultural Mismatch The majority of service providers are generally white and middle class, and cultural norms and values of the institutional cultures are generally derived from and defined by dominant, middle class culture perspective. There may be a “cultural match” between similarly situated students and service providers. There also may exist a “cultural mismatch” between poor and minority students and the service providers.

Reshaping Cultural Outlooks "Clearly, if acquiring a cultural identity through primary socialization requires full immersion in a culture over a long period of time, it stands to reason that reshaping one's cultural outlook as a result of secondary socialization will also take considerable time" (Cushner, 1996).

Patterns of Adjustment As indicated by Cushner (1996), "studies of cross-cultural experiences suggest that there is a fairly predictable pattern of adjustment when interacting with people one perceives as different from oneself" (p.84).

Cultural Competence Cultural competence- an ongoing effort of learning, developing and using skills and abilities that explicitly recognizes and values cultural differences and attempts to be inclusive and competent in interactions with other racial, ethnic and cultural groups. The ability to operate effectively and successfully with your own and other cultures different from your own.

Hierarchy of Cultural Competency Unconsciously Incompetent Consciously Incompetent Consciously Competent Unconsciously Competent

Cultural Proficiency Adapted from Lindsey, et al. (2005)

Defining Ethnicity Ethnicity – More directly connected to concept of culture – Common nationality, origin, lineage, roots, language – A means by which culture is transmitted – Today: at least 270 ethnic groups including at least 170 Native American groups – Ethnicity and race inexorably linked to other social variables (B & L)

POVERTY

Poverty In Oregon 1 in 17 households go hungry. 42% of these families have at least one person working. 20% of children under five in Oregon live in poverty. 70,000 children go to bed hungry every day. 39% of the homeless population are children. 75% of Oregon’s ‘90’s economic boom went to the richest 20% and only 5% reached the poorest 20% of Oregonians.

Poverty and Education

Income and Wealth Top 20% of population earns 47.2% of income Bottom 20% earns 4.2% of income 10% of the population, with median wealth of $483,000 holds about 72% of wealth (net assets) 55% of all U.S. households have no net assets

GENDER

Gender Socially acceptable stereotyping Defining sex vs. gender – Sex refers to biological differences between males and females – Gender refers to normative expectations attached to sexes and focuses on characteristics of femininity and masculinity that are determined by culture, not biology – Not dichotomous variables

Gender Identity By two years old, children are aware of their gender and begin to learn expected behavior By six or seven, have clear ideas about gender and strive to conform to expected roles Socialization characteristics become so much a part of our identity that we forget they were learned and are not innate Images, attitudes, activities, and appropriate behavior associated with gender are always culturally and historically specific

Gender and Jobs/Wages Women make up 55% of college students, earn majority of bachelor and master’s degrees, and make up 40% of doctorates (1999) Yet women with bachelor’s degrees only earn 63% of inc. earned by men with same degree Men = less than 2% of pre-K/K teachers, 17% of elementary, about half of HS, but hold 55% of principalships (1999) Overall, women make up 71% of all K-12, but only 36% of college faculty In 1955, women earned 65 cents for every 1 dollar earned by men: Today… 74 cents.

CHILDREN ARE THE FUTURE

What Do Children Get? The US has the richest adults and the poorest children in any Western nation (Males, 1999). The average age of a homeless person in the US is 9 years old. A child born in New York today is less likely to live to be 5 years old than a child born in Shanghai.

Health Care for Children? We spend twice as much on medical care as many European nations, yet American children are twice as likely to die before the age of 5 as Czech children.twice as likely

What Do Children Get? According to World Bank estimates, the global economic crisis will cause an additional 22 children to die per hour, throughout all of 2009. And that’s the best-case scenario. The World Bank says it’s possible the toll will be twice that: an additional 400,000 child deaths, or an extra child dying every 79 seconds.

What Can We Do?

Mutual Accommodation  Organizations and staff, as well as clients and families must understand and modify behaviors and attitudes in the effort to reach what must be defined as common goals of the organizations and the communities.  All leaders and administrators need to develop skills in multicultural communication, interactions and understanding.

What Does It Look Like?  Organizations and individuals will accept, respect and build on the culture, language and family knowledge and experiences as legitimate and valuable resources and basis for learning and working with others.  Communities and families will accept, respect and interact with organizations. Engage the culture, expectations, and learn necessary skills to achieve success, and also inform the culture and practices.

Recommendations  Directions, training and practical experience to prepare service providers to provide culturally responsive and culturally competent services to all clients. More specifically, all service providers should be provided ongoing training and experiences that help them to be familiar with the beliefs, values, cultural practices, discourse styles, and other features of a diverse community.

Recommendations  Skills to understand and implement policies, initiatives and strategies  Courses and experience to understand, create, and modify an environment to meet individual needs.  Competency in management and communication in agency and community.  Instruction in assessments and training  Instruction in effective intervention and corrective strategies and actions.

Global Strategies Not rocket science Organizational level – Administrative efforts – Staff efforts – Client service – Community service Personal level – Ongoing education in diversity and cultural competence – Seeking consultation/support – Action planning

The Quality of Our Intent “What is the quality of your intent? Certain people have a way of saying things that shake us at the core. Even when the words do not seem harsh or offensive, the impact is shattering. What we could be experiencing is the intent behind the words. When we intend to do good, we do. When we intend to do harm, it happens. What each of us must come to realize is that our intent always comes through.

The Quality of Our Intent (cont.) We cannot sugarcoat the feelings in our heart of hearts. The emotion is the energy that motivates. We cannot ignore what we really want to create. We should be honest and do it the way we feel it. What we owe to ourselves and everyone around is to examine the reasons of our true intent. My intent will be evident in the results.” Thurgood Marshall

CHANGING THE WORLD “The world changes according to the way people see it, and if you can alter, even by a millimeter, the way people look at reality, then you can change the world.” James Baldwin

Diversity-What Do We Mean? Diversity, generally understood and embraced, is not casual tolerance of anything and everything not yourself. It is not polite accommodation, instead, diversity is, in action, the sometimes painful awareness that other people, other races, other voices, other habits of mind, have as much integrity of being, as much claim on the world as you do…And I urge you, amid all the differences present to the eye and mind, to reach out to create the bond that will protect us all. We are meant to be here together. William M. Chase

We will surely get to our destination if we join hands Aung San Suu Kyi

21 st Century Skills In the twenty-first century, a mastery of basic skills is no longer sufficient. – Almost any job that pays more than minimum wage - both blue and white collar - now requires employees who can regularly solve a range of intellectual and technical challenges. – Work, learning, and global citizenship in the twenty-first century demand that we know how to think - reason, analyze, weigh evidence, problem- solve - and communicate with others effectively.

Growing Need for Higher Levels of Education: Projections of Education Shortages and Surpluses in 2012 Associates Degree Some College Shortage Surplus Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population Projection Estimates Bachelor’s Degree

21 st Century Skills During the past 20 years, the skills required to succeed in the economy and world have expanded and changed drastically, but the skills we learn have changed very little. – Significantly, we cannot turn back the clock. – We cannot sit still. Each day we sit still we fall farther behind. Will Rogers said “Even if you're on the right track you'll get run over if you just sit there.”

21 st century Skills We must continually work to develop and maintain skills needed to meet the needs of a changing community in this century. As we recognize and understand the needs of citizens in an environment where technology has collapsed the boundaries of geography and time. Information and service is the basis of an effective business. Agencies and staff must be able learn and adapt to change.

21 st Century Skills Understand how to access, evaluate, and analyze information from a number of sources; Be able to think critically and creatively about how to apply information to real-world problems; Be self-disciplined, well-organized, and a self-directed learner; Collaborate and work well as a member of a team; Be flexible and adaptable; Don’t be afraid to test assumptions and take risks, understanding that failure is part of the process; Be able to communicate effectively, both in writing and oral presentations.

21 st Century Skills Be able to apply, transfer, and adapt learning to new and novel situations and problems. Participate in inquiry and problem solving: – Be able to frame, investigate, and solve problems using a range of information resources; – Be able to pose a substantive question or problem; access, analyze, synthesize, evaluate, and interpret information; to present a solution

21 st Century Skills The New Commission on the Skills of the American Workforce (2007): – Creative – Analyze and synthesize – Innovative – Self-disciplined and well organized – Able to learn very quickly – Work well as a member of a team – Flexible

21 st Century Skills Professional development should be: – Ongoing rather than episodic; – Collective rather than individual; – Job-embedded rather than external; and – Systematically aligned with agency needs and priorities.

21 st Century Skills Successful implementation of 21 st century skills will require more than the creation and adoption of new policies; it will require all people to embrace different assumptions, develop interdependent relationships, and, most importantly, act in new ways. Effective professional development is a very important part of the work.

21 st Century Skills Learning is a dynamic process. Because our agencies have to meet the needs of the communities of which they are a part, our agencies must able and willing to change and adapt as needs and priorities change. – The changes in our communities have outpaced changes made inside agencies and organizations. – Demands on agencies and staff have increased.

African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year- Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

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? - Pedro Noguera

Schools and Jails Failure in school is a strong predictor of future involvement with the justice system. Success in education and social adjustment is an important protective actor for youth. Overrepresentation of students of color in the discipline statistics in schools mirrors the overrepresentation of students of color in juvenile and adult justice systems.

Being suspended or expelled from school is reported by students as 1 of top 3 school-related reasons for leaving school. A dropout is more likely to go to prison than a smoker is likely to get cancer. 1998 National Association of Child Advocates 1999 Surgeon General’s Report

Schools and Jails

Incarceration and Race As early as 2001, ACLU director Graham Boyd noted that the United States was, “incarcerating African-American men at a rate approximately four times the rate of incarceration of black men in South Africa under apartheid. Worse still, we have managed to replicate—at least on a statistical level—the shame of chattel slavery in this country: The number of black men in prison... has already equaled the number of men enslaved in 1820.... [And] if current trends continue, only 15 years remain before the United States incarcerates as many African-American men as were forced into chattel bondage at slavery’s peak, in 1860” (Boyd, Graham. “The Drug War Is the New Jim Crow.” [5] NACLA Report on the Americas. July 31, 2001).“The Drug War Is the New Jim Crow.”

Incarceration and Race Following Boyd’s prediction, the ranks of the incarcerated have swollen from 2 million to 2.3 million in the ensuing eight years. We have moved from a time in which black Americans were legally defined as property. Still marked by the original sin of slavery, which we have not entirely repudiated, we now find ourselves in an era ominously reminiscent of that biblical season of plague, only this time it is not divine power striking down the first-born children of Pharaoh’s kingdom because he refused to grant full freedom to all people, but rather the sovereign power of the state seizing every third son born black.

Dropouts and Prison On any given day, about one in every 10 young male high school dropouts is in jail or juvenile detention, compared with one in 35 young male high school graduates. For African-Americans, nearly one in four young black male dropouts are incarcerated or otherwise institutionalized on an average day. That compares with about one in 14 young, male, white, Asian or Hispanic dropouts. Researchers at Northeastern University used census and other government data in the study, which tracks the employment, workplace, parenting and criminal justice experiences of young high school dropouts.Northeastern University “We’re trying to show what it means to be a dropout in the 21st century United States. “It’s one of the country’s costliest problems. The unemployment, the incarceration rates — it’s scary.” Andrew Sum, Director, Center for Labor Market Studies, Northeastern University. Andrew Sum Center for Labor Market Studies

“The dropout rate is driving the nation’s increasing prison population, and it’s a drag on America’s economic competitiveness.” “This report makes it clear that every American pays a cost when a young person leaves school without a diploma.” Marc H. Morial, former New Orleans mayor, president of the National Urban League.

Dropouts and Prison The report puts the collective cost to the nation over the working life of each high school dropout at $292,000. That figure takes into account lost tax revenues, since dropouts earn less and therefore pay less in taxes than high school graduates. It also includes the costs of providing food stamps and other aid to dropouts and of incarcerating those who turn to crime.

A 2007 study by Teachers College, Princeton and City University of New York researchers, for instance, estimated that society could save $209,000 in prison and other costs for every potential dropout who could be helped to complete high school.2007 studyCity University of New York

Costs The annual cost of providing for dropouts and their families is more than $76 billion a year. For every taxpayer, that means about $800 a year in taxes (Joint Economic Committee, 1991). 80% of federal prisoners have not completed high school (Office of Juvenile and Delinquency Prevention, 1995). During their working lives, dropouts will earn approximately $200,000 less than those who do complete high school but do not attend college (Nichols & Nichols, 1990). (From the National Education Goals Panel, 1993)

Prison Statistics 2008

International Prison Rates

The new report, in its analysis of 2008 unemployment rates, found that 54 percent of dropouts ages 16 to 24 were jobless, compared with 32 percent for high school graduates of the same age, and 13 percent for those with a college degree. The statistics were worse for young African-American dropouts, whose unemployment rate last year was 69 percent, compared with 54 percent for whites and 47 percent for Hispanics. The unemployment rate among young Hispanics was lower, because included in that category were many illegal immigrants, who compete successfully for jobs with native-born youths.

Young female dropouts were nine times more likely to have become single mothers than young women who went on to earn college degrees, the report said, citing census data for 2006 and 2007. The number of unmarried young women having children has increased sharply in some communities.

Juvenile Justice and Delinquency Prevention Act of 1974 was created to protect children. Since the 1990s states began sending ever larger numbers of juveniles to adult jails — where they face a high risk of being battered, raped or pushed to suicide. Many states regard a child as young as 10 as competent to stand trial in juvenile court. More than 40 states regard children as young as 14 as “of age” or old enough to stand trial in adult court.

Children and Community No child can escape his community...the life of the community flows about him, foul or pure: He swims in it, goes to sleep in it, and wakes to a new day to find it still about him. He belongs to it; it nourishes him or starves him, or poisons him; it gives him the substance of his life. Joseph K. Hart

An Array of Factors What Goodlad (2004) calls an “array of factors” (p.168) and William Julius Wilson (Steele, 2010) terms a “concentration” of factors shape and define the environment, performance and success of a child (Bartelt, 1995). Examining the child’s environment as an ecological model of processes, we see multiple key influences. (Bronfenbrenner, 1986). This network of factors requires a shift of focus from the child to the larger system around them.

Complex Relationships To understand the behavior of youth we must consider the relationships among the individual, the family, the community and large social systems. The quality of these relationships very often determine the level of success or conflict experienced by the child and family. Poor and minority families and youth often face particular challenges in middle class and white- oriented social and cultural systems.

What is a Gang? Gang: 1. A group of people who associate regularly on a social basis. 2. A group of criminals or hoodlums who band together for mutual protection and profit. 3. To form into or band together as a group or gang.

Gangsters “In ways that we do not easily or willingly define, the gangster speaks for us, expressing that part of the American psyche which rejects the qualities and the demands of modern life, which rejects “Americanism” itself.” Warshow, 1970 “Oppressed people cannot avoid admiring their own nihilists, who are the ones dramatically saying “No!” and reminding others that there are worse things than death.” Genovese, 1974

RE-NEGOTIATE EVERYTHING LIKE IT OR NOT, NOW IS THE TIME…

Media Certain people, neighborhoods and entire communities badly misrepresented by the media when they are represented at all. Portrayed as a miracle when someone is able to construct success out of what is generally presented and viewed as a substandard, deficit culture or community. What do movies and television present as the norm?

Segregated America Not Just Water Fountains Government, science, religion, medicine, politics, and education created a socio-political context where Blacks were second-class citizens and not given equal rights.

Segregation “The most vicious thing about segregation- more deadly than its immediate denial of certain goods and services – is its perpetuation of the mystery of racial differences. Because there is not a magical and omnipotent dispeller of the mystery: it is contact. “ Zinn, 1963

Poverty and Violence Violence in the United States is a pattern of behavior that will increasingly shape the daily lives of many Americans as we enter the twenty-first century (Gilligan, 1996). Poverty is highly correlated with the occurrences of violence (Bailey, 1984; Blau & Blau, 1982). Poverty and violence inseparably linked.

Poverty Making a Dollar Out of 15 Cents The US has the richest adults and the poorest children in any Western nation (Males, 1999). The average age of a homeless person in the US is 9 years old. A child born in New York today is less likely to live to be 5 years old than a child born in Shanghai.

Poverty and Violence Research has shown our collective tolerance of both poverty and violence is far too high (Gilligan, 1996). Gandhi conceptualized poverty as the worst form of violence and emphasized the need to address violence in it more passive forms such as discrimination, oppression and exploitation (Dasgupta, 1968). This expands the definition of violence beyond simply criminal acts.

“No one cause of minority failure can be singled out” and “minority failure has a multivariate origin composed of a combination of historical reasons” (Nunes, 1999, ch5, p. 16). Institutions are ‘imbued with inequitable power relations” and have perpetually served to reproduce and “reinforce the cultural patterns” of the surrounding society.

Kerner Report (1968) “What white Americans have never fully understood- but what the Negro can never forget- is that white society is deeply implicated in the ghetto. White institutions created it, white institutions maintained it, and white society condones it.” (p.1)

Power and Culture Power is implicated in culture as well. That is, members of the dominant group in a society traditionally think of dominant culture values as “normal”, while they view the values of subordinated groups as deviant or even wrong.” S. Nieto, 2004, p. 147

Cultural Racism Institutional racism- the systematic deprivation of equal access to opportunity (Blauner, 1972; Wilson, 1987). Cultural racism- systematic way the white majority has established its primary cultural institutions to elevate white cultural practices A comprehensive analysis of the relationship between violence and racism also considers cultural racism. (Oliver, 2001).

Multicultural Contexts Multicultural settings present complex challenges because of the multidimensional nature of the many diverse cultures interacting in our organizations, schools and communities. Gang and gang activity is a result of multiple systemic and individual processes. This multicausality is operative in the dynamics of any single issue.

Oppositional Culture Theory Defective Culture theories suggest that cultural behaviors of minorities deviate from white cultural norms and that minority students have deficient “home cultures”. Nunes, 1999, p.3 Cultural deficit theories attribute some of the persistent, unequal social and economic outcomes for African Americans to cultural differences relative to White Americans. Carter, 2000

Oppositional Culture Theory Employed cultural deprivation or cultural resistance paradigms as explanations for “low school achievement, delinquency, and limited job mobility.” Carter, 2000, p.65 These paradigms blame the individual, family or community and discounts the cultural, structural and institutional issues and practices that operate both in schools and in society.

Oppositional Culture Theory A culturally-based argument proposed by John Ogbu (1978) to examine and explain the relationship between dominant culture and subordinate or “minority” cultures. Suggested by Ogbu (1978) as an explanation for the lower academic performance of minority students and the persistent academic achievement gap between white and minority students.

Cultural Deficit Theory Suggests that cultural influences impacts academic achievement. By explaining negative academic outcomes for minority students as their “resistance” to “acting White”, cultural deficit theories blames the individual and does not challenge structural barriers. Betancourt 1993

Cultural Contests By identifying and investing specific behaviors, physical and cultural components with meaning and value, schools and institutions can create a hierarchy based on characteristics of children, their home cultures and communities. “When a majority group assumes the power of instituting norms from which minority groups are seen as deviate, differences between these groups become institutionalized. Difference is then perceived as a deficit, or as a failure to meet the standards of the majority.” (Kich, 1996: p. 266).

Cultural Consciousness Oppositional responses by poor and minority students are often based on real and perceived structural barriers that they see limiting their life chances. These realities lead youth of color to resist these structural barriers and institutional factors that may seem normal to white teachers and students ( i.e. Dress codes, studying Huck Finn with one Black child in a classroom).

Cultural Consciousness To embrace their own culture and reject dominant culture does not produce “maladaptive educational consequences”. O’Connor, 1997 Minority students can maintain their cultural identity and excel academically without facing criticism from their peers for “acting White.” Noguera, 2003

Culture Affects Learning “Students do not achieve academic success on their own, but in conjunction with family, peers, teachers, schools, and society.” Nieto, 2008 “In spite of overpowering and sometimes demoralizing attitudes, behaviors, policies and practices, most of these students chose not to deny or abandon their culture or language.” Nieto, 2008

"Without education, you're not going anywhere in this world.“ "Education is our passport to the future, for tomorrow belongs to the people who prepare for it today."

What Do Children Deserve? At the center of the old Sioux society was the tiyospaye, the extended family group, the basic hunting band, which included grandparents, uncles, aunts, in-laws, and cousins. The tiyospaye was like a warm womb cradling all within it. Mary Crow Dog, Lakota Sioux

What Does Every Child Deserve? The health and well-being of our children is a community responsibility. As we subscribe to creating a fair and equitable community, we still see consequences of historical and societal problems most vividly displayed in the challenges faced by our children. Class, race and culture intersect and frame the destiny of many of our children. What does your child deserve? What does every child deserve?

Do You “See” Color? “To see what is in front of one’s nose needs constant struggle.” (Orwell, 1946) Name five racial groups in your organization or community. Organize the groups by power associated with race in the social setting. Why do we continue to use these racial descriptions.

Purpose of Racial Categories To establish and maintain false racial categories To separate and define who has privilege and who does not To safeguard and preserve the racial order of society

Natural Occurrence? Persistent racial segregation in schools and communities is a natural division between races? Racial segregation is the consequence of individual choice? Segregation and separation from other races is a natural consequence of racial differences and people liking to be with people like themselves?

Real Estate Agent Reasons given for high housing demand by real estate agent in email to a white couple moving from California to Eugene to attend the University of Oregon. 1. Low housing prices 2. Good schools 3. No minorities

Acting Culture? I have to walk like a white boy I have to talk like a white boy I have to dress like a white boy I have to act like a white boy Just to get a job I am not going to do it. Fly (Latino youth)

Resiliency “Young people’s reliance on their native culture and language may shield them from the devaluation of their identities by schools and society.” Nieto, 2008 Portes and Rumbaut (2001,2005) reports a pervasive and positive sense of cultural heritage is unmistakably related to mental health and social well being.

Structural/Institutional Barriers Structural and institutional barriers (i.e. racism, poverty) results in blaming the child and cause minority children to choose between their own identity and academic success or failure. Cultural deficit theories do not account for “positive self-concepts” of students who may reject school. “Minority youth do not equate high achievement in school with “acting White.” Noguera 2003

Defining Culture Culture- culture consists of the abstract values, beliefs, and perceptions of the world that lie behind people’s behavior, and which are reflected in their behavior. These are shared by members of a society, and when acted upon, they produce behavior considered acceptable within that society. Culture is learned, rather than inherited biologically, and the parts of a culture function as an integrated whole.

CONCEPTS OF CULTURE Highly variable systems of meaning Designs and ways of life Human-made part of the environment Shared by an identifiable segment of a population Learned, socially shared and normally transmitted from one generation to another Rohner (1984), Herkovits (1948)

Gang Affiliation Why do many Black and Latino youth join gangs? Often for the same reason that young Asian men, young Native American men and young white men join gangs.

Collectives We generally see others as members of groups or “collectives.” As part of a collective we can accept that definition or we can operate to change it. When viewing others as part of a collective we can accept the collective definition or we can give the person a chance to define themselves. It is a luxury to be seen as an individual.

What Do Children Deserve? “We can, and must build on the extraordinary resources already in place: resources that are flourishing in some few instances, but that are usually underfunded, undervalued, and largely unknown; resources that are almost always run by underpaid staff and dedicated individuals and groups of volunteers. We must do everything that is within our power to do, so that all of today’s adolescents enjoy equal opportunity to become the workers, parents and leaders of tomorrow.” Wilma S. Tish, Co-Chair, Task Force on Youth Development and Community Programs

What Do Children Get? The US has the richest adults and the poorest children in any Western nation (Males, 1999). The average age of a homeless person in the US is 9 years old. A child born in New York today is less likely to live to be 5 years old than a child born in Shanghai.

Rich Adults, Poor Children

What Do Children Get? Persons living in poverty are most at risk of becoming homeless. 39% of the homeless population is children. The overall state of Washington poverty rate is 9.1%, while the state poverty rate for children under 18 is 13.2% and 12.1% for children 5-17. Child Welfare League of America

What Do Children Get? According to World Bank estimates, the global economic crisis will cause an additional 22 children to die per hour, throughout all of 2009. And that’s the best-case scenario. The World Bank says it’s possible the toll will be twice that: an additional 400,000 child deaths, or an extra child dying every 79 seconds.

Malnutrition rates are rising. “If you have prolonged malnutrition in kids, it will have a long-term impact on cognitive abilities,” said Ann Veneman, the executive director of Unicef,. “It impacts your ability to learn in school and to earn as an adult”, she continued.

Impoverished parents in developing countries often try to keep their sons alive in famines by taking food from their daughters, so mortality is disproportionately female. The United Nations Development Program says that in some countries, the increase in child mortality during an economic downturn is five times higher for girls than for boys.

How many deaths are there worldwide each day due to poverty and malnutrition? A: About 25,000 people die every day of hunger or hunger-related causes, according to the United Nations. Poverty.com - Hunger and World Poverty. Every day, almost 16,000 children die from hunger- related causes - one child every five seconds. Bread for the World. Hunger Facts: International.

The 500 richest people in the world, according to a U.N. calculation a few years ago, earned more than the 416 million poorest people.

Oxfam has calculated that financial firms around the world have already received or been promised $8.4 trillion in bailouts. Just a week’s worth of interest on that sum while it’s waiting to be deployed would be enough to save most of the half-million women who die in childbirth each year in poor countries.

1n 1965, CEOs in major companies made 24 times more than the average worker. In 1980, CEOs made 40 times more than the average worker. In 2007, CEOs earned how many times more than the average worker?

A: Today's average CEO from a Fortune 500 company makes 364 times an average worker's pay and over 70 times the pay of a four-star Army general. Executive Excess 2007, page 7, jointly published by Institute for Policy Studies and United for Fair Economy, August 29, 2007. The 1965 numbers from State of Working America 2004-2005, Economic Policy Institute.

In how many of the more than 3,000 cities and counties in the US can a full-time worker who earns the minimum wage afford to pay rent and utilities on a one-bedroom apartment?

In no city or county in the entire USA can a full-time worker who earns minimum wage afford even a one-bedroom rental. The US Department of Housing and Urban Development (HUD) urges renters not to pay more than 30 percent of their income in rent. HUD also reports the fair market rent for each of the counties and cities in the US. Nationally, in order to rent a two-bedroom apartment, one full-time worker in 2008 must earn $17.32 per hour. In fact, 81 percent of renters live in cities where the fair market rent for a two-bedroom rental is not even affordable with two minimum-wage jobs. Source: Out of Reach 2007-2008, April 7, 2008, National Low-Income Housing Coalition.

In 1968, the minimum wage was $1.65 per hour. How much would the minimum wage be today if it had kept pace with inflation since 1968?

Calculated in real (inflation-adjusted) dollars, the 1968 minimum wage would have been $9.83 in 2007 dollars. Andrew Tobias, January 16, 2008. The federal minimum wage is $6.55 per hour effective July 24, 2008, and will be $7.25 per hour effective July 24, 2009.

How many people does our government say are homeless in the US on any given day?

A total of 754,000 are homeless. About 338,000 homeless people are not in shelters (live on the streets, in cars or in abandoned buildings) and 415,000 are in shelters on any given night. The 2007 US Department of Housing and Urban Development (HUD) Annual Homeless Report to Congress, page iii and 23. The population of San Francisco is about 739,000.

What percentage of people in homeless shelters are children? HUD reports nearly one in four people in homeless shelters are children 17 or younger. Page iv, the 2007 HUD Annual Homeless Report to Congress.

Over the 28-year history of the Berlin Wall, 287 people died trying to cross it. How many people have died in the last four years trying to cross the US border between Arizona and Mexico?

At least 1,268 people have died along the border of Arizona and Mexico since 2004. The Arizona Daily Star keeps track of the reported deaths along the state border, and it reports 214 died in 2004; 241 in 2005, 216 in 2006, 237 in 2007, and 116 as of July 31, 2008. These numbers do not include deaths along the California or Texas borders. The Border Patrol reported that 400 people died in fiscal 2006- 2007, while 453 died in 2004-2005 and 494 died in 2004-2005. Source The Associated Press, November 8, 2007.

India is ranked second in the world in gun ownership with four guns per 100 people. China is third with third firearms per 100 people. Which country is first and how widespread is gun ownership?

The US is first in gun ownership worldwide with 90 guns for every 100 citizens. Laura MacInnis, "US most armed country with 90 guns per 100 people." Reuters, August 28, 2007.

What country leads the world in the incarceration of its citizens?

The US jails 751 inmates per 100,000 people, the highest rate in the world. Russia is second with 627 per 100,000. England's rate is 151, Germany's is 88 and Japan's is 63. The US has 2.3 million people in jail, more than any country in the world. Adam Liptak, "Inmate Count in US Dwarfs Other Nations'" New York Times, April 23, 2008.

What Do Children Get? The juvenile crime rate is closely related to the rate of poverty. 15.3 million children lived in poverty in 1992. By race persons living below the poverty line were: White: 10%; African- American: 33%; Latino: 17%; Other: 17%. Child poverty rates in the U.S. are two to nine times higher than those in other major industrialized nations. (State of Americas Children, 1996, pg. 10)

Context A gun takes the life of a child every two hours in the US; 50,000 children were killed by firearms between 1979 and 1991, the same as the casualties in the Vietnam war. The average homeless American is 9 years old. In California, youth serve sentences 60% longer than adults for the same crimes.

Context 6,042 youths are arrested every day in the US. 1.3 million US children run away from violence or rape every year. A child born in New York today is less likely to live to be 5 years old than a child born in Shanghai. Rose Lewis Windows East and West Newsletter Peace and Freedom

Oppositional Culture Theory A culturally-based argument proposed by John Ogbu (1978) to examine and explain the relationship between dominant culture and subordinate or “minority” cultures. Suggested by Ogbu (1978) as an explanation for the lower academic performance of minority students and the persistent academic achievement gap between white and minority students.

Whiteness and Success Acting in ways that are considered to lead to academic success by minority students is often seen as “acting White”.

What Do We Teach Children? “The curriculum is never simply a neutral assemblage of knowledge, somehow appearing in the texts and classrooms of a nation. It is always part of a selective tradition, someone’s selection, some group’s vision of legitimate knowledge.” Apple, The Politics of Official Knowledge,1993

Children with Problems “Children whose problems are not recognized become problem children.” Marcelene Cox Better build schoolrooms for “the boy” Than cells and gibbets for the “man.” Eliza Cook, poet, 1818-1889

Discussion What are factors drawing children into gangs? Why are young people turning to gangs? “No child can escape his community....The life of the community flows about him, foul or pure. He swims in it, goes to sleep in it, and wakes to a new day to find it still about him. He belongs to it; it nourishes him or starves him, or poisons him; it gives him the substance of his life.” Joseph K. Hart

Characteristics of Self-Esteem Connectedness – The feeling of being a part of something – Being “related” to other people – Identification with special groups (labeling) – Connection with a culture or heritage – Feeling of personal ownership, possessions – Feeling of belonging to someone or something – People or things to which you are connected are held in high esteem – Connection with your own body

School Culture Instead of a site of cultural conflict for minority and poor students, schools should “create a culture in which all educators believe and act as if all students can learn and develop a culture that is child-centered, nurturing, and fair but holds students accountable to high standards and provides high-quality instruction for all students” (Verdugo, 2002, p.70).

Characteristics of Self-Esteem Uniqueness – Sense of self-respect – Know there is something special about you – Know you can do things that others can’t – Know that others think that you are special – Ability for self-expression in your own way – Ability and confidence to use creativity and imagination – Enjoy being seen as different

Characteristics of Self-Esteem Empowerment – Belief that you can do what you set out to do – Belief that you can get resources you need – Feel that you are in charge of your life – Feel capable of fulfilling responsibilities – Know how to make decisions and solve problems – Know how to deal with pressure and stress – Effective use of accumulated skills

Characteristics of Self-Esteem Purpose – Being able to set realistic goals – Feeling a sense of relevance about life and learning – Feeling challenged – Being willing to take risks – Self-directed (internal locus of control) – Freedom to dream (future orientation) – Self-challenging by attempting new tasks

Characteristics of Self-Esteem Safety – Know that you and others have realistic limits or rules – Feel physically safe – Feel safe from put downs and criticisms – Know rules will be enforced fairly nd equitably – Freedom of self-regulation and self-discipline – Know that you can trust others

Reform Needed Research suggests that significant change and reform of the entire school environment in required in order to see substantive changes in attitudes, behaviors and achievement of minority students. Nieto, 2008 Recognize that school culture and home cultures are integrated and interactive components in successful schools.

What Matters Most? All educators can be role models for all students as long as they are caring and knowledgeable about their students and the challenges they face. In the end it is teacher/student relationships that matter most in student success

“Everybody needs one person in their life who thinks they’re great, no matter what.” – Alice, 16

Discipline Disparity School discipline policies produce disparate and discriminatory outcomes for specific children, particularly minority, poor and disabled students. In the findings of a national study there were significant racial disparities in student suspensions and expulsions in every district studied (Keleher, 2000). Schools “have discipline policies that commonly push youth of color out of school at rates disproportionate to their white counterparts” (Johnson et al, 2001, intro).

Discipline and Achievement Consequently, students with disabilities, minority and poor students face a stacked deck that consistently places these youth at higher risk for failure in school, being suspended and dropping out (Johnson et al, 2001, p.18, Sinclair 1996, p.7). These failures also have a direct and measurable impact on the academic success and future opportunities for these students and for their participation in the democratic society at large.

Consequences of Academic Failure Greater risk for host of co-occurring social, behavioral, and emotional problems Failure in school is one of the most common characteristics of the adult prison population Dropouts are more than twice as likely to be unemployed than students who graduate Dropouts earn 30% less in wages than those who graduate

Schools and Jails Failure in school is a strong predictor of future involvement with the justice system. Success in education and social adjustment is an important protective factor for youth. Overrepresentation of students of color in the discipline statistics in schools mirrors the overrepresentation of students of color in juvenile and adult justice systems.

Schools and Jails

Discipline Policy The National Mental Health Association (NMHA) “strongly supports the application of disciplinary actions and policies that promote the health and well-being of students.” In particular, NMHA supports “no reject, no eject” policies aimed at providing a child who misbehaves with the necessary supports and resources that support behavior change in positive, non-punitive ways. These policies recommend that only in the most severe cases should a student be subjected to out-of-school suspension or expulsion. They suggest that students should be dealt with in a way that is appropriate for their age, sex, emotional development, special educational needs and misbehavior committed (Resolution Passed by the NMHA Board, 2003).

What Doors are Open?

“Young people have never been very good at listening to their elders, but they have never failed to imitate them.” James Baldwin There is an uproar about teen-age crime. But the most alarming crime trends are among adults older than 30. Teen-age crime definitely is a cause for concern. The violent crime rate per capita among teen-agers rose 40 percent from 1985 to 1995. If teen-agers are out of control, they are imitating their elders. Check out these other 10-year trends in California: Violent crime rates rose in every category. Age Group Increase 20-to-29 50% 30-to-39 111% 40+ 114% * Michael Males, University of California, Irvine Long Beach, California Press-Telegram

Paulo Friere “There is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” Pedagogy of the Oppressed

What Can We Do?

Unlearning Unlearn our stereotypical knowledge of race. ( Smith-Maddox, p.80). Participate in developing multicultural contexts that provide a “cohesive set of meanings to facilitate interracial, ethnic, and class interaction and participation” and the ‘establishment of a fair and equitable opportunity structure that also affirms distinctive racial and ethnic groups and their cultural repertoires” (Carter 2000, p. 70).

Context Important Recognize the importance of considering specific “social, historical and economic context of oppression in which minority youth are located, as well as the nature of their group’s response to such treatment” ( Ogbu,1987; Nunes, 1999, p. 7 ). Minority and poor communities must place a “greater emphasis on understanding the social, economic and historical context in which their group is situated” (Nunes,1999).

Mutual Accommodation Teachers and schools, as well as students and families must modify behaviors and attitudes in the effort to reach what should be our common goal, “academic success with cultural integrity” for all our children. Nieto, 2008 All teachers and administrators need to develop skills in multicultural communication, interactions and understanding.

What Does It Look Like? Schools and teachers will accept, respect and build on student’s culture, language and family knowledge and experiences as legitimate and valuable resources and basis for teaching and learning. Students and families will accept and respect the culture of the school in expectations about behaviors, attendance, homework, and learning the necessary skills to achieve academically.

Taking the family and community into consideration is very important and meaningful. Strong considerations about family economic, role and identity concerns. Provide community members with the means to examine their places and roles within the dominant society and engage them to effect change (Fernando, p.1).

Universal sets of shared meanings…to facilitate communication across groups”. Develop concrete ways to “facilitate interracial, ethnic, and class interaction and participation. Such initiatives must also “involve efforts to counter and transform cultural patterns and what Ogbu (1987) called the “oppositional identities” (Noguera, 2003)

What Matters Most? All educators can be role models for all students as long as they are caring and knowledgeable about their students and the challenges they face. In the end it is teacher/student relationships that matter most in student success

School Culture Schools should “create a culture in which all educators believe and act as if all students can learn and develop a culture that is child- centered, nurturing, and fair but holds students accountable to high standards and provides high-quality instruction for all students” (Verdugo, 2002, p.70).

Cultural Competence

Cultural competence- an ongoing effort of learning, developing and using skills and abilities that explicitly recognizes and values cultural differences and attempts to be inclusive and competent in interactions with other racial, ethnic and cultural groups. The ability to operate effectively and successfully with your own and other cultures different from your own.

Hierarchy of Cultural Competency Unconsciously Incompetent Consciously Incompetent Consciously Competent Unconsciously Competent

Cultural Competence requires that organizations: (National Center for Cultural Competence) Have a defined set of values and principles, and demonstrate behaviors, attitudes, policies and structures that enable them to work effectively cross-culturally.

Cultural competence requires that organizations have capacity to: Value diversity Conduct self-assessment Manage the dynamics of difference Acquire and institutionalize cultural knowledge Adapt to diversity and the cultural contexts of the communities they serve

Leaders for Cultural Competency Must: Model culturally competent attitudes, behaviors and skills, Interrupt cycles of oppression, Initiate and facilitate courageous conversations.

Model Cultural Competency Understand and acknowledge own culture including values, beliefs, and bias Understand and address dynamics of oppression, power, and privilege Actively engage with and adapt to other cultures and cultural difference. Demonstrate respect and inclusion.

Interrupt Cycles of Oppression Understand dynamics of institutionalized oppression Address and name the oppression Work with allies to undo and transform the institution and the impacts on those under- served and harmed. Provide leadership for equity.

A Courageous Conversation Engages those who won’t talk Sustains the conversation when it gets uncomfortable or diverted Deepens the conversation to the point where authentic understanding and meaningful actions occur.

Initiate and Facilitate Courageous Conversations Bring out into the open what has been hidden and/or unacknowledged. Experience discomfort and create acceptance and expectations for discomfort. Initiate context specific conversations. View the issues with and through the lenses of clients and others who have been silenced. Address racism, oppression, power, and privilege.

Dyad What do you need in order to have an honest conversation about your own assumptions, beliefs, biases, stereotypes and cultural competence (incompetence)?

Stages of Personal and Organizational Growth Stage IStage IIStage III Level of self- Awareness My perspective is right (only one) My perspective is one of many My perspective is changing and being enhanced Emotional Response to Differences Fear/Rejection/ Denial We’re all alike Interest Awareness Openness Appreciation Respect/Joy/ Enthusiasm Mode of Cultural Interaction Isolation Avoidance Hostility Integration Interaction Acceptance Transforming Internalizing Rewarding Approach to Managing Diversity Autocratic Monocultural Directive Compliance Tolerance Valuing diversity Maximizing potential

Cultural Competence Challenges 14. There is a gun stolen at a party. 20 young people from your school attended. In an emergency meeting pictures of two African American students are passed to the staff. You are told to look out for these two. When asked why the administrator said that they had discipline problems. When asked if there was evidence pointing to the two students or if others had named them as suspects, the administrator said, “No.” When asked if the other 18 youth were suspected the police said, “Yes.” After circulating the pictures throughout the school and security staff, it was later found that neither of the two young men had anything to do with the gun. It had been stolen by three other white students. What do you do?

Discipline and Achievement Consequently, students with disabilities, minority and poor students face a stacked deck that consistently places these youth at higher risk for failure in school, being suspended and dropping out (Johnson et al, 2001, p.18, Sinclair 1996, p.7). These failures also have a direct and measurable impact on the academic success and future opportunities for these students and for their participation in the democratic society at large.

Four Lessons About Communication! 1. Communication starts before we ever open our mouth. Over 80% of communication is non-verbal.

Making Assumptions We know this is true, but we often lose sight of this reality in communicating. We overlook the fact that we all make assumptions and carry certain stereotypes about others. These ideas about others are formed long before we meet them or speak to them. In fact these ideas about others start operating the moment they enter the room. Define Stereotype.

Stereotype Stereotype- Assumed characteristics on a large group of individuals whose beliefs, habits, and realities often disagree with the imposed image. American journalist Walter Lippmann coined the metaphor, calling a stereotype a "picture in our heads" saying "Whether right or wrong,...imagination is shaped by the pictures seen... Consequently, they lead to stereotypes that are hard to shake." (Public Opinion, 1922, 95-156).Walter LippmannPublic Opinion

Stereotype Stereotype production is based on: Simplification, Exaggeration, Generalization Presentation of cultural attributes as being 'natural' Unshakable belief in stability of stereotype Racism, sexism, and other forms of discrimination Historical factors Can be negative or positive Can be beneficial or harmful (a harmful stereotype can still be positive about a group)

Activity Provide an example of non-verbal communication. Provide an example of when you have been stereotyped and when you have stereotyped others. Remember that over 80% of your communication with others is not words, but your non-verbal messages, your eye contact, your facial expressions, energy, your physical gestures, nods, smiles and in everything but your words.

2. Practice good listening skill and conversation etiquette.

Listening Many times we do not listen to others but are thinking about what we will say next. When others are speaking, listen attentively, wait until the person finishes their sentence or thought. Sometimes we ignore what others have said and jump in to make sure we share our thoughts. Take a deep breath before you "take your turn" in conversation.

Listening Builds Trust By being a true listener, you may help others not by giving them answers, but by simply giving attention and validation to the other person's feelings. This will not only be courteous, but you will find that many times people will be encouraged to talk to you, allowing you to really learn what is on their mind and build trust with them.

Activity Describe a time when you felt you were not listened to or heard by others. How can you tell when others are truly listening to you?

3. Communication is a gift.

When it comes down to communicating with others being able to clearly express your thoughts and ideas is a gift. To really talk and effectively communicate with others is invaluable. I recently shared the podium with several people who were physically or mentally challenged and I realized how much I take for granted the gift of communicating with others. It made me very aware that much of what I communicated had nothing to do with the words that came out of my mouth.

If you have ever traveled to a foreign country or a community where you did not speak the language, you may have experienced a small taste of this. Losing (for the short-term) your ability to communicate clearly with others really helps you to appreciate the gift of language and communication. Recall a time when you were thankful for the gift of communication!

4. We take much for granted.

We have two ears and one mouth. It means we should listen twice as much as we talk. The secondary function of the vocal chords is to talk, the primary function is to keep liquid from entering our lungs. We communicate with others all the time, but we sometimes completely take them and the ability to communicate for granted. Take the time to appreciate the opportunities to truly communicate with others around you.

Activity For one hour today, count the number of times that you communicate with another person. Pay attention to the number of other people and the skills you use that you count on but never really think about. As you notice your reliance on them, take a moment to be thankful for communication and see how your thankfulness changes your day and your attitude!

Monologue- A long speech, made by one person, often monopolizing the conversation and silencing other voices. This prevents the chance for exchange or dialogue. Dialogue- concept, a living and reciprocal process of transmitting signs between an addresser and addressee. A dialogue emancipates marginal and forgotten voices, creating a valid conversation and exchange. Monocultural- In a monocultural perspective there is only one way to be right. When there is only one way to be right guess whose way that most often happens to be? This perspective resists other ideas, views and persons. Multicultural- In a multicultural perspective it is accepted that there can be multiple and different ways to be right. This perspectives affords the inclusive of diverse views and ideas.

Prejudice Defining: “The holding of derogatory social attitudes or cognitive beliefs, the expression of negative effect, or the display of hostile or discriminatory behavior toward members of a group on account of their membership of that group.” (Banks)

Discrimination Discrimination is the active result of prejudice. The term refers to overt or systemic denial of equal treatment, civil liberties and opportunity to individuals or groups. Discrimination may occur on the basis of race, nationality ethnicity, class, gender, age, religious or political affiliation, marital or family status, physical, developmental or mental handicap. Discrimination becomes more complex when two or more factors (economic status, class and/or racial visibility, for example) coincide.

Discrimination (cont.) 1. Discrimination: Words or actions which make an adverse distinction among or between persons or groups of persons based on age, disability, national origin, race, religion, gender, sexual orientation, parental, marital, or financial status. 2. Individual discrimination- any behavior on the part of an individual that leads to unequal treatment on the basis of race, ethnicity or other characteristics of the target person. 3. Institutional discrimination- arrangements or practices in social institutions and their related organizations that tend to favor one racial, ethnic or other group (usually the majority group) over another.

Potential Pitfalls Marginalizing diversity efforts to one program or to person Ignoring culture or being “culture blind” or “color blind” Failure to be self aware around personal stereotypes and limitations Reactivity vs. proactivity (appearance of doing something) Simplifying or “knee jerking” decisions CPR Diversity Work as substitute for real work

Personal and Organizational Stages Stage IStage IIStage III Level of self- Awareness My perspective is right (only one) My perspective is one of many My perspective is changing and being enhanced Emotional Response to Differences Fear/Rejection/ Denial We’re all alike Interest Awareness Openness Appreciation Respect/Joy/ Enthusiasm Mode of Cultural Interaction Isolation Avoidance Hostility Integration Interaction Acceptance Transforming Internalizing Rewarding Approach to Managing Diversity Autocratic Monocultural Directive Compliance Tolerance Valuing diversity Maximizing potential

Levels of Action Monocultural Perspective Tolerance Perspective – Capacity to bear, endure differences Acceptance Perspective – Acknowledge differences without denying their importance Respect Perspective – Difference used as basis of education. Valuing, admiring difference Affirmation, Solidarity, and Critique Perspective – Based on premise that most powerful learning results when learners work and struggle with one another, even if difficult

Recommendations Directions, training and practical experience to prepare service providers to provide culturally responsive and culturally competent services to all clients. More specifically, all service providers should be provided ongoing training and experiences that help them to be familiar with the beliefs, values, cultural practices, discourse styles, and other features of a diverse community.

Recommendations Competency in understanding and implementing policies, initiatives and strategies Coursework and experience in understanding, creating, and modifying an environment to meet individual needs. Competency in management and communication in the agency and community. Instruction in staff assessments and training needs. Instruction in effective intervention and corrective strategies and actions.

Strategies Do something Know/establish policies and procedures Know community context Teachable moments (developmental sensitivity) Set limits and standards for conduct Support each other in learning Strive for excellence in serving the needs of others

CONCLUSION “The world changes according to the way people see it, and if you can alter, even by a millimeter, the way people look at reality, then you can change the world.” James Baldwin

I don’t think anyone can talk about the future of their people or of an organization without talking about education. Whoever controls the education of our children controls our future.” Wilma Mankiller 1945-

What Color is Diversity in the 21 st Century? OJDDA Fall Conference Canyonville, OR September 19, 2011 Johnny Lake

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What Color is Diversity in the 21 st Century? OJDDA Fall Conference Canyonville, OR September 19, 2011 Johnny Lake

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Presentation on theme: "What Color is Diversity in the 21 st Century? OJDDA Fall Conference Canyonville, OR September 19, 2011 Johnny Lake"— Presentation transcript:

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