1. Developing your Cultural Competency: Individual Actions to Improve the Climate for All Gary Weissmann and Roberto Ibarra University of New Mexico

2. Day 1: Who am I and how does that influence my teaching? Cultural Autobiography – foundational for next days. Day 2: Who are my students? Where are they coming from? Multicontext model of diversity Day 3: My classroom mode: How can I enhance full participation from a diverse group of students? Applying the Multicontext model Our Path for the Next Three Days

3. What is diversity? From InTeGrate, Broadening Access to the Earth and Environmental Sciences Workshop: “We define diversity broadly including ethnic and minority groups, women, people with disabilities, veterans, people of low socioeconomic status, LGBT and other groups that are not represented in the geosciences in proportion to their abundance in society.” We add age, nationality, and religion. The emphasis is differences in people! http://serc.carleton.edu/integrate/workshops/broaden_access/synthesis.html

4. Refining Current Assumptions on Diversity DIVERSITY IS THREE DIMENSIONAL Structural – Compliance oriented – Helping people access and adjust to the system/institution. Multicultural – Helping sensitize the system/institution to culture/gender differences. Infusing diversity via cultural customs or gender issues into our institutions; Valuing underrepresented populations to recruit and retain others; awareness of multicultural/gender issues to help change institutional culture. Contextual – Helping the system/institution adjust to people. *Details in “Background” on schedule, Day 1.

5. Institutional History Institutional History - traditional Academic and disciplinary cultures, teaching/ research models (inclusion & exclusion) Structural Diversity Structural Diversity – Affirmative Action Numbers of faculty, staff, students, recruitment and retention policies/procedures, programs, scholarships, Multicultural Diversity Multicultural Diversity –racial/eth/gend Multicultural Student Centers, mentoring programs, leadership training, Academic support initiatives, advocacy programs, identity workshops, ethnic studies Context Diversity Campus Climate & Culture Source: Adopted from Hurtado, et. al., (1999). Enacting diverse learning environments: Improving the campus climate for racial/ethnic diversity. ASHE/ERIC Higher Education Reports Series 26. Campus Diversity Model

6. Day 1: Who am I and how does that influence my teaching? Cultural Autobiography – foundational for next days. Day 2: Who are my students? Where are they coming from? Multi-context model of diversity Day 3: My classroom mode: How can I enhance full participation from a diverse group of students? Applying the multi-context model Our Path for the Next Three Days

7. Starting with the Self: The Cultural Autobiography Exercise In this exercise, we will begin to exam how your cultural background influences your teaching, research, and expectations in your academic career. Identities: We each have many identities including those we were born as (e.g., gender, sexuality, race/ethnicity, body type) and those we were born into and learn (e.g., culture, religion or spirituality, socioeconomic class, nationality, norms of our families). Each identity influences who we are and how we experience, interpret, and do everything.

8. Identities of the Self Place one of your identities in each of the outer circles ME!!!!

9. Each of our identities has within it an “identity culture” made up of values, assumptions, beliefs and behaviors. Culture, being one of your identities, has these concepts associated with it. By reflecting deeply and analyzing your cultural background, you can get a better sense of how personal values/traits originating in your culture manifest in your daily life (personal and professional). This self-reflection can also offer insights, empathy, and greater effectiveness for living, learning, and working with others from similar and different cultures and backgrounds. Cultural Autobiography

10. From Alicia F. Chávez University of New Mexico

11. Introduction: Describe your culture. Select one that you were born into and have lived within for all or most of your life. Identify, Describe and Illustrate 3-5 major values or traits originating from your culture. ACTIVITY 1 (9-10am): Describe each value or trait – tell stories or give examples to illustrate how/why this value/trait is important to you and how it manifests in your behavior/life. ACTIVITY 2 (10:15-11am): Reflect and write about how this value/trait might show up in your teaching, research, and professional life. Focus on how it may be a strength or limitation. Reflect on ways these traits/values might affect the way you interpret and work with others. Summarize by discussing some ways understanding this identity can help you in your career. Cultural Autobiography

12. Cultural Identity: Value: Origin:Assumptions:Current Reinforcer: Origin:Assumptions:Current Reinforcer: Origin:Assumptions:Current Reinforcer: Behavior: Cultural Self Awareness Worksheet developed by Alicia Fedelina Chávez, Ph.D., Associate Professor, Educational Leadership & Policy, University of New Mexico

13. How do you identify yourself outside your normal environmental conditions? Cultural Autobiography – Discussion

14. Complete the characteristics table on two levels: 1.The Individual Level: Quickly chose between the two parallel statements in each column that best characterizes you as you work or study within the context of the most familiar educational setting (e.g., department, college, campus, etc) but not at home or other non-academic communities. Circle the letter “M” (for “me”) on either the right or left comment. If you feel you are “both” or “can’t decide,” mark the “M” in the middle between the comments. Activity 3: LC/MC One Page Worksheet

16. Complete the characteristics table on two levels: 1.The Institutional Level: Now, do the same but select the most appropriate statement or characteristic that best describes the institution in that same educational setting. Circle the letter “O” (for “organization”) on either the right or left comment. If you feel you are “both” or “can’t decide,” mark the “M” in the middle between the comments. Activity 3: LC/MC One Page Worksheet

18. When you are finished, please turn these in to us. Be sure your name is on the form (we need that for selecting groups tomorrow). THANKS! SEE YOU TOMORROW! Activity 3: LC/MC One Page Worksheet