Cultural Competency & Inclusion Training Resource Guide

Cultural Competency and Inclusion Training Resource Guide

Content Developed and Facilitated by: Dr. Miguel Angel Hernandez Associate Dean of Students University of California, Irvine MindsetsForSTEM.org

Florida-Caribbean Louis Stokes Regional Center of Excellence

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Who We Are National Science Foundation and NSF INCLUDES National Network 1 of 6 Regional Centers of Excellence in Fall 2018 Regional Collaborative Partnerships Santa Fe College & University of the Virgin Islands Conduct STEM Intervention Research and Faculty Development Promote Student Success and Broadening Participation Strategies Broadly disseminate new knowledge acquired in STEM and Beyond

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Meet the Facilitator: Dr. Miguel Angel Hernandez Associate Dean of Students University of California, Irvine m.a.hernandez@uci.edu MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

Florida-Caribbean Louis Stokes Regional Center of Excellence

Overview of Training • Module 1: Cultural Competency in Higher Education: An Overview • Module 2: Cultural Competency in Administration & Leadership • Module 3: Cultural Competency in Training, Teaching & Assessment and Research • Theory to Action: Cultural Exposure Activity

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Introduction Reflection Activity: • Why did you choose to participate in this training?

• What do you hope to gain from this training?

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Module 1 Cultural Competency in Higher Education: An Overview

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Module 1 Overview

Readings

• Session Outcomes

•

“The Cycle of Socialization”

• Key Moments in History

•

“Race and Ethnicity in Higher Education” timeline for Activity

• Common Language • Awareness & Knowledge • Skills & Action MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Module 1 - Goal and Outcomes As a result of participating in this session, you will be able to…

• Develop an understanding of key moments in history impacting higher education today, • Develop an understanding of self and others using the Cycle of Socialization, • Become empowered to look beyond the current context, demonstrate appropriate action within your sphere of influence by taking action and implementing change..

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Activity:

Race & Ethnicity in American Higher Education 1.

Review the Key Moments in History Timeline.

2.

What events stood out to you and why?

3.

Reflect on at least one theme that emerged from your review of these select historical moments.

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Key Moments…

• 1790

Naturalization Act of 1790

• 1799

John Chavis is the first Black person on record to attend an American college or university.

James McCune Smith is the first African American to earn a medical degree.

First Black female medical student, Rebecca Lee Crumpler New England Female Medical College.

• 1837 • 1864

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Key Moments…

• 1876 • 1881 • 1904

Edward Bouchet, first Black student to earn a Ph.D. in physics from Yale Spelman College, first historically Black college for Women, is founded in Georgia Daytona Literary and Industrial Training School for Negro Girls (renamed Bethune Cookman College in 1931) is established in Daytona Beach, Florida.

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Key Moments…

• 1927

U.S. Virgin Islands becomes an unincorporated U.S. Territory

• 1946

Mendez v. Westminster

• 1954

Brown v. Board of Education

• 1958

Mary Jackson becomes NASA’s first African American female engineer

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Key Moments…

• 1972

Higher Education Amendments

• 1965

Santa Fe College is founded in Gainesville, Florida

• 1966

Tallahassee Community College is founded in Tallahassee, Florida.

• 1966

Samuel P. Massie Jr., a chemist, is the first ever Black professor at the US Naval Academy in Annapolis, Maryland

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Common Language Developing a shared meaning…

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Common Language "Culture” … pattern of human behavior of a social group (Cross et al, 1989)

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Common Language "Competence” … capacity to function effectively (Cross et al, 1989)

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Common Language "Cultural Competence” … work with others in meaningful, relevant, and productive ways (Pope, Reynolds, & Muller, 2004)

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Awareness and Knowledge The Danger of a Single Story

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The Danger of a Single Story Link to Video Link to Transcript

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Reflection Activity First thoughts…

What stood out to you from the TED Talk?

• Take-a-ways • Notable quotes • A story/component that resonated with you MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Activity:

Think about‌ 1.

What single stories have been assigned to you?

2.

What single stories that you assign to others?

3.

How does this relate to developing cultural competence?

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Skill & Action Cycle of Socialization

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Cycle of Socialization

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Cycle of Socialization The The Beginning Beginning First Socialization

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Cycle of Socialization Institutional and Cultural Socialization

Enforcement

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Cycle of Socialization

Results

• Direction for •

Change Actions

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Activity 1.

Select at least one of your personal social identity.

2.

Write down at least 5 examples of what we learned about being / performing the selected identity.

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Select References • • • • • •

Adams, M., Blumenfeld, W., Castaneda, C. Hackman, H. W., Peters, M. L., Zuniga, X. (2013). Readings for diversity and social justice. Routledge: New York, NY. Cross, T., Bazron, B., Dennis, K., & Isaacs, M., (1989). Towards A culturally competent system of care, Volume I. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.

Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Multiculturalism on campus – theories, models, and practices for understanding diversity and creating inclusion. Stylus. Sterling, VA. Harro, B. (2013). Cycle of socialization. In Adams, M., Blumenfeld, W. J., Castañeda, R., Hackman, H. W., Peters, M. L., & Zanita, X. (Eds.). Readings for diversity and social justice: An anthology on racism, antisemitism, sexism, heterosexism, ableism and classism (3rd ed.). New York, NY: Routledge.

Mueller, J. A., Pope, R. L. & Reynolds, A. L. (2004). Multicultural competence in student affairs. Jossey-Bass. San Francisco, CA. Mueller, J. A., Pope, R. L. & Reynolds, A. L. (2009). Looking back and forward: Future directions for diversity research in student affairs. Journal of College Student Development, 640-658.

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Module 2

Cultural Competency in Administration & Leadership

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Module 2 Overview

Readings

•

Outcomes

•

Faculty & Curriculum Reading

•

Administration & Leadership

•

Administrator Reading

•

Change Theory

•

Case Study 1

•

Case Study 2

•

Case Study

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Reflection Activity •

What stood out from the pre-reading?

•

Write and share thoughts, questions, and/or reactions to the material with a peer.

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Module 2 - Goals and Outcomes •

Reflect on how culture and diversity influences our work,

•

Develop an understanding of cultural competency related to administration and leadership,

•

Explore strategies for developing these competencies.

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ADMINISTRATION & LEADERSHIP Framing the discussion…

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Administration and Leadership •

Competing cultures

•

Consider underline values

•

Assumptions and bias

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Administration and Leadership "promoting diversity and inclusion is no longer simply a question of answering our moral and social responsibility, but a matter of academic and institutional excellence.�

(Williams, 2013)

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ORGANIZATIONAL CHANGE THEORY Individuals, groups, and institutions…

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Organizational Change Theory Multicultural Organization Development (MCOD) • Reflects & includes the members of diverse cultural and social groups as full participants • Acts & follows through on a commitment to eradicate social oppression (Pope, Reynolds, Muller 2004) MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Organizational Change Theory Figure 3: Continuum of Multicultural Organization Development

(Jackson and Hardiman, 1994) MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Organizational Change Theory 4 components - MCOD change process • • • •

Coalition building Readiness Assessment Change plan (Jackson, 2005) MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Organizational Change Theory

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Activity 1. Review your institutions’ or departmental mission statement.

2. Identify examples of 1st and 2nd order change you observe for one of the targets (individual, group, or institution)

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Case Study Activity 1.

Select a case study to read.

2.

Discuss the case study and identify key issues.

3.

How would you assess each character within the theoretical models presented today?

4.

How might you intervene as a consultant in this situation?

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Select References • • • • • •

Adams, M., Blumenfeld, W., Castaneda, C. Hackman, H. W., Peters, M. L., Zuniga, X. (2013). Readings for diversity and social justice. Routledge: New York, NY. Cross, T., Bazron, B., Dennis, K., & Isaacs, M., (1989). Towards A culturally competent system of care, Volume I. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.

Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Multiculturalism on campus – theories, models, and practices for understanding diversity and creating inclusion. Stylus. Sterling, VA. Harro, B. (2013). Cycle of socialization. In Adams, M., Blumenfeld, W. J., Castañeda, R., Hackman, H. W., Peters, M. L., & Zanita, X. (Eds.). Readings for diversity and social justice: An anthology on racism, antisemitism, sexism, heterosexism, ableism and classism (3rd ed.). New York, NY: Routledge.

Mueller, J. A., Pope, R. L. & Reynolds, A. L. (2004). Multicultural competence in student affairs. Jossey-Bass.

San Francisco, CA. Mueller, J. A., Pope, R. L. & Reynolds, A. L. (2009). Looking back and forward: Future directions for diversity research in student affairs. Journal of College Student Development, 640-658.

MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

Module 3 Cultural Competency in Training, Teaching & Assessment, Research

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Module 3 Overview Readings •

Outcomes

•

The Cycle of Liberation

•

Training and teaching

•

•

Assessment and research

Towards a Theory of Culturally Relevant Pedagogy

•

Theory to Action Activity

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Module 3 - Goals and Outcomes •

Consider strategies for infusing cultural competency in training and teaching,

•

Expand our understanding of cultural competency related to assessment and research,

•

Reflect on highlights training and actionable develop next steps.

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Reflection •

What stood out from the readings?

•

Write and share thoughts, questions, and/or reactions to the material with a peer.

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FRAMING THE DISCUSSION

Training, teaching, assessment and research …

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Framing The Discussion “if all students believed it is important to contribute to the educational process, rather than merely accept and absorb the knowledge of others, then education has the potential to be a liberating force in their lives�

(Pope et al., 2019) MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Framing The Discussion •

Listen and observe

•

Compare and contrast ideas

•

Engage in personal reflection

•

Explore personal identity

•

Empathize with others MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

(King, Perez, Shim, 2013) 50

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TRAINING AND TEACHING

Creating positive conditions for learning

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Training and Teaching • Training: a way to improve performance of individuals or organizations. • Teaching: a process of exchanging information.

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Training and teaching Methods for addressing diversity issues • • • • •

Recognize stereotypes or biases Respect students Change language that may offend Assess students’ comfort level with climate and tone Discuss diversity in departmental meetings MindsetsForSTEM.org 2020 FL-C LSRCE All Rights Reserved

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Training and Teaching Reflection How have you addressed diversity issues in training and classroom settings?

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Dynamics of Diversity in Teaching-Learning Process • • • •

Knowing oneself Teaching methods Course content Knowing students

Multicultural Training Model • • • • •

Needs assessment Objectives Design Implementation Evaluation

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Florida-Caribbean Louis Stokes Regional Center of Excellence

Key Factors for Multicultural Teaching • • • • •

Course content Student make-up Faculty make-up Intellectual tools Classroom dynamics

Multicultural Course Design Elements • Content (informed oriented)

• • • • •

Cognitive (worldview) Affective (emotions) Experiential (hands-on) Skills (development) Process (here and now)

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Reflection •

Discuss the strategies provided.

•

How might you incorporate these into your training or teaching?

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ASSESSMENT AND RESEARCH A culturally relevant design…

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Assessment and Research Assessment – evidence that describes effectiveness Research – uncovering new information Evaluation – determines merit, worth, or value

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Assessment and Research “… reframe the discussions by empirically demonstrating how diversity is essential to learning in higher education…”

(Hurtado, 2005)

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Assessment and Research Toward Cultural Awareness • • • •

Awareness of assumptions Defining population of interest Appropriateness of measurement Data collection (Pope et al., 2004)

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Assessment and Research Cultural Variables

Aware of Assumptions • Own world view has implications for research process

• Collectivism v. Individualism • Communication style • Time orientation (Pope et al., 2004)

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Assessment and Research Time Orientation

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Theory to Action: Cultural Exposure Activity • • • • •

Select a marginalized group to engage Activity should take place on the focal group’s “turf” Activity should be a totally new experience Invest at least 5 hours Safely interact with people from the focal group

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Reflection Activity •

What is one highlight you have from this training series?

•

Set a goal a next steps goal related to something you learned from this training.

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