cultural sensitivity and responsiveness training …how to bridge issue of cultural sensitivity....

Cultural Sensitivity and Responsiveness training

Academic Achievement ProgramsTutoring and SI Program

Objective 1: ◦ Learn Definitions related to Culture.◦ Relate those definitions to the teaching

environment.environment. Objective 2: ◦ Provide Tutors and SI Leaders with suggestions on

how to bridge issue of cultural sensitivity.◦ Explore cultural responsiveness scenarios.

Take a moment to jot down what culture you id ifidentify.

◦ We will be creating a cultureWe will be creating a culturetree throughout this training.

According to Webster's Dictionary:

◦ Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group: the youth culture; hip hop culture; Arab culture etc.

◦ What is your definition of Culture?What is your definition of Culture?

A set of definitions will be provided to you, match up the definition to the correctdefinition to the correct square?

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-Culturalism

Ethnicity Racism Race Internalized SexismEthnicity Racism Race Oppression

CultureCultural

SensitivityHeterosexism Discrimination

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism

DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism

DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-Culturalism

Ethnicity Racism RaceInternalized Oppression

Sexism

Cultural Heterosexism DiscriminationCulture Sensitivity Discrimination

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

Prejudice Ethnocentrism Stereotype Multi-CulturalismPrejudice Ethnocentrism Stereotype Multi Culturalism

Ethnicity Racism Race Internalized Oppression

Sexism

CultureCultural

SensitivityHeterosexism DiscriminationCulture Sensitivity

R i d l b t diff Recognize and celebrate your differences. Build an individual self-awareness. Describe and identify (who are you) then interpret; y y p ;

Remember avoid ethnocentrisms! Don’t assume that every interpretation is accurate. Recognize your Biases! Recognize your Biases! Recognize discomfort or concerns of the situation or

conversation. h bl l ll As much as possible practice politically correct

communication. Try and focus and give your time and attention. y g y

Nelson Brook, Parameters of Culture

Paul Gorski, Multicultural Pavilion

I will learn to pronounce every p ystudent’s and coworkers full given name correctly! No one shouldname correctly! No one should need to shorten or change their names to make it easier for me ornames to make it easier for me or others to pronounce.

I will sacrifice the safety of my comfort y yzone by building a process for continually assessing, understanding, y g, g,and challenging my biases and prejudices and how they impact my p j y p yexpectations for and relationships with all students, parents and , pcolleagues.

I will engage in a self-reflective process to explore my identity p p y ydevelopment impacts the way I see and experience differentsee and experience different people.

I will invite critique from qcolleagues and accept it

lopenly.

I will never stop being aI will never stop being a student. stude t

I will understand the l i hi brelationship between

INTENT and IMPACTINTENT and IMPACT.

I will reject the myth ofI will reject the myth ofI will reject the myth of I will reject the myth of colorcolor--blindnessblindness.

I will recognize my ownI will recognize my own social identity group

b h d h hmemberships and how they may affect my students’may affect my students experiences and learning

process.

What does my culture tree look like?

-My name is Maria. I recently converted to IslamIslam.

-I’m a single mother of two children.-I speak English as a second languageI speak English as a second language,

and Spanish as a first language.

Hello I’m Daniel! My family escaped to Ireland shortly after the Holocaust started . While in Ireland, my familyt t d th i f t distarted their own farm tending

to chickens. I now own one of the largest I now own one of the largestorganic farms in the country.

Hi I’m Fernando and this is my son Zach.

Zach’s mother died when he was born. I was born in Guatemala but Zach was born I was born in Guatemala, but Zach was born

in Maryland. My son does not speak Spanish but is My son does not speak Spanish, but is

learning French at school.

Hello I’m Alexander. I live in the United States andmoved here with my family fromthe UK when I was fifteen. I work as an investment banker.

While growing up my grand-mother told us stories of her childmother told us stories of her child-hood in Ghana.

Hello my name is Consuela I lived in Venezuela until college then moved

to the USA.I h h I go to church every

Sunday. I am studying early I am studying earlyChinese immigration Patterns to the USAPatterns to the USA.

SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for Hispanics: The Cultural Competency Component, 2001.Quality Health Services for Hispanics: The Cultural Competency Component, 2001.

Nelson Brook, “Parameters of Culture”, FL News Exchange (February 1973). A publication of the Connecticut State Department of Education.

Loden and Rosener. 1991. Workforce America! , Managing Employee Diversity as a Vital Resource Burr Ridge, Illinois, U.S.A.:

Paul Gorski, Multicultural Pavilion. http://www.edchange.org/multicultural/activities/model.html

Webster's Dictionary . 2008.

For questions on this training please contact Dina Shafey at George Washington University at dshafey@gwmail.gwu.edu or 202- 973-1159.

Cultural Sensitivity and Responsiveness training

Academic Achievement ProgramsTutoring and SI Program