BEYOND THE BAKE SALE

Chapter 6

ADDRESSING DIFFERENCES

How can we deal with issues of race, class,

and culture?Page 113

THIS VARIETY IS WHAT WE CALL “DIVERSITY”

Students from every country in the world go to

school in America

Page 113

DIVERSITY

Brings rich resources and opportunities for school and communities, but it also brings conflicts and misunderstandings

It comes to school daily and we need to be prepared for it

Page 113

Race

Language

Income

Religion

Sexual orientation

DIVERSITY INCLUDES DIFFERENCES OF…

Occupation

Ethnicity

Class

Disability

Culture

NationalityPage 114

PRINCIPALS, PARENTS, TEACHERS, AND

COMMUNITY MEMBERS HAVE STATED THEY FACE

THREE MAJOR CHALLENGES

In regards to diversity,Beyond the Bake Sale states that…

Page 114

3 CHALLENGES

1. How do we improve student performance in a school with huge and constantly changing cultural diversity?

2. How can we address racial tensions and bias, including some educators’ low expectations of low-income families and children of color (especially African American and Latino children)?

3. How do we deal with different class, which no one wants to talk about, or even admit exist?

Page 114

THE AUTHOR’S HEAR A LOT OF COMPLAINTS ABOUT PARENTS

Such as:

Those parents don’t teach their children how to behave

They’re working so many jobs they don’t have time to help their kids.

They’re not even trying to learn English

They don’t value education the way we do

The book states, “Do any of these remarks sound familiar?”

Page 115

WE MUST EXAMINE OUR ASSUMPTIONS ABOUT

FAMILIES

Do we expect all parents to respond the same way that middle-class parents do?

When they don’t come to school events, we may think, “They don’t care” or “ They don’t value education.”

Instead, we need to focus on ways to draw parents into the school and make them feel welcome. Page 115

REMEMBER CHAPTER 3 STATED:

“All families, no matter what their income, race, education, language, or culture, want their children to do well in school – and can make an important contribution to their child’s learning.”

“Even if your experience seems to cast doubt on this, thirty years of research bears it out.” Page 115

WAYS TO ENGAGE SPANISH SPEAKING FAMILIES

Understand Cultural Values – Informal activities at home tend to be more important to Hispanic parents than meetings, workshops, and committees at school.

Build on the strength of extended family – parents like being treated as members of the school family.

Make a personal commitment to learn about Hispanic culture – invite families to share their cultural values, stories, and traditions with teachers and in class.

Page 116

IMP ROVING S TUDENT PE RFO RMA NCE IN CULTURA LLY DIVE RSE S CHOO LS

Find out more about the cultures in your school

Invite speakers from those communities to talk to the faculty

Find out what multicultural professional development is available from the state, district, local universities, or local organizations.

Welcome parents with a “Welcome Questionnaire” from Chapter 11. All families have unique individual needs.

In invitations, address all languages and make it clear that all family members are welcome including extended family.

Pages 116-117

CULTURAL CELEBRATION EXAMPLE

Hmong New Year Community Celebration Children perform songs, dances, and a

play Enjoy a feast of traditional foods Have a Hmong exhibit of artwork Have everyone attend to learn about

another culture that is different from their own culture

Page 117

MAKING EVENTS FAMILY FRIENDLY

Remember to:Have translators to interpret at events-

use headsets for large groupsSend invitations in multiple languagesProvide hands-on activitiesDiscuss standards and accountability and

how families can help at homeMake everyone feel WELCOME!Page 119

RELATING TO PEOPLE OF A DIFFERENT BACKGROUND

Be familiar with students’ home cultures

Help students find connections between their lives and what they are studying

Incorporate students’ and families’ knowledge, culture, and learning styles into classroom instruction

Page 121

L E SS O N S A N D I N F O R M AT I O N A B O U T D I F F E R E N T C U LT U R E S C A N E N H A N C E

C U R R I C U LU M

Include families’ countries of origin in school geography lessons.

Ask the media specialist to supply literature about cultures in the school and have a special reading time about them. Include these materials in classroom libraries.

Ask family members to tell traditional stories about their culture.

Show videos about cultures represented in the school.

Page 121

NATIVE AMERICAN DAY EXAMPLE FROM AN ELEMENTARY SCHOOL IN

GEORGIA

A member of the Muskogee Creek Tribe set up a Creek encampment behind the school.

He talked about the different languages and housing used by various tribes and demonstrated hunting weapons.

Students had a chance to take part in sand painting, poetry, and Native American Writing.

Different Native American foods were available to sample such as beef jerky and dried fruit.

Page 124

D I F F E R E N T C U LT U R E S R E S P O N D D I F F E R E N T LY T O FA M I LY I N VO LV E M E N T

We can support learning at home through:homework surveys (in chapter 11) to see what families are doing at home

Addressing the language barrier with translators for meetings and phone calls. Using headsets at large group meetings.

Translating report cards, official documents, notices and newsletters.

Have a special welcome meeting for families of different cultures

Learn some basic phrases in Spanish or other needed languages

Pages 125-127

ADDRESSING RACIAL TENSION AND BIAS

1. Use the power of the school to promote positive relations and open dialogue

Build partnership with families in the care of children

Listen and learn about racial experiences through staff development

Visit student’s homes and neighborhoods

Use current news, good literature, and other teachable moments in the classroom to discuss racism and color

Pages128-132

ADDRESSING RACIAL TENSION AND BIAS

2.Raising Expectations for Children and Families

Positive or negative teacher talk can become part of (and reflect) a school’s stream of beliefs Pages 134-135

ADDRESSING RACIAL TENSION AND BIAS

Focus on the positive by:

Creating an environment in which teachers emphasize high standards, hard work, and meeting students’ needs

Don’t allow students’ life circumstances as an excuse to reduce standards or accountability for these students.

Recognize the challenges faced by students and families to enhance our commitment to help families.

Pages 134-135

ADDRESSING RACIAL TENSION AND BIAS

Find out more about families and their circumstances by using the “Family Welcome Questionnaire” in Chapter 11 – this can be used to contradict negative stereotypes about families and build knowledge to help engage families.

Pages 134-136

ADDRESSING RACIAL TENSION AND BIAS

3. Get to Know the Community and Identify its Assets. Make a list of neighborhood resources to support the school and enrich children’s learning:

Organizations such as private businesses, churches and religious groups, Boys and Girls Club, Neighborhood houses

Public institutions such as community centers, libraries, recreation facilities, parks, police and fire stations

Social services such as child care centers, hospitals, clinics, counseling programs, and family resource centers

Pages 136-138

ADDRESSING RACIAL TENSION AND BIAS

Physical features such as parks & vacant lots/buildings – that could become playgrounds or community centers

Local radio stations, newsletters, and newspapers

Informal citizens’ groups such as clubs and organizations

*All of these items on the list you form could be valuable assets & resources for the school to help address racial tension/bias

Pages 136-138

DEALING WITH CLASS DIFFRENCES

How might staff respond to families who don’t seem to have middle class advantages?

Identify and draw on resources they do have – every family has something to contribute to the school

For Example: They can listen to children read, design and sew costumes for a school play, organize meetings in their neighborhood, set up a clothing exchange, give music or art lessons, demonstrate specialty skills such as through carpentry, computer, or job related skills

Pages 139-140

DEALING WITH CLASS DIFFRENCES

Use surveys and interviews to see what families would like from the school

Make rules together – involve families in SIT and PTO/PTA planning committees

Make sure families feel welcome and included – complete a “school climate survey” – example in chapter 11

Pages 142-143

STRATEGIES TO BRIDGE DIVERSITY

A fiesta for Latino families, with speeches by community group leaders in Spanish

A barbecue at a housing complex where many Asian families live

Welcome new families at housing complexes by visiting them and introducing them to the school

Pages 144-145

HOMEWORK

As a school, complete the checklist for Chapter 6 found at http://tinyurl.com/9wk8brw located on the SCS staff tab under parent engagement Beyond the Bake Sale Chapter 6 information.

Turn in the homework documentation form and attendance sheet located at http://tinyurl.com/9wk8brw located on the SCS staff tab under parent engagement Beyond the Bake Sale Chapter 6 information.