Reflections on Diversity and Cultural Reflections on Diversity and Cultural Competence in our Schools and Competence in our Schools and
Extended Learning ProgramsExtended Learning Programs
Mary McAllister Shea, Ed. D.Mary McAllister Shea, Ed. D.Shea ConsultingShea Consulting
Sisters, ORSisters, OR
[email protected]@msn.com
Learning ObjectivesLearning Objectives
Encourage reflection of our schools and
afterschool communities Examine role of leadership in
transforming school communities Expand our definitions of diversity to
include ability differences
Goal of Cultural CompetencyGoal of Cultural Competency
Ensuring everyone we come into contact with is treated in a manner compatible
with their cultural beliefs and practices, preferred language, physical ability and gender
Oregon Commission on Children and Families
Cultural Competency is…Cultural Competency is…
Based on respect for individuals and cultural differences
Having the knowledge and skills to adjust perceptions, behaviors, and practice styles to meet the needs of different ethnic and racial groups
Oregon Commission on Children and Families
Equity & DiversityEquity & Diversity
Rather than suppressing differences we should honor them
and build a commonality between us
Including All of UsIncluding All of Us
We must ensure
that individuals with disabilities
are also included
when we describe diversity
It’s time for a paradigm change…
It’s a Fact…It’s a Fact…
Individuals with disabilities
remain pervasively
disadvantaged and their goal of
full participation is a dream deferred
Medical ModelMedical Model
Deficiency Based Goal to remediate or rehabilitate person Experts were in charge Very prescriptive Outcomes were dismal
Social Model of DisabilitySocial Model of Disability
Empowerment model Based on principle of self-determination Supports interdependence Outcomes are authentic inclusion and
opportunities for connections in the
community
““Circle of Friends”Circle of Friends”
We long for wisdom to make the world more decent and tolerant and caring, a world where all of us figure in one
another’s survival. We believe much of the wisdom needed for the task comes
from reaching toward those we may have programmed to avoid
Perske & Perske, 1988
Prevalence & IncidencePrevalence & Incidence
13.9% of children 0-17 years qualify as children with special heath care needs (CSHCN)
those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who may also require health and related service of a type or amount beyond that required by children generally”
National Survey of CSHCN and National Survey of Children’s Health
Who are These Children?Who are These Children?
They are NOT… The special education students The autistic children The behavior challenges The wheelchair users The Down syndrome kids
They are just children !
Oregon’s ChildrenOregon’s Children 4.2% of children 6-17 years have
repeated a grade 46.2 % of children age 2- 17 years with
problems requiring counseling received
mental health care 16.4% of kids live in neighborhoods
with poorly kept or dilapidated housing
Oregon’s Children Oregon’s Children 7% of teens are high school dropouts
9% of teens are not in school & not working
17% of children living in poverty ($21,027 for family of 2 adults & 2 children)
29% of children in single-parent families
35% of children living in families where no parent has full time, year round employment
What’s Happening with These Kids?What’s Happening with These Kids?
• How are they doing in school?
• Are they fully included?
• Do they graduate, participate in service learning, or school activities?
• Do they have friends?
• Are they in extended learning programs or quality out-of-school time environments?
Professional OpportunitiesProfessional Opportunities Promote access, provide supports, and design respectful accommodations
Ensure opportunities for meaningful inclusion in natural environments
Model respect for human differences
Create Caring Communities !
The challenge is...The challenge is...
We are often told to build community in our institutions, but we are left with a feeling that we have neither the fiscal
nor moral tools to do so
Tierney, W.G. (1992) Cultural leadership and the search for community. Liberal Education 78 (5), 16-21
Challenge for LeadershipChallenge for Leadership
Commit to strategically and intentionally transform your school communities to become truly diverse and multicultural
institutions that reflect your communities
Become a boundary crosser !
Conduct a Cultural AuditConduct a Cultural Audit
“At the core of any viable institution there is a moral code which must
periodically be reinvigorated so that the institution may
survive and flourish”
Bellah, Madsen, Sullivan, Swindler, & Tipton (1985). Habits of the heart.
Leadership in ActionLeadership in Action
Begin with reflection
(personal and organizational) Use a developmental continuum to
measure organizational change Ensure stakeholder voices Adapt and adjust as needed
Final Reflection…Final Reflection…
Our goal should be clear. We are seeking nothing less than a life
surrounded by the richness and diversity of community.
A collective life. A common life. An every day life.
A powerful life that gains its joy from the creativity and
connectedness that come when we join in association to
create an inclusive world John McKnight