3 Initial Goals: CULTURAL HUMILITY
FACULTY / STUDENT EQUITY
& STUDENT VOICE
Cultural humility is a lifelong process of self-reflection, self-critique and commitment to understanding and respecting different points of view, and engaging with others humbly, authentically and from a place of learning (Tervalon & Murray-Garcia, 1998). Tervalon and Murray-Garcia developed this concept while addressing disparities and institutional inequities in the field of public healthcare.
Cultural humility upholds each individual or community group as the experts and teachers on the content of their personal culture. Thus, creating time and space for sharing personal stories, worldviews, approaches to trust building, team building, and community dynamics should become part of the day-to-day strategy for inclusion and our campus community development.
Cultural humility asks that we meet each person where he or she is by suspending judgment and resisting the need to impose personal values, beliefs, “truths,” and notions of right and wrong. By doing so, we reduce the harm of prejudice and oppression and open opportunities for equity. Meeting each person where he or she is, challenging and naming assumptions and biases, sharing the hidden rules of success, and redefining the cultural norms of an organization are part of deepening individual and campus cultural humility.
On Equity
“Equity is not about equal treatment of all students. Rather, it is about equal outcomes achieved by individualizing the instruction and support for each and every student. Equity is about all students succeeding, especially when measured according to differences such as race, ethnicity, socioeconomic status, gender, language, family background—the list of diversities within our students goes on and on. This effort has been traditionally referenced as “closing the achievement gaps” between students from the dominant White middle-class norm and students from traditionally underserved or oppressed populations. Building equity in education shifts the focus of responsibility for academic achievement from the students to the professional administrators and teachers who are the educators in the school. Students have to do their part, but the adults in the building need to teach in a way so that all students can succeed” (Copyright Veronica Neal).
REPRESENTING THE COMMUNITY – HIRING
Take a moment and imagine what the hiring history of this District looks like to outside observers, here in the 21st century. Consider the abysmal outcomes of those student communities now designated “disproportionately impacted.” For each of those communities we find a lack of faculty representation. There are too few Black academics. There are far too few Latino educators. There are too few educators with disabilities. Far too few of us remember being a low income student. And, then there are, yet, gender issues. The list goes on. For every DI group, we see lack of faculty representing that group. Why is this important? Whether from the “top-down,” as in the business model of the Instruction Council, or the “as close to students as possible” model of the Student Success & Equity Committee – student contact is the only fairly indisputable way to increase productivity as a District, as well as greater retention for successful outcomes for every student. Representation will equal increased student contact. Increased student contact results in greater retention and in elevated student success and institutional health.
Black, Brown and all Disproportionately Impacted groups need to see representations of themselves represented publicly in successful outcomes. Our faculty is how we show this. But, also, White students need to see ethnic professional success as the unexceptional norm – instead of the exotic celebratory aberration that ethnic success has become.
Now - and for example - it does NOT take simply adding more Black Faculty to solve the complex issues of retention and success for that or any other group. However, the lack of representation points clearly to one conclusion. This institution does not yet understand the importance of ethnic equity and community representation in faculty, staff and administration. If the institution cannot successfully meet the goals of faculty equity / representation – it cannot possibly reason out how to provide for successful outcomes for students in that same category. In short – if you cannot hire equitably, you cannot provide for student equity.
STUDENT VOICE
Student voice gives opportunities for our students to share in the school decisions that will shape their lives and the lives of their peers. It means students, faculty, staff and administration collaborating together to improve student success outcomes. Student voice will improve engaged student participation, active citizenship, retention and success. By listening to our students – especially our disproportionately impacted students – we will find that they will raise issues that faculty and administration might not see, and identify problems with school structure and culture.
What is "Student Voice?"
Rusul: To me student voice is providing the space, culture and environment that supports and advocates for students’ thoughts, ideas, feelings, and opinion through different mediums. Student voice can be supported through many different platforms in the classroom and school to represent the students and give them autonomy and control over their own education.
What impact does creating a school culture that promotes Student Voice have on student achievement and engagement?
Rusul: Research often indicates that student achievement is directly linked to student engagement. This makes student engagement to be an essential conversation to have when it comes to student success in the classroom. Now the question that many teachers ask is how do we engage students in the classroom in order for them to succeed in learning?
Student voice holds the key for many of those questions. A classroom and a college that supports students and their autonomy and voice often also works to engage students in learning. When students feel they have some sort of control over choice, format, activities, discussions, deadlines and other elements in the classroom their engagement increases, thereby increasing student achievement (Alrubial: 2014).”
CAUTION: The downside of poor integration of student voice can result in the following:
1. Students may not appreciate demanding teachers until years later, and may provide premature responses.
2. Students may not be “trained” in how to provide constructive feedback, whereupon responses can be personally and professionally hurtful.
3. Teachers may feel that popularity is most important, and consequently adjust teaching to “win” students.
4. Students may use their own grades to determine how they view their teachers, and perhaps not always take personal responsibility.
5. A culture of evaluation and judgment may become more prevalent than a culture of mutual respect, trust, and support.
More Sources on Cultural Humility, Literacy & Competence:
Check out Video Link Cultural Humility: People Principles and Practices
Important Document Links:
Are you practicing cultural humility?
Culture, Humility, & Leadership by Melanie Tervalon
Cultural Humility vs. Cultural Competence
Sources on Representation & Success:
http://scholar.google.com/scholar?q=faculty+ethnicity+and+student+success&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ei=PP2uVOOiOtjaoATXwIGoAw&ved=0CB0QgQMwAA
http://muse.jhu.edu/journals/csd/summary/v045/45.5lundberg.html
http://citations.springer.com/item?doi=10.1023/A:1024911904627
Sources on Student Voice:
Bill & Melinda Gates Foundation Measure of Effective Teaching: http://www.metproject.org/
http://www.metproject.org/resources.php (survey).
http://forestoftheraineducation.weebly.com/rusul-alrubail-the-importance-of-student-voice.html
-Al Smith 2015
FACULTY / STUDENT EQUITY
& STUDENT VOICE
Cultural humility is a lifelong process of self-reflection, self-critique and commitment to understanding and respecting different points of view, and engaging with others humbly, authentically and from a place of learning (Tervalon & Murray-Garcia, 1998). Tervalon and Murray-Garcia developed this concept while addressing disparities and institutional inequities in the field of public healthcare.
Cultural humility upholds each individual or community group as the experts and teachers on the content of their personal culture. Thus, creating time and space for sharing personal stories, worldviews, approaches to trust building, team building, and community dynamics should become part of the day-to-day strategy for inclusion and our campus community development.
Cultural humility asks that we meet each person where he or she is by suspending judgment and resisting the need to impose personal values, beliefs, “truths,” and notions of right and wrong. By doing so, we reduce the harm of prejudice and oppression and open opportunities for equity. Meeting each person where he or she is, challenging and naming assumptions and biases, sharing the hidden rules of success, and redefining the cultural norms of an organization are part of deepening individual and campus cultural humility.
On Equity
“Equity is not about equal treatment of all students. Rather, it is about equal outcomes achieved by individualizing the instruction and support for each and every student. Equity is about all students succeeding, especially when measured according to differences such as race, ethnicity, socioeconomic status, gender, language, family background—the list of diversities within our students goes on and on. This effort has been traditionally referenced as “closing the achievement gaps” between students from the dominant White middle-class norm and students from traditionally underserved or oppressed populations. Building equity in education shifts the focus of responsibility for academic achievement from the students to the professional administrators and teachers who are the educators in the school. Students have to do their part, but the adults in the building need to teach in a way so that all students can succeed” (Copyright Veronica Neal).
REPRESENTING THE COMMUNITY – HIRING
Take a moment and imagine what the hiring history of this District looks like to outside observers, here in the 21st century. Consider the abysmal outcomes of those student communities now designated “disproportionately impacted.” For each of those communities we find a lack of faculty representation. There are too few Black academics. There are far too few Latino educators. There are too few educators with disabilities. Far too few of us remember being a low income student. And, then there are, yet, gender issues. The list goes on. For every DI group, we see lack of faculty representing that group. Why is this important? Whether from the “top-down,” as in the business model of the Instruction Council, or the “as close to students as possible” model of the Student Success & Equity Committee – student contact is the only fairly indisputable way to increase productivity as a District, as well as greater retention for successful outcomes for every student. Representation will equal increased student contact. Increased student contact results in greater retention and in elevated student success and institutional health.
Black, Brown and all Disproportionately Impacted groups need to see representations of themselves represented publicly in successful outcomes. Our faculty is how we show this. But, also, White students need to see ethnic professional success as the unexceptional norm – instead of the exotic celebratory aberration that ethnic success has become.
Now - and for example - it does NOT take simply adding more Black Faculty to solve the complex issues of retention and success for that or any other group. However, the lack of representation points clearly to one conclusion. This institution does not yet understand the importance of ethnic equity and community representation in faculty, staff and administration. If the institution cannot successfully meet the goals of faculty equity / representation – it cannot possibly reason out how to provide for successful outcomes for students in that same category. In short – if you cannot hire equitably, you cannot provide for student equity.
STUDENT VOICE
Student voice gives opportunities for our students to share in the school decisions that will shape their lives and the lives of their peers. It means students, faculty, staff and administration collaborating together to improve student success outcomes. Student voice will improve engaged student participation, active citizenship, retention and success. By listening to our students – especially our disproportionately impacted students – we will find that they will raise issues that faculty and administration might not see, and identify problems with school structure and culture.
What is "Student Voice?"
Rusul: To me student voice is providing the space, culture and environment that supports and advocates for students’ thoughts, ideas, feelings, and opinion through different mediums. Student voice can be supported through many different platforms in the classroom and school to represent the students and give them autonomy and control over their own education.
What impact does creating a school culture that promotes Student Voice have on student achievement and engagement?
Rusul: Research often indicates that student achievement is directly linked to student engagement. This makes student engagement to be an essential conversation to have when it comes to student success in the classroom. Now the question that many teachers ask is how do we engage students in the classroom in order for them to succeed in learning?
Student voice holds the key for many of those questions. A classroom and a college that supports students and their autonomy and voice often also works to engage students in learning. When students feel they have some sort of control over choice, format, activities, discussions, deadlines and other elements in the classroom their engagement increases, thereby increasing student achievement (Alrubial: 2014).”
CAUTION: The downside of poor integration of student voice can result in the following:
1. Students may not appreciate demanding teachers until years later, and may provide premature responses.
2. Students may not be “trained” in how to provide constructive feedback, whereupon responses can be personally and professionally hurtful.
3. Teachers may feel that popularity is most important, and consequently adjust teaching to “win” students.
4. Students may use their own grades to determine how they view their teachers, and perhaps not always take personal responsibility.
5. A culture of evaluation and judgment may become more prevalent than a culture of mutual respect, trust, and support.
More Sources on Cultural Humility, Literacy & Competence:
Check out Video Link Cultural Humility: People Principles and Practices
Important Document Links:
Are you practicing cultural humility?
Culture, Humility, & Leadership by Melanie Tervalon
Cultural Humility vs. Cultural Competence
Sources on Representation & Success:
http://scholar.google.com/scholar?q=faculty+ethnicity+and+student+success&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ei=PP2uVOOiOtjaoATXwIGoAw&ved=0CB0QgQMwAA
http://muse.jhu.edu/journals/csd/summary/v045/45.5lundberg.html
http://citations.springer.com/item?doi=10.1023/A:1024911904627
Sources on Student Voice:
Bill & Melinda Gates Foundation Measure of Effective Teaching: http://www.metproject.org/
http://www.metproject.org/resources.php (survey).
http://forestoftheraineducation.weebly.com/rusul-alrubail-the-importance-of-student-voice.html
-Al Smith 2015