Multicultural Competence: Best Practices for Serving Students,

Parents, and Teachers in the 21st Century

Objectives: The LSSP should be able to:

Describe disproportional ethnic representation in educational programing

Describe how characteristics of schools, teachers, families, and students influence disproportional representation and school success

Describe how improved multicultural sensitivity with schools and teachers can improve disproportional representation and school success

List approaches to improving practices in consultation and assessment

Why should we care?

Diversity of USEthical obligationsMoral obligationsImpact on practice

What is Necessary to be Culturally Competent

Understanding yourselfUnderstanding othersUnderstanding the interplay between the two

Ethnic Representation in Educational Programing

Academic Pre-referral Special Education Gifted and Talented

Behavior Office referrals Disciplinary placement Dropout

When compared with white students:When compared with white students:

1. Which group is more likely to be identified as MR?

2. Which group is more likely to be identified as ED?

3. Which group is more likely to be identified as LD?

4. Which group is more likely to participate in GT?

5. Which group is less likely to participate in GT

6. Which group is more likely to participate in free tutoring?

1. African American2. African American3. Native American4. Asian Americans5. African American,

Native American and Hispanic American

6. AA and Hispanic

Quick Quiz!

Academic Representation

Hispanic and AA > to receive info about free tutoring

Hispanic and AA > to receive free tutoringChildren of color > referral for special

education assessment. Children of color > in particular settings and

placements. Children of color < to participate in GT

curriculum.

Disciplinary Representation

African American students > referrals, suspensions, expulsions

Inequity in discipline for similar offensesAfrican American and Hispanic students >

referred and placed in DAEPs for discretionary versus mandatory reasons.

Drop rates in order: Asians/Pacific Islanders ~ Whites < Blacks < Hispanics

Generally fall in two categories Teacher/System related sources Family and Community

Culture-Related Issues Contributing to Disproportionality and School Failure

TEACHER/SYSTEM RELATED SOURCES OF CULTURAL CHALLENGES

Teacher/System Related Sources

Use of assessment tools that do not accurately measure ability and potential

Inequity of resources and funds to properly address needs

Minimization of family and community involvement

Failure to track trends of disproportionality

Teacher-Related Perceptions and Behavior

Teachers rarely recognize or acknowledge culture as an issue in the classroom

Research supports differential treatment of students based on Communication Expectations

Discussion

What are the behavioral and academic implications for these differences in communication and expectations?

What can you do? During the pre-referral stage (proactive approaches) During the referral stage

Paying attention to verbal and nonverbal communication styles

Understand differences and sources of student participation, interest, and how to use these differences

FAMILY/COMMUNITY-BASED SOURCES OF CULTURAL CHALLENGES

Family/Community-Based Sources

Low socio-economic status; residing in more urban areas; low parental involvement

Lower level of parental educational attainment/less value placed on education

Family’s marginalized school experiencesFamily’s lack of trust of educators and

educational environments

Discussion

What are the behavioral and academic implications for children whose families/communities struggle with these sources of cultural challenges ?

What can you do? During the pre-referral stage (proactive approaches) During the referral stage

STUDENT-BASED SOURCE OF CULTURAL CHALLENGES

Identity Development

Identity development affects such constructs as motivation, competence, achievement

Complex concept: includes such issues as gender and ethnicity

Ethnic Identity Defined

Includes two processes

Integrating ones own beliefs

Integrating the beliefs of the environment

Acculturation in Immigrants

Two Models: Unidimensional – adopt host-culture beliefs and values

and disregard their own Bi-dimensional – acculturation occurs on two different

continua: More Less

• Host culture

• Native culture

Acculturation in Immigrants

Needs of students from ethnic groups differ based on longevity in U.S. Inverse relationship between high school achievement

and # of years family in US Willingness to seek psychological help found to be

related to level of acculturation1

Why is Ethnic Identity is Important in the Context of School?

History Desegregation – awareness of ethnicity thought to be

cause for lower self-esteem School strove to reduce or ignore differences among

groups Research supported that acknowledging and honoring

differences had positive effects

Those who cannot learn from history are doomed to repeat it.George Santayana

Why is Ethnic Identity is Important in the Context of School?

Significantly contributes to the understanding of risk and resilience.

May impact: Health Psychological adjustment Achievement Behavior Interpersonal Interactions – peer and teacher

Theories and goals of education don't matter a whit if you don't consider your students to be human beings.

Lou Ann Walker

African Americans Students & Ethnic Identity

Psychological adjustment EI associated with self-esteem9

African Americans self-esteem than Hispanic, White, and Asian students13

EI development have been found to be and indicator of levels of depression and positive general emotional adjustment16

African Americans Students & Ethnic Identity

Interpersonal relationships Multiculturalism as a coping mechanism

Academic Achievement EI was found to be correlated with GPA African American students typically do not rate

themselves low on intelligence, academic ability Some evidence suggests that African American children

are less likely to link academic achievement to self-concept

Behavior EI associated with both externalizing and internalizing

problems (Unlike white students) Positive EI associated with more active coping, fewer

beliefs supporting aggression, and fewer aggressive behaviors

White Students and Ethnic Identity

Psychological adjustment Positive adjustment (depression, emotional) is not as

strongly linked to higher level of EI as in African Americans, but some relationship does exist

Lower levels of identity do predict difficult adjustment Similar level of self-esteem with Hispanic students,

higher than Asian students

Hispanic Students and Ethnic Identity

Psychological Adjustment Consistent self-esteem with that of White students

Achievement Hispanic students rated themselves lowest on

intelligence

Asian Students and Ethnic Identity

Psychological adjustment Asian Students found to have the lowest level of Self-

esteem

Achievement Self-concept connected to academic achievement

Native Americans Students & Ethnic Identity

Achievement Persistence greater for students who’s EI was more

well developed 11

Psychological Adjustment No conclusive relationship found between EI and

psychological adjustment Higher level of EI and Ego development helps

competence, but intensifies emotional experiences

Native Americans Students & Ethnic Identity

Behavior Impulsive Native American adolescents found to have

least developed EI and highest level of interpersonal vulnerability

Higher levels of EI associated with lower aggression, social problem behavior

Interpersonal relationships Higher levels of EI associated with less peer conflict

APPROACHES TO IMPROVING PRACTICES IN CONSULTATION AND ASSESSMENT

Approaches

System-wide: Identify school factors contributing to difficulties Enlist diverse multidisciplinary planning teams Provide high quality pre-referral services Learn culturally appropriate behavior management

strategies Alternative assessment methods Diversify curriculum Provide “Bridge” programs

Approaches Continued...

Teacher Provide culturally appropriate and diverse behavior

management strategies Provide alternative explanations for teacher

observations Encourage cultural self-awareness Encourage higher expectations Provide concrete information

Approaches Continued...

Family and Child Set higher standards and provide realistic honest

feedback Emphasis the pragmatic and relevant function of

education in the lives of specific groups Institute practices that embed achievement as part

of students ethnic identity

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler

Approaches Continued...

Do not focus on programs that raise self-esteem1 as the main outcome

Encourage the exploration of ethnic identityFocus should include both in-group and the

greater societyIdentify the problem you are attempting to

intervene on, and correctly link intervention

Culturally Sensitive vs. Culturally Based Programs

Culturally based: Programs or interventions that combine culture,

history, and core values as agents to encourage behavior change

Culturally Sensitive : In addition to cultural base, relative historical,

environmental, and social forces are incorporated into the design, implementation, and evaluation of materials and programs12

OVERVIEW OF PROGRAMS THAT USE CULTURE TO IMPROVING BEHAVIOR AND ACHIEVEMENT

Culturally Sensitive vs. Culturally Based Programs

Surface Includes external characteristics of culture Serves identification purposes Improves acceptance of message

Deep Includes more embedded characteristics Involves how group members perceive issue Implications for the salience of the program for

groups

Culturally Sensitive vs. Culturally Based Programs

Culturally Sensitive, Deep Structure programs: Incorporate core beliefs and values of a group Incorporate culture in both how they are developed

and in the content of the program Focus on the needs and strengths of the population

they serve

Programs

Resolving Conflict Creatively Program

K-12 program in social and emotional learning

Involves multiple support areas

Results demonstrate significant social and academic improvement

Programs

Project Aim Focus on reducing risk behaviors by increasing

interest in development as an adult Fosters interest in a positive future self by including

and discussing cultural models Results indicated reduction in at-risk sexual behavior

Programs

School-to-Jobs Program Focus is on self-concept, school bonding, performance Research indicates significant improvements in all

areas for program participants

References Identity References 1. Chung, R. H. G., Bryan, S. K, & Abreu, J. M. (2004). Asian American multidimensional acculturation scale: Development, factor analysis, reliability, and validity.  Cultural Diversity & Ethnic Minority Psychology, 10, 66-80. 2. Demmert, W. G. (2005). The influences of culture on learning and assessment among Native American students.  Learning Disabilities Research & Practice, 20, 16-23. 3. French, S. E., Kim, T. E., & Pillado, O (2006). Ethnic identity, social group

membership, and youth violence. In N. Guerra, & E.P. Smith (Eds.) Preventing youth violence in a multicultural society. (pp. 47-73) Washington, DC: American Psychological Association.

4. Fusick, L. B., & Wendy C. (2004). Counseling at-risk Afro-American youth: An examination of contemporary issues and effective school-based strategies. Professional

School Counseling, 8, 109-115. 5. Guerra N., & Smith, E.P. (Eds.) Preventing youth violence in a multicultural society.

Washington, DC: American Psychological Association. 6. Holcomb-McCoy, C. (2005). Ethnic identity development in early adolescence: Implications and recommendations for middle school counselors. Professional School

Counseling, 9 7. Peterson, R. L., & Ishii-Jordan, S. (1994). Multicultural issues in the education of students with behavioral disorders. Cambridge, Massachusetts: Brookline Books. 8. Pizarro, M., (2005). Chicanas and Chicanos in school: racial profiling, identity

battles, and empowerment / Marcos Pizarro. Austin : University of Texas Press. 9. Phinney, J. S. (1992). The multigroup ethnic identity measure: A new scale for use with diverse groups. Journal of Adolescent Research, 7(2), 156-176.

References

10. Nelson, C. M., Leone, P. E., & Rutherford, R. B. (2004). Youth delinquency: Prevention and intervention. In Rutherford, R. B., Quinn, M. M., Mathur, S. R. Handbook of research in emotional and behavioral disorders. Pp. 282-301. New York: Guilford Press.    11. Newman, D. (2005). Ego development and ethnic identity formation in rural American Indian adolescents. Child Development, 76, 734-746. 12. Resnicow, K., Soler, R., & Braithwaite, R. L. (2000).

Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28, 271-290. 13. Roth, B. M. (2005). Self-Esteem, ethnicity, and academic performance among

American children. In C.L. Frisby, & C. R. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp.557-610).

14. Umaata-Taylor., A. J. (2005). The Ethnic Identity Scale. In, What do children need to flourish: Conceptualizing and measuring indicators of positive development. Series Title: The Search Institute series on developmentally attentive community and society. (pp75-91). 15. Wigfield, A., & Wagner, A. L. (2005). Competence, motivation, and identity development during adolescence. Handbook of competence and motivation. Pp. 222-239 16. Yasui, M., Dorham, C. L., & Dishion, T. J. (2004).  Ethnic identity and psychological adjustment: A validity analysis for European American and African American

adolescents. Journal of Adolescent Research, 19, 807- 825.