Transcript Building Bridges

Building Bridges
Culturally Inclusive Family Engagement
Dr. La Tefy Schoen
February 2013
www.laspdg.org
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Part I
Understanding
LA’s Demographic Make-up
& Socio-cultural factors that affect families of
school-aged children
Population Growth –
East Baton Rouge (EBR) Parish, LA
The population of East Baton Rouge Parish has steadily increased for the last 50
years (1960-2010).
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Louisiana’s Population is Changing
– Many South Louisiana Parishes are growing.
• I-10/I-12 Corridor Metropolitan Areas
• Lafayette, Baton Rouge, and New Orleans
– Growth in North Louisiana Parishes is concentrated.
• Shreveport & Alexandria Metropolitan Areas
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Population is decreasing in other areas:
Madison (Tallulah Micropolitan Area-Delta Region)
Tensas (Rural-Delta Region)
East Carroll (Rural-Delta Region)
Winn (Rural-Central LA)
Concordia (Natchez, MS-LA Micropolitan Area-Delta
Region)
– Vernon (Fort Polk/DeRidder Micropolitan Area-Central LA)
– Catahoula (Rural-Central LA)
Parish Population Growth 2010-2020
Union
Claiborne
Morehouse
East Carroll
West Carroll
Bossier Webster
Lincoln
Caddo
Ouachita
Bienville
De Soto
Projected Change
Richland
Madison
Jackson
Increase
Franklin
Caldwell
Red River
Tensas
Winn
Decrease
Catahoula
Natchitoches
La Salle
Grant
Sabine
Concordia
Rapides
Vernon
Avoyelles
West FelicianaEast Feliciana
Allen
Beauregard
Calcasieu
Evangeline
Jefferson Davis
Acadia
Lafayette St. Martin
Iberville
Washington
Ascension
St. John the Baptist
Orleans
St. James
Iberia
Cameron
St. Helena
Pointe Coupee
Tangipahoa
St. Landry
East Baton Rouge
St. Tammany
West Baton Rouge Livingston
Assumption
St. Martin
St. Mary
Vermilion
Iberia
Terrebonne
Population Projection Source:
Dr. Troy Blanchard, LSU Sociology Dept. [email protected]
St. Charles
Jefferson
St. Bernard
LaFourche
Plaquemines
Demographic Make-up
Over time demographic shifts are occurring in
Louisiana’s population.
Educators should be prepared to engage a more
diverse group of students and families.
Study after study has confirmed that
when parents are involved in school, students achieve more!
 Better grades
 Higher test scores
 Improved graduation rates
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Activity 1 - Cultural Assumptions SelfAwareness Quiz for Educators
Point - Many things we say, do, and believe are
a product of our culture
Listen to the statements based on Hofstede’s
Cultural Dimensions, as they might apply to life
in schools for faculty or administrators.
Quickly react:1 Strongly Disagree to 5 Strongly Agree
Add total for each dimension seperately.
How does you score compare with the US norm
for each dimension?
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Part 2 – Digging Thru the Data
As we look at demographic data, ask yourselves:
What does implications does this have for
ways we interact with families
Goal: to promote
strong home-school bonds
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Understanding Census Data
US Census data allow us to look at race, ethnicity and a number of aspects of
social and cultural composition.
What is the difference between race & ethnicity?
U.S. federal government agencies must adhere to standards issued by the
Office of Management and Budget (OMB) in October 1997, which specify that
race and Hispanic origin (also known as ethnicity) are two separate and
distinct concepts. These standards generally reflect a social definition of race
and ethnicity recognized in this country, and they do not conform to any
biological, anthropological, or genetic criteria. The standards include five
minimum categories for data on race: "American Indian or Alaska Native,"
"Asian," "Black or African American," "Native Hawaiian or Other Pacific
Islander," and "White." There are two minimum categories for data on
ethnicity: "Hispanic or Latino" and "Not Hispanic or Latino.“
-Source: http://www.census.gov/population/hispanic/about/faq.html#Q1
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Ethnicity – Hispanic Origin
Percent Growth in Hispanic Population
for LA Metropolitan Areas
Alexandria
Baton Rouge
Houma-Bayou Cane-Thibodaux
Lafayette
Lake Charles
Monroe
New Orleans-Metarie-Kenner
Shreveport-Bossier City
2007-2008
3.8
6.5
6.1
6.7
7.7
2.3
5.1
5.0
2006-2007
4.7
5.6
5.4
5.4
6.2
1.9
14.1
3.9
Statewide Hispanic population Grew by 4.83% from 2007-2008
- Dr. Troy Blanchard, LSU Sociology Dept. [email protected]
Socio-cultural Data - Racial Distribution
EBR Parish,
Louisiana
& United States
TRENDS- EBR has seen an increase in its Hispanic population and its Non-Hispanic Asian
population in recent decades. The percentage of Hispanic and Asian families in EBR is still
lower than the U.S. average. Blacks are by far the largest racial group, with greater
percentages of blacks residing in EBR than is average for the state of LA or the U.S.
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This change is reflected in
LA Dept. of Ed. Data on Limited English
Proficient Students (LEP)
Most Commonly Spoken Languages
Language Spoken
Number of LEP students
Spanish; Castilian
9,959
Vietnamese
1,365
Arabic
889
Chinese
432
French
255
Source: 2011-12 CONSOLIDATED STATE PERFORMANCE REPORT (CSPR) Part 1
Compiled by LA Dept. of Ed. for USDOE; p. 48
Most Commonly Spoken Languages Among
LA Limited English Proficient Students in LA
Numbers of Students Receiving Services
12000
10000
8000
6000
4000
2000
0
Spanish
Vietnamese
Arabic
Chinese
French
What implications does this have for including families of these students?
Socio-cultural Data - English as a Second Language
EBR Parish
& United States
Far fewer individuals in EBR speak a language other than English in the home, than the
national average. Among those who do, Indo-European Languages are the most
common.
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Racial Composition of LA
Source 2010 Census – LA
Races
Demographic Shifts in Race
LA 2000-2010
Am. Indian/Native Alaskan
White
Two or more Races
2000
Other
2010
Native Hawaiian/Pacific Native
Black
Asian
0
10
20
Percent of population
30
40
50
60
70
Socio-cultural Data - Multi-Racial Combinations
EBR
The most frequent multiracial combinations in EBR
are White-Other, WhiteBlack, White-Am. Indian and
White, Asian.
LA
US
There are also significant
Black-Am. Indian, Black –
Other & Black Asian
combinations.
None of these percentages is
as high as the US averages.
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Part 3 – Using Information Well
Social and Cultural Considerations
for student and family engagement
Setting up everyone for success in school
– Understanding and appreciating diversity
– Establishing common goals
– Providing a Supportive Atmosphere
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Understanding Diversity
Simply understanding that someone belongs to a
certain racial or ethnic group is NOT the same as:
 Understanding their uniqueness
 Understanding their values and guiding principles
 Accepting them as a person
 Appreciating their contributions
Diverse groups are rich, fertile grounds for higherorder thinking and problem solving!
The more diverse the group – the more important it
is to consider multiple perspectives.
Establishing Common Goals
Parents from different cultures have different aspirations for their
children.
They may define success differently than you.
In order to establish an effective partnership with parents - you must be
unified around a common purpose!
Diversity is strength when unified by a common purpose
Unifying Strategy – Devise a way for parents to tell you what they
want for their child and how school fits into the picture. Listen!!
How well does the parent(s)’ vision fit with what you are trying to
accomplish? Parents will not back school wholeheartedly, if they feel the
schooling is taking their child in a direction they do not approve of.
Providing a Supportive Atmosphere
Minorities can feel very isolated, if they feel like they
have nothing in common with those around them.
 Establish common ground – more that unites us
than divides us
 Encourage a whole group cohesiveness mentality
– All for one; one for all
 Stress the importance of getting and giving
assistance.
 We all have obstacles to overcome, and that these
are different from person to person
Social & Cultural factors are known to
impact student academic achievement
(Coleman Report, 1966)
Awareness of the factors impacting students can foster teachers and schools
to create learning environments that result in higher student achievement.
How?
 Minor adjustments, such as inclusive language and behavior
 Modified/diversified instructional methods
 Improved use of child-specific accommodations, as needed
 Greater efforts to build effective partnerships
with parents from diverse backgrounds
(-Teddlie & Stringfield, Schools Make a Difference 1993 & many other studies)
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Failure to Consider Social &
Cultural Factors can result in
• Lack of progress
• Reluctance to engage
/student withdrawal
• Increased frustration,
anxiety, aggression
 DISPROPORTIONALITY
-MISLABELING OF
STUDENTS
-HIGHER THAN AVERAGE
DISCIPLINE REFERRALS
 DISENGAGED OR
HOSTILE PARENTS
 HIGH DROPOUT RATES
 Violence or anti-social
behavior
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Social & Cultural Issues that might Impact
Achievement in US P-12 Schools
Social
• Family structure
• Family support system
• Competing demands for time or
resources
• Health of family members
• Relative poverty
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Housing
Stimulation opportunities
Transportation
Safety
• Community resources & support
• Faculty & staff perceived as caring
for individual
Cultural
• Acceptance & friendship
bonds
• Fear of rejection/isolation
• Misunderstandings based
on differing assumptions
• Conflicting value systems
– Gender roles
– Importance of education
• Language barriers
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Data AnalysisTwo Levels
Group Characteristics
Reveal patterns & trends
common to many in group
• Creates awareness
• Helpful for planning in a
general, programmatic
or organizational sense
Individual Characteristics
Clarify concerns specific to
a particular individual
• May or may not be part
of the pattern or trend
of the larger group
• Helpful for designing
specific interventions to
increase the success of
the individual learner
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Consider the data in the next few frames:
WHAT COULD THEY TELL US ABOUT HOW
TO ENGAGE PARENTS IN OUR
COMMUNITY?
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Socio-cultural Data - Educational Attainment
EBR Parish,
Louisiana
& United States
In 2000 over half of the population had some college or higher educational level; this is
higher than the state average and about the same as the US average.
TRENDS - The percent of the population with less than a 9th grade education, or some
high school, in EBR decreased between 1990 and 2000. There was also a slight increase
in people with a graduate or professional degree.
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Socio-cultural Data - Occupations
EBR Parish,
Louisiana
& United States
A greater percentage about (23%)of people are employed in professional occupations,
which is higher than the state or the US average. Sales and office workers are the largest
segment of the population, which is also the case with state and US averages. Virtually
none of the residents reported working in farming, fishing or forestry.
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Socio-cultural Data - Income
EBR Parish,
Louisiana
& United States
EBR has a much smaller percentage of the population with a household income of less
than $10,000 a year than is average for the state of LA; but it is greater than the US
average. A greater percentage of EBR households report income greater than $200,000
a year than is typical for the rest of the state.
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Socio-cultural Data - Poverty By Age Group
EBR Parish,
Louisiana
& United States
EBR has a greater percentage of school aged children who live in poverty than the US
average, but it is similar to the state average. Teen poverty is less than the state average,
but not as low as the US average. TREND – Poverty among school aged children in EBR, in
LA , and in the US. decreased slightly from 1990 to 2000. Poverty among senior citizens
is on the decrease in EBR, and is lower than the state average.
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Socio-cultural Data - Migration & Immigration
EBR Parish,
Louisiana
& United States
In 2000 , the percent of EBR residents that had lived in the same house for 5 years
about the same as the national average, but lower than the state average. TREND-In
1995-2000 there was an increase in the number of people that migrated to EBR from
outside the US.
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Socio-cultural Data - Family Structure
EBR Parish,
Louisiana
& United States
Family structure in EBR is similar to that of LA and the US, at large. There is a slightly
larger percentage of female headed households with children in EBR than is found in
the US average. TREND – There was a slight decrease in the percentage of married
couples with children from 1990 to 2000.
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Small Group Activity:
Summarize Diversity Data
Describe the population of your district/region
-Major racial & ethnic groups?
-How are demographics in your area changing?
-Social/ cultural issues face families in your school(s)?
- What should educators be aware of/sensitive to?
Based on current local demographic trends –
What steps should be taken to engage the families of subgroups with children in our schools?
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Educational Outcome Data
Troubling National Trend :
• US - only 47% percent of black male students
entering high school in 2003 graduated in 2008
• Many researchers believe low graduation rates
are connected to high unemployment and
incarceration rates among black men.
-Source Schott Foundation for Public Education
February, 2013
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LOUISIANA
Male Black students in Louisiana in 2009-10 graduated at a much higher
rate than in 2007/8, but still below the national average. Louisiana is
ranked 38th in terms of Black male high school graduation.
Male Grad Rates
2009/10
Male Grad Rates
2007/08
Black
Males
Latino White
Males Males
Black
Males
White
Males
Black White
USA
52%
58%
78%
47%
78%
5%
Louisiana
49%
63%
63%
39%
59%
10% 4%
Jurisdiction
Source: The Urgency of Now 2012 Report
http://blackboysreport.org/state-reports/louisiana
Change
0%
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What Social or Cultural forces could be
negatively impacting black male
students in your district?
• Poverty?
• Unemployment?
• Single-parent homes
– more female heads of household ?
• Greater number of discipline
referrals for black boys?
How can we work with these families
to better support the success of their
children?
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Turning the Trend Around
Minnesota: 13% higher graduation rate for black males in 2010
(US rank – MN 8th vs. LA 38th)
1.
Address Suspensions: Look Deeper Program
When incidents arise - Look deeper. Not into the student’s offense, but into preceding/current
conditions that created the problematic behavior. Eliminate the cause.
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Consider time the action occurred.
Consider others in the environment .
Consider student motives.
•
Is acting out a type of avoidance behavior?
Is the student trying to get out of a particular class or situation by getting suspended?
In some cases , getting suspended makes them look tough - an esteemed social value . This it could be a preferable choice to personal
conflict with a female teacher who humiliates them and makes them appear weak or emasculated. In these cases the suspension could
be avoidance behavior. (Hofstede’s Masculinity Dimension).
Take a Long-Term Perspective: Get a better idea of what is going wrong in the student’s head
• Address the problem in a long-term manner that keeps the student in school!
(Short-Term Perspective : 1) remove the disruptive student from the room, 2)punish the disruptive student for each incident)
"We don't want students who have challenges with discipline to be pushed out of school,"
-Source:
John H. Jackson, CEO & president of The Schott Foundation
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Other Strategies Used Successfully
2. Implement Active Learning Approaches
"They need a different approach to
learning and it's not the sit-down, books,
tests, that sort of thing. It's contextual
kinds of learning…classes that get kids
excited about their future and also give
them a chance to learn using a different
modality…"
Consider learning style
- Paul, teacher of inner city black males in MN
- Not everyone learns
the same way !
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Connect School Work to their Life
Beyond School – The Real World
3. Achieve Minneapolis Program
• Puts 2,000 students into professional work environments
during the summer
• Connects learning in school to their world after graduation
"We are drawing the link between academic achievement and
youth employment. At Achieve Minneapolis, we really believe
that one of the problems for low-income youth and youth of
color is they don't see their future. ... We believe it's very
important to move kids into employment as teenagers, to be
able to see what is possible for them.“
-Pam Costain, President and CEO of Achieve Minneapolis
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Activity
Case of Javon
6th grade
Repeated 4th grade
Passing Math, Social Studies, Science &
PE. Trouble with ELA
Sent to office for fighting before 4th
hour – English class
This is Javon’s 4th visit to office
3rd Visit – disrupting class.
Consequence Time Out Room & Parent
Conference
Second and 4th Discipline referral filled
out by Mrs. Johnson
Discussion
How Could you apply the
Looking Deeper Approach
to avoid suspending Javon?
 What more do you want to know?
 What steps could be taken to prevent this
suspension?
 How could we begin to find out what issues
Javon has with school and address those?
 What policies might we need to revisit in
order to address the issue of large numbers
of suspensions of AA males in our school?
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Small group Activity –
Applying Research on Cultural Dimensions
Goal: Learning to Deal with Conflict by Understanding
Different Value Systems at Work
Think about the case of Javon
Re-Read about Hofstede’s 5 Cultural Dimensions
1. Decide which, if any, cultural dimensions are relevant to this situation
2. Think out of the box: What are some novel ways to handle the situation
that would increase, not decrease, the student’s desire to commitment
to engaging in school and learning?
3. How could we better partner with parents to address their concerns?
4. Present to whole group
________________________________________________________________
What about the case of Yvonne:
Case Yvonne says Jeff always bullies her and puts her down. She says she
hates school because of him and refuses to participate in any activity with
him?
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Conclusion
Approaches and Guiding Principles to facilitate
Developing Culturally Inclusive Family Engagement Practices
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Connecting with Minority
Students and Their Families
All people want to be understood and accepted
• Show you care about the individual - Establish faculty as
a set of adults that care about the student and will work
with them and help them to succeed.
• Facilitate friendships. Social ties with peers have a strong
influence, over human behavior. Parents who are friends
with other parents and feel comfortable with faculty are
more likely to engage in school activities.
Healthy relationships go a long way to foster commitment
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Developing Socially & Culturally Inclusive
Schools starts with Teacher Self-awareness:
• Recognize your own social & cultural heritage –
with its associated values, assumptions & norms – i.e. all teachers are middle
class
• Accept that individuals from different cultures and even sub-cultures
within the same culture have different assumptions about what is
– Good, desirable, acceptable
– Terrible, humiliating, unacceptable
• Recognize the individual as a whole, not just as your student. Understand
that multiple stressors may be at work – not just learning/academic
issues, that could contribute to failure or dropout. School is a social
environment where cultural norms are always in play. P-12 students do
not separate academics from the rest of their school experience. Students
must feel comfortable in order to engage.
• Understand that you may be key in helping the student want to do better
and in helping them learn to cope with stress.
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Socially & Culturally Inclusive Schools – Value
the Individuality of Students
• Build on strengths • Recognize publicly frequently (students & parents)
• Help students envision a future they are excited aboutone that fits with family expectations
• Build a strong personal bonds. Help them see you as a
part of their support system – you care & are
committed to their success (not your rules/standards)
• Show respect for their family – let students see their
family included in events and activities
• Involve families in decision making – student-level &
school-level.
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Communicating with Diverse Families
• Address Language Barriers!
– Be sure parents understand you. Know which families do not
speak English in the home & be sure all important information
is translated into their native language – LA requires Home
Language Survey in enrollment packages.
• Social Sensitivity
– Apply People First Language to all families, including those
facing unique social & cultural challenges. Be inclusive. Create
a cohesive culture. Comfortable people engage;
uncomfortable people do not.
• Be aware of ethnic origins – these often impact
norms/traditions of communicating with school staff (see Hofstede
Cultural Dimensions for major differences)
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Develop Socially & Culturally
Inclusive Schools
Dispel misconceptions about Parents:
– Parents who don’t come to school as much, don’t
care about their children’s education as much
– Involved parents all do the same things to support
their children’s learning
– All parents respond to the same things
– Parents who are struggling financially cannot
support the school
– Parents all have the same goals for their children
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Culturally Inclusive Family Engagement
Principle 1 - Communicate effectively with families
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Overcome language barriers
Establish regular modes of sending out information
Communicate frequently
Keep communication non-threatening/intimidating – be
positive, encourage, offer suggestions
Send important information home 4 or more different ways
Archive information for parent reference, as needed
Be accessible and approachable – friendly perception
Establish multiple ways for parents to provide you with
information about their child or to ask questions.
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Culturally Inclusive Family Engagement
Principle 2 – Keep it Personal
– Establish personal relationships with parents
– Build trust (some cultures are not accustomed to speaking
frequently with school faculty)
– Provide positive and constructive feedback regularly
– Understand the parent’s wishes for their child
– Allow parents to voice frustrations without repercussions
– Share ideas and ways for parents to be engaged at home
on a regular basis
– Build in opportunities for parents to socialize – these
informal ties are very important and make parents more
comfortable with being involved at school
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Culturally Inclusive Family Engagement
Principle 3 – Types of Family Engagement Changes with
the Age of the student
Parents of young children benefit more from
– Supplemental materials and resources, tied to the
curriculum, to use to work with their child at home as they
have time
– Frequent parent outreach (phone calls, emails)
Parents of older students benefit more from
–
Interactive, open-ended assignments & projects that
they can help their child with
– Materials to facilitate discussions of the child’s life
beyond high school
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NEXT STEPS
Begin a Family Engagement Plan
Get a good understanding of where you are with current practices –
Then PLAN…
to engage more parents,
more frequently and
more effectively !
1. Complete PROFESSIONAL REFLECTION Questionnaire Family Engagement Practices
2. Begin working collaboratively on Family & Community
Engagement Planning Guide
3. Plan some FACE Anchor Activities – 1 or 2 new things
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When you return to work
1. Consult other data sources that will help you
further identify other issues with sub-groups
Child-specific school data:
Suspension Records
Attendance Records
Performance Records (tests & grades)
Special Education – Disproportionality data
2. Remember that plans to address these issues
should always involve establishing partnerships
with parents.
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Contact Us
If you would like support in continuing to
develop effective context specific Family
Engagement Strategies
Please EMAIL
[email protected]
[email protected]
Consult the LaSPDG website for more
resources on this topic
http://www.laspdg.org/
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