Equitable Practices: Exploring Culture, Race and Socioeconomic Status
Overview
This template has been created by Branch Alliance for Educator Diversity to facilitate the development of OER as instructional materials for teacher education classes.
Within this resource are instructions, templates, and examples for using this template to create your own unit(s) for your own classes.
Introduction
Introduction
This module explores equitable practices as it relates to culture, race and socioeconomic status. The unit begins with exploring the intersectionality of culture and reflect how those experiences impact student teacher interactions. In each unit, The Social Emotional Cultural Anchor Competency Framework is addressed. It promotes equitable practices through the use of social emotional learning and culturally responsive pedagogy. Students’ attunement to Teacher Lens of the Framework (exploring assumptions and beliefs, modeling, practice and reflection) reinforces the intentionality of equitable practices. In Units 2 (Race) and Unit 3 (Socioeconomic Status), students will critically examine and evaluate how policies and stereotypes have limited access for marginalized groups. Students will also research strategies and activites) to address their learners academic and social emotional needs.
Audience – The course is intended for inservice or preservice teachers.
Length of Course – This course will be integrated into an existing eight week course.
Module Outcomes
Students will:
- Critically examine personal biases and assumptions to determine how those impact interactions with diverse groups of students and families.
- Evaluate institutional practices that promote the exclusion of minorities and how it impacts student achievement and social emotional learning.
- Analyze factors that impact how cultural diversity is addressed in contemporary schools including interactions between teachers and educators of diverse backgrounds, commitment of school leaders, and parent/community/school relations.
- Develop culturally responsive strategies that promote inclusion and community for diverse groups.
Technology requirements:
To successfully complete this module, students will need access to the internet and a computer, smart phone, or tablet.
Unit 1 Culture
Students will:
- Examine the role that culture plays in the lives of students and their families and discuss the influence of the experiences of a cultural group in the community and society on our cultural identity.
- Discuss the ways in which our assumptions and biases negatively impact cultural pluralism.
- Identify the obstacles to creating a just and equal classroom and explore strategies for creating a classroom culture that is inclusive.
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Unit 1 Content
Unit 1 Activities
Activities
Culture Web
After reviewing the material from concept of Intersectionality via lecture, create a personal Culture Web. Reflect on the various ways in which their cultural experiences intersect with one another. This activity will be useful throughout the unit and when your complete the Who am I Reflection Paper.
Flipped Classroom Activity and Whole Class Discussion
Prior to class, read Chapters 1 and 2 of Culturally Responsive Teaching and the Brain. and watch the Zaretta Hammond: Culturally Responsive Teaching and the Brain Webinar. Create a “phrase splash” chart of “culturally responsive” pedagogy. Each student will share a phrase from their chart and provide a culturally responsive strategy that fosters an inclusive classroom community.
Surface, Shallow and Deep Culture Google Doc and Whole Group Discussion
Review and complete the Culture Tree Activity. In a Google Doc, provide four common ways that surface, shallow and deep culture are implemented in classrooms. In class, we willl evaluate how these messages can impact teacher-student relationships and peer relationships
Breakout Room – Think Pair Share
Each group will explore The CASEL Wheel and identify specific challenges marginalized groups might face in each of the competencies. Develop a role playing activity that could be implemented to help learners hone that specific competency. Be prepared to share the role playing activity with the class and receive feedback.
Flip Grid Discussion Board
Students will be introduced to The Social Emotional Cultural Anchor Competencies Framework. An emphasis will be placed on the four steps of The Teacher Lens and the Building Trusting Relationships Anchor Competency. In the discussion board, students will provide ways teachers can “adjust their lens” to incorporate different aspects of culture into their classrooms. Responses will be provided via Flip Grid and students must respond to two peers.
Readings:
Hammonds, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic
engagement and rigor among culturally and linguistically diverse students. Thousand
Oaks, CA: Corwin.
Unit 1 Assessment
Assessment
Who am I Reflection Paper
Students will critically examine discuss how their various cultural aspects intersect with one another? How will these experiences impact how your address your students’ diverse needs (social emotional and academic)? Acknowledge your strengths and anticipate challenges you might experience. Given your past experiences, how will you ensure that surface, shallow and deep culture are embedded into your instruction in affirming ways?
References
Center for Reaching and Teaching the Whole Child. (2020). Social, emotional, and cultural
anchor competencies framework & guide. Retrieved from www.crtwc.org.
Hammond, Z. (March 2017). Culturally Responsive Teaching and the Brain Webinar.
https://www.youtube.com/watch?v=O2kzbH7ZWGg.
Hammonds, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic
engagement and rigor among culturally and linguistically diverse students. Thousand
Oaks, CA: Corwin.
Murray, A. and Yuhaniak, H. (2017). Leading for liberation developing the culturally responsive
schools we need. https://ohioleadership.org/storage/ocali-ims-sites/ocali-ims-
olac/documents/Culture-Tree.pdf
Unit 2 Race and Ethnicity
In Unit 2, students will:
- Examine your biases in regard to race and ethnicity and reflect on how your experiences can impact the classroom culture.
- Identify patterns of immigration and immigration policy and their impact on the education of children of foreign-born families
- Explain how educational practices support or eliminate ethnic differences among students.
- Evaluate the results of continuing racial and ethnic discrimination on communities and students.
- Develop culturally responsive strategies and activities for affirming race and ethnicity in classroom
Unit 2 Content
Content
Self-Assessment
Videos
Nationality vs. Ethnicity vs. Race
Blue Eyed Brown Eyed Experiment
A Lost Boy Finds His Purpose | John Dau | TEDxRVA
Article(s)
Racial Microaggressions and African American and Hispanic Students
Miscellaneous Resources
The Social Emotional Cultural Anchor Competencies Framework
Activities: Discussion of Racism and Privilege
Unit 2 Activities
Activities
Self-Reflective Activity
Complete the Race IAT and view Blue Eyed Brown Eyed Experiment prior to Unit 2. Reflect on the following questions:
Does the IAT score accurately reflect your views on race?
How was the topic of race addressed in your school and family?
How could your views on race impact interactions with your peers and colleagues?
You will refer back to these answers throughout the Unit.
Group Discussion and Whole Class Discussion
Watch Nationality vs. Ethnicity vs. Race.
View Examples of Microaggressions and Microaggressions_in_the_Classroom.pdf.
In groups of four, discuss the common microaggressions you have witnessed and/or experienced. Evaluate which microaggressions are most common among specific marginalized groups. Be prepared to share your examples with the class.
Podcast
You will be assigned a policy form the Immigration Timeline. Based on your policy, create a five minute podcast and discuss the following:
- What forms of discrimination might this group have experienced?
- What microaggressions might this group experience today?
- How can schools better meet the unique needs of this marginalized group?
An Empathetic Perspective on Race – Lesson Plan
Read Racial Microaggressions and African American and Hispanic Students.
Review Activities: Discussion of Racism and Privilege and First Conversations with Race and Racism.
View the Narrated Power Point of The Social Emotional Cultural Anchor Competencies Framework: Responding Constructively Across Differences
Develop a Lesson Plan that addresses a racially charged incident which has impacted your students and their community. How would you address the topic with sensitivity? Discuss the measures you would take to address possible challenges? A lesson plan format will be provided. Upload your lesson plan to Google Doc link. Respond to two of your peers.
Discussion Post
After viewing Lost Boys of Sudan - Part 1 and A Lost Boy Finds His Purpose | John Dau | TEDxRVA
respond to the following:
a. What were some difficulties faced by the boys (physical, mental and emotional)?
b. Was the school accommodating, Why or Why nott? How could the school have been more
accommodating?
c. If these students were entering your classroom, how would you welcome them and what
would be some of the first skills you would introduce to them?
d. After watching the second video, do you think that the young man was able to successfully
assimilate to American culture? Why or Why not?
e. After watching these videos, has your perception of immigrants shifted? Why or why not?
Respond to two of your peers in the discussion post
Google Doc – Culturally Responsive Strategies
Develop a list of seven (evidence-based) culturally responsive strategies that can be implemented in your classroom. Explain in detail (8-10 sentences) how these practices will be implemented. Create a Google Doc entitled Culturally Responsive Strategies. You will add to the list throughout the semester. Respond to two of your peers.
Unit 2 Assessment
Assessment
My Biases and the Biases of Others Reflection Paper – In two to three pages, discuss the biases you have of other races/ethnicities and what biases you perceive they might have of you? How could these biases impact the relationships we build with our students, their families and community.
References
Allen, A., Scott, M. & Lewis, C. (2003). Racial microaggressions and African American and
hispanic students in urban schools: a call for culturally affirming practices.
Interdisciplinary Journal of Teaching and Learning, 3(2), 117-129.
Anderson, A. (23 February 2018). Six Activities to Spark Conversation on Racism and
Privilege. ASCD Inservice.
Boulton, T.,* 2013). Jane Elliot and the Blue-Eyed Children Experiment. [online].
http://www.todayifoundout.com/index.php/2013/07/jane-
Center for Reaching and Teaching the Whole Child. (2020). Social, emotional, and cultural
anchor competencies framework & guide. Retrieved from www.crtwc.org.
Dua, J. (17 May 2016). A lost boy finds his purpose. . [Video]. TED Conferences.
https://www.youtube.com/watch?v=fIrhaAMAhW8
Fabian, D. (21 May 2020). Nationality vs. Ethnicity vs. Race. [Video]
Project Implicit, About Us, at https://implicit.harvard.edu/implicit/aboutus.html,
accessed 29 December 2016.
Simon, Bob. Sixty Minutes. (31 March 2013). The Lost Boys, part two [Video].
Speigler, Jhinnie. (27 September 2017). First Encounters With Race and Racism: Teaching
Ideas for Classroom Conversations. The New York Times.
Wing, C., Torino, Bucceri, H., Nadal, E. (2007). Racial microaggressions in everyday life:
Implications for clinical practice. American Psychologist, 62, 4, 271-28
Wing, Sue, D. (2010). Microaggressions in Everyday Life: Race, Gender and Sexual
Orientation, Wiley & Sons, NJ.
Unit 3 - Socioeconomic Status
Unit 3 Socioeconomic Status
Students will:
- Examine personal biases and assumptions of students from various socio economic levels.
- Discuss the five factors that contribute to an individual’s or family’s socioeconomic status.
- Analyze the impact of the class of a student’s family on their school experiences.
- Examine the interaction of socioeconomic status with race, ethnicity, gender, and age differences and impact of inequality on families and children.
- Develop culturally responsive strategies that will address the needs of students from various socio economic levels.
Unit 3 Content
Unit 3 Activities
Activities
Lecture and KWL Chart
The unit will open with a review of the The Social Emotional Cultural Anchor Competencies Framework and an introduction to the five determinants of Socio Economic Status. A KWL Chart will be completed on the five determinants of Socioeconomic Status.
Read and Reflect/Think Pair Share
Prior to class read Rural vs. Urban Poverty and What Unites and Divides Urban Suburban and Rural Communities. At the beginning of class, rank the five determinants of Socioeconomic Status. Create a Compare and Contrast for Urban and Rural Poverty. Exchange papers with two peers and discuss the information. Be prepared to share your information with the class.
Discussion – Audio Clip, Video or Podcast
Read Social Economic Status and Stratification. In a four to six-minute audio clip, video or podcast, discuss the importance of implementing culturally responsive strategies and social emotional learning to meet the needs of students from economically distressed communities. Upload your podcast to the discussion post. Respond to two of your peers.
Google Doc – Culturally Responsive Strategies
Develop a list of seven (evidence-based) culturally responsive strategies that can be implemented in your classroom. These strategies should take into account how to best meet the needs of students from lower socio-economic levels. Explain in detail (8-10 sentences) how these practices will be implemented. Continue to add to your Google Doc entitled Culturally Responsive Strategies. Respond to two of your peers.
Unit 3 Assessment
Assessment
Complete the Iris Module – Socioeconomic Factors and submit it for a grade.
Using the Socio Economic Privilege Checklist, complete the My Privileges and Biases Paper. Discuss how your biases impact the relationships we build with our students, families and community.
References
References
Center for Reaching and Teaching the Whole Child. (2020). Social, emotional, and cultural
anchor competencies framework & guide. Retrieved from www.crtwc.org.
Guiterrez, E., Hund, J., Johnson, S.. Ramos, C. Rodriguez, & L. Tusuhako, J. .Social
Stratification and Intersectionality. (2021, May 11). Retrieved July 2, 2021, from
https://socialsci.libretexts.org/@go/page/48885
The IRIS Center. (2012). Classroom diversity: An Introduction to student differences. Retrieved
from https://iris.peabody.vanderbilt.edu/module/div/
Parker K et al. (2018). What unites and divides urban, suburban, and rural Communities. Pew
Research Center 2018.
Tine, M. (4 October 2017). Growing up in rural vs. urban poverty: Contextual, academic,
and cognitive Differences. Poverty, Inequality and Policy.
DOI: 10.5772/intechopen.68581.