1 of 41

CREATE: Culturally Responsive Education for Advanced Technician Educators��Tier 1: Bienvenidos/Welcome and Introduction�Module 1.1: Shift your Mindset to Student Assets

Funding for this project is awarded by National Science Foundation to Westchester Community College (DUE# 2055506) and Arizona State University (DUE# 2055362)

2 of 41

Culturally Responsive Education

Culturally Responsive Education for Advanced Technician Educators (CREATE) is a professional development series that guides STEM educators in developing beliefs and competencies that are culturally responsive.

Culturally responsive approaches use the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them (Geneva Gay, 2013).

3 of 41

Asset versus Deficit: Educational Context

	Deficit Orientation	Asset Orientation
Expert definition	Explains educational disparities by placing fault on the students’ personhood, communities, backgrounds and families therefore assuming the solutions for improvement or reform are beyond teachers’ and school systems’ control and influence – (Scott et al. p.414, 2015)	Values strength, resilience, and assets. Shifts lens towards assets that are often hidden or taken for granted in hegemonic framework of imperialist, white supremacist, cis-gendered, heteronormative patriarchy – (Morrison, p. 191, 2017)
Lay definition	Thinking about a social group in terms of what they lack, e.g. literacy, preparation, knowledge	Thinking about people in terms of their strengths, and how they can lead to success
Solution focus	Fix deficit at the student level to resemble model social group.	Places necessity of change on the institution and educators to harness students’ assets and create an environment that fosters reproducible success
Example	Learn a new skill, behavior, meet a standard. �AP testing, SATs, Remedial Math	The concept of balance is widely adopted among Native Americans as a basis for scientific understanding

This is a summary of the prior concepts about asset versus deficit thinking in an educational context. I’ll give you a few moments to look it over and ask questions before we move to the Conversation Activity.

FOR REFERENCE ONLY:

A common phrase among Native students describing their experiences of navigating the dominant culture while simultaneously retaining their own culture and identity is ‘‘walking in two worlds’’ (Peacock and Cleary 1998). This ability to find balance while moving in and out of both Indigenous and non-Indigenous learning systems signifies a common theme within the educational persistence literature. Though a number of studies have shown that such conflicting cultural values as individualism versus collectivism, competition versus cooperation, and assertion versus quiet observation/listening can have potentially damaging effects on Native students’ advancement in public schools and state colleges and universities (e.g., Crawford, Cheadle, and Whitbeck 2010), an emerging body of literature is confirming what many Native peoples have known for centuries. That is, a strong cultural identity safeguards against cultural assimilation and alienation.

McMahon, T.R., Griese, E.R. & Kenyon, D.B. Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience. Cult Stud of Sci Educ 14, 77–110 (2019). https://doi-org.ezproxy1.lib.asu.edu/10.1007/s11422-017-9850-0

4 of 41

Overview

Goal: Transform educator perceptions and shift from deficit to asset thinking

How? Reflection, Conversation, Demonstration, and a Pledge to Act

Community Cultural Wealth Framework

Your Pledge

Try an example in an upcoming course

Demonstration

Practical teaching strategies and examples

Conversation

About different approaches and new possibilities

Self-Reflection

Our own experience and expectation

5 of 41

Agenda and Takeaways

Agenda

Reflection: What shaped your expectation towards yourself and your students?
Conversation: What are challenges, benefits, existing and new practices?
Demo: Yosso’s framework of Community Cultural Wealth
Action: What example(s) will you try in an upcoming course?

Takeaways

Value and reasons to shift to asset thinking
Asset–based teaching and learning strategies
Examples of reflective/ interactive activities to implement in your courses
Willingness to try at least one example activity and share high-level observations

6 of 41

Sharing Cultural Stories to engage students and release their Cultural Strengths

Elena Ortiz, PhD

Faculty, Biosciences Dept.

Phoenix College

My Cultural Story Collage

7 of 41

Introduction

Phoenix College

Phoenix College is located in Phoenix Arizona and is one of ten colleges in the Maricopa Community College District.

Phoenix College

17,000 students
5,840 FTE students
54.3% Hispanic enrollment

Maricopa CC District

10 2-year colleges in the district, > 200K students
5 HSIs

8 of 41

One Example to try in your courses with your students

9 of 41

My (Instructor’s) Story Collage that I shared with my Students at the beginning of the course

10 of 41

What shapes our expectations of ourselves as educators and �of our students?

11 of 41

Individual accomplishment is motivator
Listening and speaking
Learning occurs with professor
Peers are competitors rather than sources of information
Textual and linear organization of information
Future time orientation, planning

Community and relevance are motivators
Time to reflect and process
Comfort with ambiguity
Peer group is more important than communication with professor
Visual organization of information
Solves problems w/ multiple info sources; Process over product

Source: Escala Educational Services (2020, April 2) Culturally Responsive Instruction in HSIs Specific Instructional Strategies that Work, https://www.youtube.com/watch?v=7TwOfWTTYN0

HSI ATE Hub. (2020, April 2). Culturally Responsive Instruction in HSIs Specific Instructional Strategies that Work. https://www.youtube.com/watch?v=7TwOfWTTYN0

Contrary to belief held by those within the dominant culture, we do NOT live in a post-cultural world.

Dominant cultures are those where “Leadership positions (that) are most often occupied by people who identify as White, are educated in the same echelons of academic institutions, and who share a cultural shorthand vocabulary.” source

People raised within the dominant culture do not see themselves as manifesting culture. Instead they possess “ethnocentric monoculturalism” , which is an unconscious or conscious overvaluation of one's own cultural beliefs and practices, and simultaneous invalidation of other cultural worldviews.

In the dominant world view, Students must suffer through boring, disconnected courses/content.

Valuable discovery often comes only to individuals, through competitive pursuits.

Whereas, Collectivist cultures value community, peer groups, are more comfortable with ambiguity, and process information visually.

12 of 41

My Personal Collage / Storyboard

<name(optional)>

Insert and arrange numerous photos, graphics, diagrams, quotes, etc. to illustrate your:

cultural heritage
educational journey
personal growth stories from challenges you faced
people that inspired you
other...

photo

graphic

photo

quote

photo

See examples

Credit and Use: The HSI ATE HUB Personal Story Collage Badge utilizes an adaptation of ESCALA Educational Services Inc.’s Cultural Journey assignment from their copyrighted ESCALA Certificate in College Teaching & Learning in Hispanic Serving Institutions. This adaptation is utilized with permission from both ESCALA Educational Services CEO Dr. Melissa Salazar, and Dr. Elena Ortiz to help our webinar participants take action in their own classrooms after the webinar.

The HSI ATE Hub (DUE 1800678,1929329) is funded by the National Science Foundation. The opinions, findings, and recommendations expressed here are those of the authors and do not necessarily reflect the views of the National Science Foundation.

13 of 41

Juan Rodriguez

My Personal Collage / Storyboard

14 of 41

My Cultural Collage

Sarah Belknap

15 of 41

Share your cultural Journey

At least 2 volunteers from those who completed a Storyboard

Zsuzsanna

https://docs.google.com/presentation/d/1NMKzb50oHsDfLJYURF30RqFWaerEAPk2/edit#slide=id.p1

Laurel

https://docs.google.com/presentation/d/1FPyd3Xlr_5TSyfoTYrNAkUZRAPqczY0-/edit#slide=id.p1

Ekta

https://docs.google.com/presentation/d/1oahZXr3X1sOfBjW2L2WbbDi6UFXaUWj5/edit#slide=id.p1

Tamara

https://docs.google.com/presentation/d/1WKhaoXch2-9ZoNaqf2DYohLyXMHaqGQe/edit#slide=id.p1

16 of 41

Considering the varied experiences that we all have had, what are the common or shared experiences you’ve heard in the “share-out” that really resonated with you?

Do you believe that any of these shared experiences likely impacted your journey toward academia, or STEM in particular?

What were the clear differences in your colleagues’ experiences that may have surprised you?

Reflection Questions

17 of 41

Cultural Story Collage Homework: Students

Prepare a collage and 1 minute “Introduction” about you and your culture. Some things you could include:

● One challenge you’ve had to overcome

● What you had going for you

● Source of your motivation

● Role your family or mentor played

● Why “ Community College”?

In our next lab class, share your journey with others, and how you felt at the time, what you faced, who helped you, and how you grew.

18 of 41

Example Student Collage

19 of 41

Example Student Collage

20 of 41

Sharing Collages and Discussing Experiences

My Observations:

Seemed surprised by shared experiences
Lively atmosphere
Lots of nodding and “me too!”

21 of 41

Experiences and observations in classes where cultural backgrounds were shared

Students were

More comfortable sharing their culture
More comfortable approaching the teacher
More respectful of ESL students, valued their inputs

Improved collaboration on class projects and labs

22 of 41

As we consider the unique experiences of underrepresented students in STEM, what do you think are some experiences that these students’ share along their STEM journey?

Reflection Question

23 of 41

Asset Model: Community Cultural Wealth

https://docs.google.com/document/d/1alH09UjhDxLEMaCxf3AHhsgRY9V9HQBtsGTssnDR2Fw/edit?usp=sharing

Familial Capital - Support from all your family. Ie, grandparents, uncles, aunts, cousins.

Aspirational Capital - Like to see someone from humble make it big. Gives people hope that they can make it too. (ex: Roberto Clemente, Sonia Sotomayor)

Linguistic Capital - Some studies show that ELL are better in teaching English than native learners.

Navigational Capital When you know how to work the system. (Ex: submitting work late)

Resistant Capital - The belief that we have to be 110% better than anyone else. The thought that we already have a strike against us.

Social Capital - When we have resources that are specifically to help a certain segment of the population. (elder services, banks (Banco Poplar)

Cultural Wealth - Happy when someone achieves high goals.

24 of 41

Asset Model: Community Cultural Wealth

Framework of Community Cultural Wealth (Yosso, p.78, 2005)

Community Cultural Wealth

Familial Capital

Aspirational Capital

Social Capital

Cultural Capital

Linguistic Capital

Navigational Capital

Resistant Capital

You may be wondering about tools to introduce asset-based thinking and teaching into your courses. This section will focus on a a foundational construct that shifts focus away from deficit thinking, the Community Cultural wealth framework introduced by Yosso in 2005.

It Begins with the perspective that Communities of Color are places with multiple strengths
From the array of knowledge, skills, abilities, and contacts possessed and utilized by Communities of Color to survive and resist macro and micro-forms of oppression
These six forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom.

We’ll go through the definitions of the capitals next and then we’ll demonstrate a tool that you can use with your students

25 of 41

Familial Capital

Definition: Familial capital refers to those cultural knowledges nurtured among Familia that carry a sense of community history, memory, and cultural intuition

26 of 41

Familial Capital

27 of 41

Aspirational Capital

Definition: Aspirational capital refers to the ability to maintain hopes and dreams for the future despite real and perceived barriers.

28 of 41

Linguistic Capital

Definition: Linguistic capital reflects the idea that Students of Color arrive at school with multiple languages and communication skills.

29 of 41

Navigational Capital

Definition: Navigational capital refers to skills of maneuvering through social institutions.

30 of 41

Resistant Capital

Definition: Resistant capital refers to those knowledges and skills fostered through oppositional behavior that challenges inequality.

31 of 41

Social Capital

Definition: Social capital can be understood as networks of people and community resources

32 of 41

Cultural Wealth

Definition: The sense of group consciousness and collective identity that serves as a resource aimed at the advancement of the entire group

33 of 41

Demonstration

Community of Cultural Wealth Activity

Copy of activity can �be downloaded

Today, we’ll spend 8 minutes

in an online version of the activity

Handout: Link
Online Activity in Link

Demonstration

Practical teaching strategies and examples

34 of 41

What may be some shared experiences among underrepresented STEM students that some may typically find are deficits, but may in fact be surprising strengths-based assets?

Reflection Question

35 of 41

Action

36 of 41

Action: Your Pledge

Action

Try an example in an upcoming course

Pick at least one example to try in the this or next semester:

Community of Cultural Wealth Jamboard
My Cultural Story Collage
Course Pledge/Inclusive Syllabus (see website; ask Sarah)
Mastery Grading (see website; ask Sarah)

Earn badges as you implement!
First two examples have badges that guide you through the implementation process

37 of 41

Community Cultural Wealth Badge

38 of 41

Badge Pathway

My Cultural Story Collage

39 of 41

Questions and Discussion

40 of 41

Please respond to the Survey from Megan O’Donnell which will be sent to your email shortly after today’s webinar ends!!

Deadline: Friday Oct 8 at 5 pm

Thank you!!

41 of 41

https://sites.google.com/asu.edu/create

https://sites.google.com/asu.edu/create/tier-1-bienvenidos-introduction

Brought to you by: