rouson-marbley

8/13/2019 Rouson-Marbley

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Students of Color from First-Generation and Low-Income Backgrounds:

An Untapped and Hidden Resource for Increasing Diversity

in P-20 Teacher Education Programs

Leon Rouson, PhD

Norfolk State University

Aretha F. Marbley, PhD

Texas Tech University

Presented at the

NAME Summer Institute

Northern University

DeKalb, Illinois

June 28, 2012
http://www.ttu.edu/


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THEME

Addressing the Demographic Imperative:

Recruiting and Preparing a Diverse andHighly Effective Teaching Force


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OVERVIEW

This workshop will share central componentsfrom a Teacher Prep- Student Support

Service Initiative, funded by United StatesDepartment of Education in order toincrease the overall number of schoolteachers by focusing on diamonds in the

roughstudents from low income andfirst-generation backgrounds.


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OVERVIEW Continued

This workshop will explore factors such ascultural relevance and competence,

social support, mentoring, social capital,institutional climate, and racial, social,and psychological barriers that mayimpact their academic and practical

success.


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Learning Outcomes

At the conclusion of this workshop, participants will be able to:

Identify and conceptualize the key components of highly

effective Teacher Preparation Programs for diverse

students

Utilize and select best practices in the recruitment and

retention of diverse teachers

Define and create social capital strategies for diverse

students


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More Learning Outcomes

At the conclusion of this workshop, participants will:

Develop an understanding of the terms culture, ethnicity,race,color,ancestry,acculturation, and nationality, and

their relationship to social justice in teacher education

Develop a multicultural approach to teacher education thatis inclusive of students from different backgrounds

Gain knowledge of the social constructions of diversity(e.g., race, ethnicity, gender), within the context of theclassroom and the implications to recruiting and preparinga diverse and highly effective teaching force.


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FOCUS

This workshop will also provide useful data,

practical strategies, and strongrecommendations for successfully recruiting,

retaining, supporting, and graduating

students of color in P-20 teacher education

programs.


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BACKGROUND

The percentage of incoming college students who are 1st generation issteadily increasing

Fewer low-and moderate income American students are attending collegeand fewer are graduating

Low income students potentially forego wages to attend college

Definitions

Who are the People of Color

The Impact of Cultural Competency

Cultural Competencies Matrix (Sue, Arredondo, & McDavis, 1992)

Racial Identity StatusesEthnic Identity and Acculturation Model

Applying the Models: Vignettes

Ethnic Identity/Acculturation Model

Cross-Cultural Competencies

Comments/Questions


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Teacher PREP

Student Support Services

Purpose

Guidelines

Components

Results

Norfolk State University (one of six programsin the country)


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What are TRiO Programs?
http://localhost/var/www/apps/conversion/tmp/scratch_8//upload.wikimedia.org/wikipedia/commons/a/a7/TRiO_Programs_Logo.jpg


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The Federal TRIO Programs are educational

opportunity outreach and on-campusprograms designed to motivate and support

students from disadvantaged backgrounds.


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. The TRIO programs were established

to help low-income, first-generation

college students and students withdisabilities (as part of Presidents

Johnsons war on poverty) to progress

through the academic pipeline frommiddle school to earn baccalaureate

degrees.


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The TRIO programs began under Title

IV of the Higher Education Act of 1965,

and in 1968, SSS was funded to form thethird program making a "TRIO" of federal

programs.


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Class, social, and cultural barriers that

affected academic success wereincluded factors in The TRIO programs


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The Talent Search program identifies qualified

youths with potential for education at the

postsecondary level and encourages them tocomplete secondary school and undertake a

program of postsecondary education.


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The program also publicizes the availability of

student financial assistance for persons who seek

to pursue postsecondary education, and it

encourages persons who have not completededucation programs at the secondary or

postsecondary level, but who have the ability to do

so, to reenter these programs.


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The purpose of the Upward Bound Program is

to generate, in low-income and first generationhigh school students, the academic strength,

skills, and motivation required to ensure their

success in postsecondary education.


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The program is designed to better prepare

selected students to enter and complete apost-secondary educational program after the

completion of high school.


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The goal of SSS is to

Increase the retention and graduation rates of

eligible students.

Increase the transfer rate of eligible students

from two-year to four-year institutions; and

Foster an institutional climate supportive of the

success of low-income and first generationcollege students and individuals with disabilities.


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Debunking Myths and Stereotypes

First generation is the same as low income

and vice versa

College students of color are most likely tobe first generation and from low SES and

disadvantaged backgrounds

These students are usually academically

underprepared for college


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Operational Definitions:

Who are the Students of Color, First

Generation Students And Low

Income Students


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Who are the Students of

Color?

Asians and Pacific Islanders

African Americans

Native Americans/ Indians

Hispanics/Latinos


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Who are the First-

Generation and Low-

Income Students?According to Billson and Terry (1982) first

generation college students are those

whose parents did not attend college


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First generation students

are most likely to be: Women

Older adults (age 30 and up),

Married and/or have dependent children

African-American or Hispanic

Have lower incomes and come from lower-

income families

Need remedial coursework


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First generation students

are most likely to be: Attend college part-time

Delay entry into postsecondary education

Begin college at a 2-year institution

Live off campus or with family

Work full-time

Stop in and out of college


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Who are the

Low income college students

Low income college students are students

from families with less financial means,

although the exact definition of "less

financial means" is up for debate and varied.


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Low Income College Students

are most likely to:

Enter college less academically prepared

Graduate from college at lower rates

Drop out of college at higher rates Attend college part-time

Work full-time while attending college

Take on more student loans


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Low Income College Students

are most likely to be:

Female

Partnered/Married with dependent

children African-American, American Indian,

Hispanic/Latino

Come from lower-income families Not get financial help from family

Need remedial coursework


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First Generation Students

Have little knowledge about the collegelife and culture

tend to have a harder time:

Learning how to navigate academy

Understanding faculty vernacular

Dealing with Faculty Expectations

Knowing who, what, and how to get the helpthey need


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Challenges and Struggles

Identity

Financial

Family Imposter Phenomenon

Unfamiliar and Unwelcoming Climate

Social Integration Academic Culture


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Social Capital

Social Capital is the quality and quantity of

relationships, networks, and norms among

people and organizations that facilitate

collective action (Ferrangina, 2010)


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Mentoring

Mentorshiprefers to a personal developmental

relationship in which a more experienced or more

knowledgeable person helps to guide a less

experienced or less knowledgeable person.However, true mentoring is more than just

answering occasional questions or providing ad

hoc help. It is about an ongoing relationship of

learning, dialog, and challenge (Bozeman, 2007)

C lt l R l C t
http://en.wikipedia.org/wiki/Personal_developmenthttp://en.wikipedia.org/wiki/Personal_development


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Cultural Relevance, Competence,

& Responsiveness

What does it al l mean?


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Multicultural Competencies:Where do We Begin?

A starting point in our understanding ofcultural competence is the concept of

culture. Culture is the way of life of multiple

groups in a society and consists of

prescribed ways of behaving or norms ofconduct, beliefs, values, and skills(Gordon, 1978)


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Racial, Social and Psychological

Barriers

Define

Research

Best Practices


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Definitions:

Race

Ethnicity

Color (Colorism)

Culture Ancestry

Nationality

Acculturation


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Multicultural Competencies:

The word competencemeans sufficiency,adequacy, and capability.

Competence may vary from person toperson.

Competence implies having the capacity

to function effectively within the contextof culturally integrated patterns of humanbehavior defined by the group (NASW,

2001, p.4).


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Multiculturalcompetency is defined as

the knowledge, skills,andattitudes (personalattributes)professionals

need to live and work ina diverse world.


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Multiculturalcompetence not only

applies to individualprofessionals but also toagencies, local, state,

federal, and globalentities (Cross, Friesen,Mason, & Rider, 1988).


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What cultural competencies are needed?


Attitudes and Beliefs(Personal Attributes) Flexibility

Respect Empathy

Knowledge

Cultural Self Diverse Ethnic Groups

Social/PoliticalFrameworks

Changing Demographics

Skills

Cross CulturalCommunication

Teamwork Listening

Conflict Resolution

Critical Thinking

LanguageDevelopment

LeadershipDevelopment


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What cultural competencies are needed?

Cross Cultural Models


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Cross-Cultural Competencies

Counselors Are Awareness of Own Cultural Values and Biases

A. Attitudes and Beliefs

1. Culturally skilled Counselors have moved from beingculturally unaware to being aware and sensitive to their owncultural heritage and to valuing and respecting differences.

1. Culturally skilled Counselors are aware of how their owncultural backgrounds and experiences and attitudes, values,and biases influence psychological processes.


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Source:

Sue, D. W., Arredondo, P., & McDavis, R. J. (1992).

Multicultural counseling competencies and

standards: A call to the profession. Journal of

Counseling and Development, 70,477-486.


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Culturally skilled Counselors are able to recognize the

limits of their competencies and expertise.

Culturally skilled Counselors are comfortable withdifferences that exist between themselves and Clients in

terms of race, ethnicity, culture, and beliefs.


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B. Knowledge

1. Culturally skilled Counselors have specific knowledgeabout their own racial and cultural heritage and how it

personally and professionally affects their definitionsof normality-abnormality and the process of

counseling.

1. Culturally skilled Counselors possess knowledge and

understanding about how oppression, racism,discrimination, and stereotyping affects thempersonally and in their work.


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B. Knowledge

3. Culturally skilled Counselors possess knowledge

about their social impact on others. They are

knowledgeable about communication style

differences, how their style may clash or foster thehelping process with Clients of color, and how to

anticipate the impact it may have on others.


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C. Skills

1. Culturally skilled Counselors seek out educational,consultative, and training experience to improve theirunderstanding and effectiveness in working withculturally different populations.

2. Culturally skilled Counselors are constantly seekingto understand themselves as racial and culturally

beings and are actively seeking a nonracist identity.


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III. Counselors Awareness of Clients

Worldview

A. Attitudes and Beliefs

1. Culturally skilled Counselors are aware of their negativeemotional reactions toward other racial and ethnic groups that

may prove detrimental to their Clients in counseling. They arewilling to contrast their own beliefs and attitudes with those oftheir culturally different Clients in a nonjudgmental fashion.

2. Culturally skilled Counselors are aware of their stereotypes andpreconceived notions that they may hold toward other racialand ethnic groups.


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B.Knowledge

1. Culturally skilled Counselors possess specificknowledge and information about the particular groupthey are working with. They are aware of the lifeexperiences, cultural heritage, and historical

background of their culturally different Clients.

1. Culturally skilled Counselors understand how race,

culture, ethnicity, and so forth may affect personalityformation, vocational choices, manifestation ofpsychological disorders, help-seeking behavior, andthe appropriateness or inappropriateness of medicalapproaches.


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B. Knowledge

3. Culturally skilled Counselors understand and have

knowledge about sociopolitical influences that

impinge upon the life of people of color. Immigration

issues, poverty, racism, stereotyping, andpowerlessness all leave major scars that may

influence the medical process.


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C. Skills

1. Culturally skilled Counselors should familiarizethemselves with relevant research and the latestfindings regarding issues of various ethnic and racialgroups.

2. Culturally skilled Counselors become activelyinvolved with individuals of color outside of the

medical setting (community events, social andpolitical functions, celebrations, friendships,neighborhood groups, and so forth) so that their

perspective of minorities is more than an academic orhelping exercise.


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IV. Culturally Appropriate

Intervention Strategies

A.Attitudes and Beliefs

1. Culturally skilled Counselors respect clients religious

and/or spiritual beliefs and values, includingattributions and taboos, because they affect

worldview, psychosocial functioning, and expressions

of distress.


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2. Culturally skilled Counselors respect indigenous

helping practices and respect intrinsic help-giving

networks within communities of color.

3. Culturally skilled Counselors value bilingualism and

do not view another language as an impediment to

medical (monolingualism may be the culprit).


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B. Knowledge

1. Culturally skilled Counselors have a clear and explicitknowledge and understanding of the generic characteristicsof medical and therapy (culture bound, class bound, andmonolingual) and how they may clash with the culturalvalues of various groups of color.

2. Culturally skilled Counselors are aware of institutionalbarriers that affect people of color

3. Culturally skilled Counselors have knowledge of thepotential bias in assessment instruments and use proceduresand interpret findings keeping in mind the cultural andlinguistic characteristics of the Clients.


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Knowledge

4. Culturally skilled Counselors have knowledge of

family structures, hierarchies, values, and beliefs of

people of color. They are knowledgeable about the

community characteristics and the resources in thecommunity as well as the family.

5. Culturally skilled Counselors should be aware of

relevant discriminatory practices at the social and

community level that may be affecting the

psychological welfare of the population being served.


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C. Skills

1. Culturally skilled Counselors are able to engage in avariety of verbal and nonverbal helping responses.They are able tosendand receiveboth verbaland non-verbalmessages accurately and appropriately. They

are not tied down to only one method or approach tohelping but recognize that helping styles andapproaches may be culture bound.

2. Culturally skilled Counselors are able to exerciseinstitutional intervention skills on behalf of theirclients.


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Skills

3. Culturally skilled Counselors are not averse to seekingconsultation with traditional healers and religious and spiritualleaders and Counselors in the treatment of culturally differentClients when appropriate.

4. Culturally skilled Counselors take responsibility for interactingin the language requested by the client and, if not feasible, makeappropriate referral. A serious problem arises when thelinguistic skills of a practitioner do not match the language ofthe client. This being the case, Counselors should (a) seek a

translator with cultural knowledge and appropriate professionalbackground and (b) refer to a knowledgeable and competentbilingual practitioner.


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Skills

5. Culturally skilled Counselors have training and expertise in theuse of traditional assessment and testing instruments. They notonly understand the technical aspects of the instruments butalso are also aware of the cultural limitations. This allowsthem to use test instruments for the welfare of the diverse

Clients.

6. Culturally skilled Counselors should attend to as well as workto eliminate biases, prejudices, and discriminatory practices.They should be cognizant of sociopolitical contests in

conducting evaluation and providing interventions.


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Skills

7. Culturally skilled Counselors take responsibility in

educating their Clients to the processes of mental

health intervention, such as goals, expectations, legal

rights, and the clinicians orientation.


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Emic and Etic

There is more differences existing within

ethnic/racial groups than between.


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Within Group Differences

Ethnic and Racial Identity Development

Level of Acculturation Multiple Experiences


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Ethnic Identity and Acculturation

An important area for professionals to consider

when providing services to people of color is the

relationship between ethnic identity and

acculturation.

This relationship is affected by SES, education,

background, gender, age, immigrant status, etc.


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Ethnic Identity

Refers to an individuals sense of belonging

to a particular ethnic group


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Racial Identity

Refers to the quality of that relationship


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F Diff t R l ti hi B t


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Four Different Relationships Between

Ethnic Identity and Acculturation (Lee,1996)

1. A strong sense of ethnic identity and a high

degree of acculturation

2. A weak sense of ethnic identity and a high

degree of acculturation3. A strong sense of ethnic identity and a low

degree of acculturation

4. A low sense of ethnic identity and a low degreeof acculturation


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According to National Association of School Psychologists:

Culturally competent educators are aware of and

respect the importance of the values, beliefs,traditions, customs, and parenting styles of the

children and families they serve.

They are aware of the impact of their own culture

on their interactions with others and they consider

all of these factors when planning and providing

services to children and their families.


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Teachers know enough about students cultural and

individual life circumstances to be able to communicate

well with them. They know that students who have the

academic and cultural wherewithal to succeed inschool without losing their identities are better

prepared to be of service to others; in a democracy,

this commitment to the public good is paramount.

(Ladson-Billings, 2001, p. 5)


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Teachers are better prepared to work effectively withdiverse populations

Effective teaching and learning happens in a culturallysupported, and learner-centered context whereby thestrenghts students bring to class, regardless of their

cultural backgrounds, are identified nurtured, andutilized to promote student achievement (Richard,Brown, & Ford, 2004).


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Howard (1999) postulates that the multicultural education

process engages us in five key arenas of learning.

a) To know who we are racially and culturally

b) To learn about and value cultures different from our own,

c) To view social reality through the lens of multiple

perspectives

d) To understand the history and dynamics of dominance

e) To nurture in ourselves and our students a passion for

justice and the skills for social action (p. 81).



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Intersectionality:


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Intersectionality:

Multiple Oppressions/Multiple Identities

For people of color, in addition to being of color,

these problems can be further aggravated by other

oppressed identities such as race, ethnicity,

educational level, poverty , disability, sexuality,and (for females) gender.


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Applying the Models: Case Scenario

The Case of Mrs. Sadie Johnson.

Mrs. Sadie Johnson a seventy-eight year old African-American female,

seems to be in a depressed state: she rarely leaves the house (exceptwhen the church van picks her up on alternate Sundays).

**Handout of the complete case study will be available during lecture.

STEPS IN ANALYSIS


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STEPS IN ANALYSIS

What are the decision (e.g., medical) issues presented inthe case?

What are the diversity issues presented in the case?

What facts are essential for understanding and dealing withthe issues?

What additional information must be collected?

Who are the principal decision makers and what roles dothey play?


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Cultural Variables

Are there any cultural differences that might be relevant tothe issues?

What alternatives are available to medical professionals?

What are the advantages and disadvantages associatedwith each alternative?

What course of action (long-term and short-term) will be

taken?


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Vignettes


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Vignettes

Vontress, C., Johnson, & Lawrence (1999)

Cross-cultural counseling: A casebook.

VA: ACA.


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CASE 1: Shenikwa

Shenikwa is a sixteen year old African-American

female in foster care seems to be in a depressed

state: she rarely leaves the house when she gets

home and she spends most of her time in bedwatching television. Her house is falling apart and

rooms are dirty and filthy; she appears to be rather

isolated: Her few friends (who are also outcasts

arent much help) and she has little contact withher other relatives. She lives on a horrid diet of

junk food and occasional handouts from friends.


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CASE 2: Pedro and Maria

Pedro is a 18 year old Mexican high school seniorwho speaks very little English. Pedro immigratedillegally to California ten years ago from Mexico.He had been sister Maria is 13 years old and is

bilingual . Pedro has attended school off and onbecause he has had a rough, difficult job thatprovided him with barely enough to support hisdad support his ten siblings. Because of his Dads

failing health he can no longer work and dependson Pedro.


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CASE 3: Diane

Diane is a thirty-year-old Native American Indianwho grew up on a reservation in North West

Arkansas. She is currently enrolled in TrumanCity College, a community college in intercity

Chicago. She is very upset over failing her mathtest. Dianes children were placed in ProtectiveChild Custody when Diane overdosed on heroine.Her mother died a couple of weeks later from amassive heart attack. A few months later her

children were released to their paternalgrandparents who are currently residing in herhometown.

C S CO


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CASE 3: Diane CONTD

She wants desperately to succeed so that

she can prove to her former in-laws and her

tribe that she is a worthy mother so they will

let her visit her children. Diane is dealingwith many issues: alcoholism, single

parenting, guilt over the loss of two of her

children due to drinking, grief, and guilt overher mom's death.

CASE 4 Ch i i


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CASE 4: Christine

Christine is a sixteen-year-old African American junior. Hermother is white and her dad is Nigerian. Christine's motherseparated from her dad and recently accepted a job at alocal hospital in Lubbock, Texas. Christine left LongIsland, NY to join her mom. They are temporarily staying

with her mothers parent in the Kingspark neighborhood.She was enrolled and started classes last semester in apredominantly White magnet high school. At the beginningof the year Christine was very excited and anxious to joinsome of the activities and clubs in her school. She lovedespecially dancing and was the co-captain of her formerhigh school steppers club. She had participated also inother dance groups and had been selected on thecheerleading team this year.

CASE 4 Ch i ti CONTD


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CASE 4: Christine CONTD

Christine tried-out for the pep team at hernew high school and was told she didntmake the team. The pep teams sponsor

and coach counseled her not to try out in thehigh school drill and cheerleader teamsbecause in her opinions, Christine lacks thenecessary skills. Christine is unhappy and

feels left out of many academic and extra-curricular activities.

Application


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Application

I. Using DAndrea and Daniels (1997)

RESPECTFUL Counseling Model (10

minutes)

1. Assess the degree to which your ownpsychological development has been

influenced by these factors

2. Identify some of your own biases they mayhave a negative impact in the counseling

process

II. Using the information from both


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II. Using the information from both

frameworks:

1. Assess for the broad range of human characteristics anddifferences that comes into play in the educationprocess in each of the scenarios

2. Assess for your level of knowledge, awareness and skills

for working with this client3. Assess the degree to which your own psychological

development has been influenced by the diversity of thisclient.

4. Develop education strategies and techniques that are

consistent with the issues presented and thediversity background of the client.

RESPECTFUL C li M d l


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RESPECTFUL Counseling Model R Religious/Spiritual Identity

E Ethnic/Cultural/Racial Background

S Sexual Identity

P Psychological Maturity

E Economic Class Standing

C Chronological Challenges T Threats to Ones Well-being

F Family History

U Unique Physical Challenges

L Location of Residence

DAndrea, M., & Daniels, J. (1997, December). RESPECTFUL counseling:

A new way of thinking about diversity counseling. Counseling Today,31-33.


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Designated faculty or staff members asfirst responders to students needs,

helping students navigate these large,

complex institutions. Relatively high levels of student

involvement and engagement in campus

activities and programs, which personalizethe college experience for students.


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Strong first-year programs, such as

freshman orientation programs, freshmansuccess courses, freshman interest

groups, and first-year learning

communities, in which studentparticipation is required.

Efforts to improve instruction in

gatekeeping introductory courses,particularly in STEM courses


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Special programs for student who are at

risk for academic failure that incorporatemany of the best practices in the

retention literature.

Strongleadership from senior

administrators who create an institutionalculture that promotes student success by

demonstrates their commitment to

retention, providing adequate resourcesto fund programs, and rewarding the

efforts of those involved in retention

efforts.


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A an office that manages retention

activities across academic andstudent affairs, and athletic programs

in order to foster collaboration.

An emphasis on using data aboutretention in the academic learning

and decision-making process and

in order to improve delivery ofservices, outcomes, and the efficient

use of resources and social capital.

In Conclusion


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In Conclusion

What is a multicultural approachto education?

What are your personal beliefs

about other cultures? What is cultural competence?

What competencies are neededfor effective educational practice?

How is competency attained?

How is it measured?

In Conclusion


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In Conclusion

How does cultural diversity andmulticulturalism related tosocial justice?

What are the challenges? What are the implication to the

US and the world?

How does it affect you?

Conclusion


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Conclusion

OVERVIEW

Questions & Answers


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Questions & Answers

Feedback

Reflection

Change

Websites


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Websites

http://www.amcd-aca.org/.

http://www.ed.gov

References
http://www.amcd-aca.org/http://www.amcd-aca.org/http://www.amcd-aca.org/http://www.amcd-aca.org/http://www.amcd-aca.org/


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Pascarella, E.T., et. al. (2004). First-Generation college students:Additional evidence on college experiences and outcomes. Journal of

Higher Education, 75(3), 249-284

Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural

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of Counseling and Development, 70,477-486.

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CONTACT INFORMATION


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CONTACT INFORMATION

Leon Rouson, PhD - Norfolk State University

[email protected]

757-823-2260

Aretha F. Marbley, PhD - Texas Tech University

[email protected] Ext. 268
mailto:[email protected]:[email protected]:[email protected]:[email protected]

rouson-marbley

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