Consider Culture at all Levels : The Challenges of Social Work in Educational Settings

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1 Consider Culture at all Levels : The Challenges of Social Work in Educational Settings Mary Plocher, MSW, LCSW Jayme Swanke, MSW, PhD Kimberly Carter, MSW, PhD Southern Illinois University -Edwardsville

2 Interesting Trends In Educational Diversity Trend #1.1:The number of ethnic minority children of school age are steadily increasing in public schools; Gebeloff, Evans, & Scheinkman (2015), Diversity in the Classroom Report National Center for Education Statistics, New York Times Conclusion: recognition of cultural variations & cultural sensitivity are essential to the positive climate of the school

3 Trend # 1.1:The number of ethnic minority children of school age are steadily increasing in public schools; 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Other Asian/Asian Pacific Islander Hispanic Black White White Other Hispanic State of Illinois Enrollment Trend (IBSE, School Report Card, 2015 Data Trend)

4 Trend # 1.2:The percentage of low-income students is steadily increasing in public schools; State of Illinois Enrollment Trend (IBSE, School Report Card, 2015 Data Trend)

5 Interesting Trends In Educational Diversity Trend #2: Greater appreciation of how familial, social and institutional factors are complex cultural nuances that shape education; Conclusion: a broader lens is being used to identify cultural informants to improve sensitivity in educational settings

6 Interesting Trends In Educational Diversity Trend #2: Greater appreciation of how familial, social and institutional factors are complex cultural nuances that shape education; Cultural tendencies impact several facets of education including the ways students and parents engage, participate, learn and view authority figures (Rosenberg, Westling, & McLeskey, 2008) Conclusion: a broader lens is being used to identify cultural informants to improve sensitivity in educational settings

7 Interesting Trends In Educational Diversity Trend #2: Greater appreciation of how familial, social and institutional factors are complex cultural nuances that shape education; Hispanic parents tend to regard teachers as experts and will often defer educational decision-making to them, versus European American parents who are more involved and visible in the classroom and more likely to volunteer and assist teachers (Rosenberg, Westling, & McLeskey, 2008) Conclusion: a broader lens is being used to identify cultural informants to improve sensitivity in educational settings

8 Interesting Trends In Educational Diversity Trend #3: Professional Organizations (NASW, IBSE, others) are more reticent to recognize the importance of diversity in their competency and practice standards Conclusion: Cultural Competence is no longer a option, it is a mandate and a recognized key contributor to responsive educational systems and positive educational outcomes

9 Trend #3: Professional Organizations (NASW, IBSE, others) are more reticent to recognize the importance of diversity in their competency and practice standards Illinois Professional Teaching Standards (2013) Standard 1: Teaching Diverse Students (All) Standard 2: Content Area & Pedagogical Knowledge, 2E,I,P Standard 3: Planning for Differentiated Instruction, 3C, J, K, M, Standard 4: Learning Environment, 4L Standard 5: Instructional Delivery, 5E,M Standard 6: Reading, Writing, Communication, 6B Standard 8: Collaborative Relationships, 8A,S Standard 9: Professionalism, Leadership, Adovacy, 9Q

10 Trend #3: Professional Organizations (NASW, IBSE, others) are more reticent to recognize the importance of diversity in their competency and practice standards NASW Standards for School Social Work NASW Code of Ethics 1.05 Cultural Competence and Social Diversity Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability. Guiding Principle #2 the importance of broad collaboration & recognition of student differences. An ecological perspective is essential for identifying resources for addressing these disparities Standard 8 Professional Development pursue continuous enhancement of beneficial, & culturally appropriate services to students and their families Standard 9 Cultural Competence ensure that students & their families are provided services within the context of multicultural understanding and competence.

11 What does this mean for educators? It is impossible to achieve culturally competence Cultural competence is thus a skill we work to develop We strive for cultural reciprocity..the ability to Accurately & without prejudice discuss cultural identity Be empathetic and open-minded in regards to difference

12 Purpose of this Session Bring awareness to Micro, Mezzo, Macro level cultural attributes that shape the educational experience of youth. Micro Attributes intrapersonal and interpersonal individual level factors Mezzo Attributes family patterns and social group affiliations Macro Attributes institutional, ideological, and community-based factors that shape educational settings and outcomes for youth

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14 Bronfenbrenner s Ecological Theory An individual s environment is made up of 5 systems environmental systems All of these systems must be considered when engaging clients/students Persons are influenced throughout the life span by the persons, social institutions, attitudes and values of the society and the historical event that they encounter There is an ongoing reciprocity between the individual and his/her environment

15 Identifying the Attributes Scenario Analysis Micro Level Attributes Child Demographics Age, Race/Ethnicity, Gender Identity, Sexual Orientation, Child Psychological/Emotional Manifestations Child Intelligence Child Health & Ability Child s Language & Communication Patterns Socio-economic variables (of child/family) Child s Familial Make-up

16 Identifying the Attributes Scenario Analysis Mezzo Level Attributes Child Family Relationships Child Social Relationships (in school/out of school) Child Extracurricular Activities (i.e. music, sports, social groups, church, etc.) Family Care Models & Support Networks Relationships to other social systems (parents jobs, universities, churches, etc.)

17 Identifying the Attributes Scenario Analysis Macro Level Attributes Educational System [School Personnel, Administrators, Policies] Health Care System Mental Health Care System Other Welfare Systems [DCFS, DSS, SSDA, Criminal Justice, etc]

18 Activity ~ Confronting the Challenge Which of these attributes (Micro, Mezzo, Macro) do you feel you can respond to? Consider access to resources Consider institutional culture & policies Consider Standards How would you respond? How could you demonstrate cultural sensitivity & acceptance? How could you demonstrate cultural reciprocity?

19 How can we form Alliances? Being honest with yourself Step outside your comfort zone Focus on relationships Identifying how you can facilitate trusting relationships

20 Consider Culture! Thank You For more information, please us at Kimberly Carter, Jayme Swanke, Mary Plocher,

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