Cultural Humility in the Classroom Tips and Methods

+ Cultural Humility in the Classroom Tips and Methods for Instruction

+ Presentation Objectives n By the end of this presentation you will be able to: n Define cultural humility n Identify aspects of personal self awareness related to cultural bias n Identify strategies useful for cultural humility in the classroom n Identify ways to better communicate with students n Identify resources that may aid students struggling at YSU

+ Background n Census data forecasts the number of individuals identifying themselves as minorities will outnumber the majority by the year 2042 (US Census, 2012). n Student population is shifting…but is the population that makes up our faculty? n n Divergence of faculty backgrounds and student backgrounds… As this shift occurs so must our ability to connect with our students

+ What is cultural humility? n Hook (2014) defines cultural humility as an ongoing process at both the interpersonal and intrapersonal levels, as opposed to a skill that can be mastered as is implied with the term cultural competency n Remember All education is cross cultural! n The idea that our life experiences impact how we interact with others n The judgments we make n The rules we create in our classrooms or in our syllabi n The expectations we have of students n The expectations we have of ourselves

+ Cultural Humility (HUMBLE) Model (Borkan et al. , 2008) H: Be Humble about the assumptions you make about knowing the world from your students’ shoes U: Understand how your own background and culture can impact your teaching for students M: Motivate yourself to learn more about the student’s background, culture, health beliefs and practices, as well as the unique points of view of their families and communities B: Begin to incorporate this knowledge into your teaching L: Life long learning E: Emphasize respect and negotiate plans

+ VIDEO Cultural Humility: People, Principles & Practices https: //www. youtube. com/watch? v=_Mbu 8 bv. Kb_U&list=PL 87955 5 ABCCED 8 B 50&index=1 7: 12

+ Reflecting on how to integrate cultural humility… n Exploring one’s own concepts of culture to include, for example, the elements of race, ethnicity, class, gender or sexual orientation encourages students to gain insight into their own perceptions of culture and the role they play in societal oppression. n Take the time to answer these questions for yourself: n Where do I come from? n What barriers almost prevented me from getting here? n Who helped me along the way? n When did I need more help but didn’t really get it? n What aspects of my culture/background/family life have influenced the teacher that I am today?

+ Why do I want to teach with cultural humility? n Classroom discussion may deal directly with issues of cultural differences n Complexity of student’s life may be influenced by culture n n Think multigenerational families Parents returning to school with small children Family Work SCHOOL balance (if anything doesn’t go according to plan…) Eurocentricity of higher education n Shows you aim to understand the WHOLE student n Demonstrates you are flexible and recognize that their life circumstances are unique and may require some accommodations to help them succeed. n n Compromise without compromising their education Best method is to be proactive and when possible, catch problems before they are too far gone for solutions between faculty student

+ Translation to the Classroom n Find a way to be flexible with students who experience extenuating life circumstances n n Alternative due dates/assignments Shift due dates around holidays or the needs of the class Have an open door/open email policy for students to communicate with you about issues they are facing Move from idea that students are giving you “excuses” – which lays blame at student’s door n Move into; this student comes from a different background; one perhaps without privilege, where he or she is the first person attending college – how does that complicate college? n No real knowledge of what the college experience might entail n Student make lack familial or financial support when hardships occur

+ Communicating with Students n Offer multiple options for connecting with students n Most students want to communicate via email, rather than via phone; be sure that you respond promptly to emails n Outside of the 5 required office hours, also offer office hours “by appt” so that students who cannot attend during your scheduled times understand that you can make yourself available at other times. n If you need to be at home for childcare, family care or to tend to other issues consider offering SKYPE office hours during this alternate “by appt” time n Create a Skype user ID and place on your syllabus; make this a professional ID that you use for YSU purposes only.

+ Evaluate and identify students who are struggling n Utilizing Starfish is a great way to get students connected to services on campus n However, some students may cut off their engagement with school and make accessing or utilizing these services difficult n Consider reaching out to students directly when you note that they have missed more than 2 class meetings in a row n May not be possible for all courses; but hopefully is possible for courses with enrollment <50 n When you send emails to students request read and delivery receipts through microsoft outlook n Make connections with Angela Messenger (Writing Center), CSP, and Disabilities Office to be able to connect students to those resources successfully.

+ Using I statements to convey concern about success n Use “I” statements when communicating with students: n I am concerned about your success in this course n I’ve noted that you were absent on 1/12 and 1/17 and wanted to check in with you about the course n I’m wondering how you are feeling about the course right now n I want to offer my support for your success in this class; can we meet in person or via skype to discuss? n We are choosing volunteer locations and I noticed that I don’t have one from you are you considering any place in particular? Do you need some assistance with finding a volunteer placement? n Make statements that do not include judgment but convey compassion and your interest in being a part of the solution.

+ Meeting Students “where they are” n This is a key tenet in my profession; social work n n We talk about meeting clients where they are at, not where we want them to be. Not every student is ready to be a better time manager; quit the part time job so they can focus on school; or take out an extra loan to be able to pay a babysitter and have more time to study Have a conversation with students who are struggling – ask them questions like: n What do you need to do to succeed in this class? n How can I help you to achieve that goal? n What additional supports can we connect you with on campus to ensure your success at YSU Sometimes all students want and/or need are for faculty and staff to show that they care about them and want them to do well.

+ How your values impact students n Most everyone in this room likely had parents or family who attended college n n What can you do increase your empathy for students struggling through seeking a college education? For those of you who didn’t; you intimately know what the struggle is like, and hopefully utilize that in your interpersonal relationships and work with students Double edged sword: sometimes past struggles can increase empathy; sometimes they can diminish it (e. g. I struggled through, why can’t this student? ) Agree or Disagree: If you are attending college, be prepared to make sacrifices to ensure your success n Other things to consider: Maybe they are making sacrifices to be there, but can only sacrifice on certain issues (for example child care isn’t an issue they can compromise on as they have not support in the area and are dependent on day care to be at school) n There may be sacrifices already happening that you are unaware of

+ How your values impact your students (cont’d) n Agree or Disagree: Writing skills are solely the responsibility of the student to address, not the instructor (especially when it isn’t a writing class)! n Ideally, students would arrive to us as competent writers; reality: many of them lacked this instruction in their high schools and or face learning disabilities that make writing a challenge n How can we reasonably help? Recommend regular appts with the writing center; offer time to meet with student (not to read drafts on your own time) to look at their writing and work to improve it together n Make it a shared process; with them as an active participant n Once writing issues have been identified; work on drafts with student; create peer review worksheets; dedicate class time OR create homework assignments that require drafting of written work

+ How your values impact your students (cont’d) n Agree or Disagree: Students who are chronically late to class don’t care about their education (or about this class). n n n Perhaps the student works a night shift and the relief staff is chronically late making them chronically late to class (need job to be able to go to school) Perhaps student cannot afford reliable transportation and depends on public transport or a vehicle that is unreliable Perhaps student has other extenuating circumstances that impact his/her ability to be to your class on time. Ask them about it; rather than presume you know the reason for it: “I’ve noticed that you’ve come in late several times and wanted to check in with you about that” – address the issue but do so without judgment so that the story can come out and solutions can be discussed. Be sure that student understands consequences for coming late to class

+ Creating the classroom environment you want n Make sure that students feel you are accessible (email, office hours, skype office hours, “by appt”) n Respond promptly to students n Discuss basic rules for communication in your classroom in your syllabus and in your initial classroom meeting; here’s what I put into my syllabi (next slide) n Identify students who are in need of a reach out, and do it in a non judgmental way Instead of “I know you bombed Test 1, let’s meet to talk” Try: “I noticed you haven’t been in class since Test 1; I wanted to check in with you about the course” n Instead of “ Your writing isn’t up to college standards. You need to use the writing center or you will fail this course” Try: “I am concerned about the paper you turned in and was hoping we can set up a time to meet; are you able to come to office hours or should we set up an alternate time? ” n

+ Expectations for Student Conduct n Classroom Conduct: Students will be expected to conduct themselves with the highest standards of academic integrity. The Code of Student Rights, Responsibilities, and Conduct defines academic dishonesty as misconduct that in cludes but is not limited to cheating and plagiarism as defined in The Code. Academic dishonesty is a serious violation of University policy that will not be tolerated in this course and may result in failing the course and/or suspension or expulsion from the University. Students that plagiarize (i. e. pass off someone else’s work as their own) for ANY assignment in this course will receive an automatic F in the course. The case will be referred to the Office of Student Life, a unit of the Division of Student Affairs and the administration may further penalize the student. n Classroom discussion is an important part of this course. As such it is important that we: take turns when speaking, that you do not whisper or write notes with other students when the instructor or another classmate is speaking, respect others points of view, and do not criticize others for their personal beliefs. n Academic performance and professional demeanor will be observed in this class. Please refer to the Youngstown State University Undergraduate Bulletin regarding the policy on academic honesty. It is expected that students will abide by the Code of Ethics of the National Association of Social Workers (NASW). Failure to do so may result in a lower or failing grade for this course. n **We will model social work values and principles in class, such as treating everyone with respect, listening to each other, and working together as a team. Failure to act in a respectful way towards fellow students and your instructor will impact your participation grade.

+ It might feel like “beating around the bush” but… n It is important to give students the benefit of the doubt a problem usually arises because multiple issues have come up. n Being harsh with the way you communicate to your students doesn’t build trust, using a softer tone when approaching students doesn’t mean you won’t stick to your policies or fail them in a course. n It means that you will seek to understand them first, find reasonable solutions and then work together to actualize those solutions.

+ When you are feeling stuck n Consider speaking with your chair; or a senior member of your department about how they have handled “x” situation when it has happened for them. n Trust me. IT HAS! n Shared knowledge of how to successfully deal with student problems in a department is better than reinventing the wheel each time a student problem arises. n Consider referrals: Center for Student Progress; Counseling Center; Writing Center; CSP Disability Services n Is this a recurring problem in your course? Is there something that can be done about the timing of an assignment or the progression of an assignment that might help multiple students?

+ Resources at YSU n Disability Services n n n Center for Student Progress n n Inside Maag Library (and ONLINE!) X 3055 E tutoring n n n Kilcawley West (under YSU bookstore) X 3538 Writing Center n n 275 Fifth Avenue X 1372 Online service http: //www. etutoring. org Math Assistance n n 408 Lincoln X 3274; mathassist@ysu. edu

+ Questions? Comments?