Moneer Moukaddem Cultural Competency Emirati Students Minoritized Marginalized

Moneer Moukaddem

Cultural Competency

Emirati Students: Minoritized & Marginalized 34. 7% of private school students are Emirati Statistics Center Abu Dhabi, 2014

Emirati Students: Minoritized & Marginalized 0. 4% of private school teachers are Emirati Pennington, 2014 Statistics Center Abu Dhabi, 2016

Emirati Students: Minoritized & Marginalized Education ranks 28 out of a list of 28 career aspirations for Emiratis Pennington, 2014

Emirati Students: Minoritized & Marginalized UAE ranks st 31 out of 37 countries for expats ‘speaking the local language’ Expat Explorer Survey (HSBC, 2014)

Emirati Students: Minoritized & Marginalized UAE ranks th 34 out of 37 countries for expats ‘integrating in the local community’ Expat Explorer Survey (HSBC, 2014)

Emirati Students: Minoritized & Marginalized Low teacher commitment Zero. Immigration Powerless/ Risk -averse Perceived inferior Madden, 2014; Ridge, 2014; Dave and Ridge, 2013; Ridge, 2009

Cultural Competency Framework Teacher/classroom School

Cultural Competency Framework Teacher/classroom • Self-assessment • Cultural knowledgebase • Culturally responsive pedagogy School

Cultural Competency Framework Teacher/classroom • Self-assessment • Cultural knowledge -base • Culturally responsive pedagogy School • School culture • School policy • Family/home involvement

Level of Analysis Area of Focus Description Teacher/Classroom Teachers’ evaluation of their own bias and cultural frames of references. (Shade, 1989; Hilliard, 1992; Mc. Callister and Irvine, 2000; Dee, 2005; Parrish et al. , 2010; Lopez, 2011; Hanover Research, 2014) Self-assessment Cultural knowledge base Culturally responsive pedagogy School culture School policy Family/home involvement Explicit knowledge of students’ culture beyond stereotypes and the Five 5 F’s. (Powell, 1997; Gay, 2002; Parrish et al. , 2010; Lopez, 2011; Hanover Research, 2014) Curriculum content and teaching styles are related to students’ experiences, points of references, and cultural behavioral norms. (Shade, 1989; Powell, 1997; Gay, 2002; Lopez, 2011; Hanover Research, 2014) School leaders monitor nourish/respect for cultural diversity in theory and practice across various levels of school. (Nelson et al. 2008; Ladson-Billings, 1995; Bustamante et al. , 2009; Hanover Research, 2014). School leaders design policies to respect and support cultural diversity. (Bazron, Osher, and Fleischman, 2005; Chamberlain, 2005; Parrish et al. , 2010; Hanover Research, 2014) School leaders recognize and attempt to bridge home-school culture divides. (Bazron et al. , 2005; Klotz, 2006)

Research Questions & Design

Main Finding #1 Teachers generally hold a static, behavior-based understanding of students’ Emirati culture.

u o f I e r e h w y r e v “E ”. s i t a r i m E t u o nd this thing ab “…Emiratis as a group have common traits. ” “Yes, there’s a mentality to the Emirati. ” “It’s fair to categorize Emiratis because they all have a lot of money, free opportunities, . . . ”

Main Finding #2 Teachers perceive school-level factors to be more important in affecting Emirati student attainment than classroomlevel factors.

f o r a e f e g u h a s ’ e r e “Th o o t e v a h s t n e r a P. s t n e par ”. e c n e u l f n i d n a r e w o p much “I try not to be generous with grades but I am bound by the system. ” “The teachers who give the highest grades are most liked by students, parents, and admin. ”

Cultural Competency Framework Teacher/classroom • Self-assessment • Cultural knowledge-base • Culturally responsive pedagogy School • School culture • School policy • Family/home involvement

Main Finding #3 Sta n Ac dard cre iz dit atio ati n/ on s er i t n Re ity l a t Men y tr s i n i M 3. Teachers consider macro-level factors to be important in affecting Emirati student attainment.

e v a h y e h t , t e g y e h t s t i f e n e b e h t f o e n s o i u t a a c c u d “B e e d n a d e t a v i t o m e d y l h g i h e m ”. e f i beco l r i e h t n i t s e r e t n i r o n i m has become a “The pass policy is damaging. Students know that no matter how badly they do, they will move on. We lose our authority as teachers. ” “The ministry hasn’t given us [teachers] real value as partners in the educational process” St Ac anda cre rd dit ize ati d on s

Implications #1. Re-think role of culture & develop culture knowledge-base #2. Re-think role of school leaders #3. Critically examine macro-level effects on educational outcomes

Moneer. mouka@gmail. com

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