Culturally Responsive Framework

Culturally Responsive Framework
Research in this article was directed towards using effective culturally responsive principles for
students with learning disabilities (LD) in an educationally setting. Utley, Obiakor, and Bakken
(2011) have noted that schools are changing which requires new teaching skills that teachers have to
acquire in order to successfully teach culturally and linguistically diverse (CLD) students with LD.
Educators have not been taking into consideration how multiple cultural backgrounds and
socioeconomic statuses affect learning. Based on their various backgrounds, CLD students have
different learning styles than their white peers, which can result in low academics and can be
referred for special education when their struggles in academics are a result of their cultural needs
not being met. Mercer and Pullen (2009) reported 58% of white students have a learning disability.
Hispanic and Asian students follow with 19% of the student population being diagnosed with a ...
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Utley, Obiakor, and Bakken (2011) discuss the importance of implementing a culturally responsive
framework and targeting problems surrounding CLD students with LD and possible solutions for
future approaches.
In order to develop an effective culturally responsive framework, Utely, Obiakor, and Bakken (2011)
define culture as the "unique blending of characteristics among individuals within groups and may
include variables such as socioeconomic status, life experiences, gender, language, education, sexual
orientation, psychological state, and political viewpoints." Culturally responsive teaching principles
are used to empower the student by using their cultural background. Teaching is based on their
strengths to include various learning styles, cultural knowledge, and it should be "actively
construed" so students can
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Culturally Responsive Curriculum
Culturally responsive curriculum
One article, publish in the ERIC Digest, describes a culturally responsive curriculum, I quote "CRC
is authentic, child–centered, and connected to the child's real life. It employs materials from the
child's culture and history to illustrate principles and concepts (Martinez & Ortiz de Montellano,
1988; Chisholm et al., 1991; Dickerson, 1993; Chion–Kenney, 1994)". In my understanding I would
describe a culturally responsive curriculum as one which promotes multicultural education within
the classroom. The teacher firstly, must acknowledge the diverse makeup of her classroom.
Secondly, she must educate herself on the different learning styles, culture and value within the
school/society. She then uses what she ... Show more content on Helpwriting.net ...
Sometimes it can be challenging to incorporate cultural diverse teaching in the classroom if there is
a lack of support from parents or other stake holders. The second challenge encounter are accessing
materials which can be integrated into our classroom activities. Sometimes the budget of the school
can inhibit the amount of equipment's or materials that are need to be use in the classroom. Thirdly,
lack of understanding by the teachers on the norms and culture of the society. In an article, Creating
Culturally Inclusive Classrooms, states, " Many teachers are faced with limited understanding of
cultures other than their own and the possibility that this limitation will negatively affect their
students' ability to become successful learners". Therefore, if we as teachers are not educated in
different values, tradition and culture of our community how are we to nurture children who are
well–adjusted and who are respectful to other culture in society. We would therefore, not be able to
incorporate these new learning experience in our

Culturally Divided Community
Most people do not realize their true ethnicity. Many assumptions and biases about culture are made
by people who do not realize that it's impossible for one to purely fall under one nationality. Most do
not realize that as much as there may be reasons to hate one another, there are also reasons not to
hate. My ultimate goal is to unite my culturally and racially divided community. My community and
school district, the East Ramapo Central School district, has a dense population of minorities such as
Caribbean islanders, African Americans, and Latinos. However, in the last few years the Hasidic
Jewish community grew significantly. This growth led to specialized institutions being established
separate from the general community, which divided ... Show more content on Helpwriting.net ...
The individual may do whatever he/she wants to do with the results. One of the largest motivating
factors for this activity is to unite my community. I want to begin mending the divide. The results
would show that the individuals who took the test are more culturally diverse than they assumed. By
allowing the assumptions of various members in the community be proved wrong and showcasing
that everyone is biologically related in one form or another, this hatred and tension may wane. Many
may be more open to accept and work with the other group, and the behaviors of the community
may become more inclusive than exclusive. This issue can also be presently observed from a
national viewpoint of the "#blacklivesmatter" movement. Often times many passionate opinions
about culture are stated, but most opinions are exclusive. Specifically in my educational student
community, I believe that many are speaking up, but no one is taking a step to bring everyone closer
to acceptance and peace. Hostility will not solve the issue. I am willing to take the first step in
educating members of the community, and hopefully eventually the country, that there is a common
thread binding everyone

Managing Culturally Diverse
Running head: Managing Cultural Diversity
Managing Culturally Diverse
Work Groups within an Organization
Natasha Avies
Troy State University
Dr. Earl Ingram
November 28, 2004 Abstract
Cultural diversity has become widespread within many organizations today. The work groups in
these organizations are increasingly being staffed by culturally diverse employees. The cultural
differences exhibited in the groups can enhance or weaken the function of the work group,
especially in a predominantly homogenous environment. These multicultural work groups present
challenges to the organization and to the managers that must reduce these challenges in order to
achieve the desired success of the organization. The biggest obstacle with ... Show more content on
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Cultural clashes, like stereotyping, do not let the individual prove him or herself. The disharmony
between two cultures, for any reason, prohibits the individuals from each culture to fully function in
a culturally diverse work group. Consequently, if leaders ignore or mishandle diversity, it may
detract from performance. Another possible disadvantage of culturally diverse work groups is
intergroup conflict. Intergroup conflict can be controlled when managers reconcile competing goals,
distribute power in a representative manner, affirm the identity of minority group members, and act
when resources are plentiful and cultural differences are lower or well understood (White,
1999).The biggest obstacle with cultural diversity in the work groups is the managers' lack of
knowledge of how to lead a culturally diverse work group or team.
LEADING A DIVERSE TEAM
Recognizing these disadvantages associated with culturally diverse groups is the first step managers
can make in order to make cultural diversity more effective in organizations. To accomplish this
effectiveness, there are five traps to avoid when leading a diverse team (Sujansky, 2004). The first
trap is "not valuing differences". Each member of a diverse group should be acknowledged as a
valuable asset to the function of the group. A key to valuing diversity is an individual willingness to
share and receive information about those on the team.

Culturally Diverse Presentation
Cultural Diversity Presentation
Alyssa Garcia
ELL240 Linguistically & Culturally Diverse Learners
Instructor Amy Breitenbucher
July 6, 2014
In Chapter 11 and 12 of our text illustrates the need for schools and teachers to connect with
families and English Language Learners. "The Southwest Educational Development Laboratory
found compelling, research–based evidence that when schools and families work together, student
achievement spikes, particularly in low–performing schools''(Syrja 81). This presentation is based
on what I would like parents to know when partnering with me as a teacher. I will design three
activities parents can do to help me in educating their child. The point of these activities is to help
me know more about ... Show more content on Helpwriting.net ...
Maybe even go over flash cards together at home. For example, cards that are of objects like
television, car, door, chair, table, kitchen, house, dog, pillow, or blanket. Simple words that can not
only help the English language learner, but maybe even the parents as well. Of course I would add
pictures on the opposite side, so they know exactly what it is. In this activity, the purpose is for the
parent to interact with their child and help them memorize words and know what they have trouble
with. Not only are these activities fun for the child, they can be fun for the family as well. It is also a
way of having the parent teach their child and help support their learning at home. During school, I
remember doing the culture poster board at school and I loved it. I may not have been an English
Language Learner, but seeing the expression on the ones that had different ways of life like reading,
writing, what they eat, their language, their religion. It was amazing the things I learned. I would
want the same for the children I teach.
Resources http://www.tkcalifornia.org/teaching–tools/classroom–instructional–planning/culturally–
responsive.html Syrja, Rachel C. How to Reach and Teach English Language Learners: Practical
Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. VitalBook file.
Siegler, R. S., & Alibali, M.W. (2005). Children's Thinking (4th ed.). Englewood

Culturally Responsive Schools
For supervisors and teachers to promote a school culture that embraces and supports a diverse
community, they should be culturally responsive. That is, they must believe that all students could
potentially attain success in their academic endeavors. Students should also be provided with access
to quality programs and services. Acknowledging their culture, language, and experiences can be
helpful as well. These aforementioned factors must be utilized to facilitate the students' learning and
development. Glickman, Gordon, & Ross–Gordon (2014) made a powerful and profound statement
about embracing and supporting culturally responsive schools. They said, "If we need to change
schools and the way we teach to close the achievement gap, then addressing ... Show more content
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Sullivan (2010) says this type of approach is "underpinned by an ethos of respect, care,
responsibility, and substantive transformation of discriminatory systems." Teachers must exhibit a
level of concern for their students to help them excel. Glickman, Gordon, & Ross–Gordon (2014)
demonstrated other ways culturally responsive teachers can cater to a diverse community.
Incorporating linguistic diversity, learning about the students' families and communities to integrate
into teaching, utilizing the students' strengths to help them learn, creating a collaborative classroom
environment to reflect a variety of beliefs, enforcing behavioral and academic guidelines, and
highlighting the issues of race and culture in an effort to promote awareness and overcome these
challenges (p.

Truth Is Culturally Relative
The quality of being true is related to something clear, without any uncertainty. This is perfectly
summarized by the Greek word for truth is ἀλήθεια (alétheia), from the privative prefix ἀ– (a–),
meaning 'not', and –λήθε (–lethe), 'oblivion', which, as Martin Heidegger (2001) explained by
analysing its etymology, refers to "the state of not being hidden". Truth is a cross issue, that
embraces everything related to humans, from the most ordinary aspect of daily life, to the most deep
religious thought. The need to find what is true is part of the human nature, but as the German
philosopher Edmund Husserl (1965) stated, that same nature, which gave us the need of knowledge,
at the same time bound us to subjectivity, limiting our understanding to judgement and
interpretation, thus, truth can only be obtained gradually, through a never ending task. This process
of understanding finds its ancient roots in Greece, in the VII–VI century B.C., when philosophy was
born and the slow loss of universal certainties has started. The very first interest of philosophers was
that to define the concept of Being, a wide notion that embraces objective and subjective features of
reality. Throughout the philosophy of truth, objectivism and subjectivism lead to the development of
the two major approaches to reality, Relativism and Universalism. One of the first interpretation of
truth and knowledge was given by the sophists, and it finds its primary source in Protagoras'
fragment "of all

The development of a culturally responsive curriculum is a crucial aspect to adequately educating all
students regardless of their cultural background or race. The development of creating a curriculum
that educates and meets the needs of all students must be the top priority for educators. In addition
to meeting the needs of students from various cultural or racial backgrounds, the development of
quality relationships between the teacher and student must be established prior to implementing a
culturally responsive curriculum.
INPUT
The development of a culturally responsive curriculum takes the various individuals from various
backgrounds to develop a curriculum that best suits students of different cultures. When
collaborating with teachers ... Show more content on Helpwriting.net ...
Students coming from various cultural backgrounds tend to question more material that students
coming from a more dominant culture. For example, when instructing students about World War 2
some students may question why they are having to learn about a war they were not part of nor feel
is important. It is the teacher's job to explain the importance and impact World War 2 have on the
world and most importantly the United States of America and the continuation of the freedoms we
as Americans have today. Secondly, providing students with frequent feedback during open
discussions and during classroom assessments. By providing feedback students can develop an
understanding for why their thinking is appropriate for an appropriate for the material in which they
are learning (Sleeter, 2001). Through clarification and detailed feedback the student can develop a
understand on how to critically think and determine their personal theories on various

Culturally Diversified Classes
With the trend of globalization, hosting international students seems to have become a common
trend of many educational institutions. Students with various cultural backgrounds could come
together in the same learning environment, exchange ideas and have in–depth academic discussions.
While some deem that students are greatly benefited from culturally diversified classes, some might
argue that team spirit would be difficult to achieve due to cultural conflicts. After meticulous
consideration, I firmly believe that culturally diverse classes are better for students.
There are various reasons which contribute to my belief that having culturally diversified classes
could do good to students. To commence with, those classes could promote exchange of ideas,
which enhances effective learning. Noticeably, students coming from different countries might hold
completely distinctive opinions on issues, even for topics like the ... Show more content on
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Even worse, students might encounter difficulty in communication due to language difference, as
there are somewhere around 6000 different languages around the globe. Furthermore, students might
hold different religious beliefs like Christianity, Buddhism, Hinduism and Islam. Indeed, most
students are comfortable interacting with people, behaviors, and ideas that they are familiar with but
react with fear and apprehension when faced with the unfamiliar (Matthew Lynch, 2012). However,
this argument could hardly be agreed, since we cannot avoid coming up to people with different
cultural backgrounds in society even when we are out of school, and what we need to learn is to
accept and appreciate the cultures of others and understand the values of different types of people.
Understanding that we are living in a diversified world, learning to cope with variations and
differences is a vital task for the new

Culturally Reflective Essay
Introduction In this paper, I explore the main methodological principles that shape my culturally
responsive and emergent research design (Berryman, SooHoo, & Nevin, 2013; Nodelman, 2013).
My meth–odological explorations reflect the research purpose and theoretical framework (Denzin,
2009; Leavy, 2014; Shugurova, 2015a). The purpose of my research is to describe and explore some
of the local learning practices of a trans–Himalayan kingdom of Lo Mustang (Lo) before schooling
was introduced in the 1950s (Reed & Reed, 1968; Shugurova, 2014a, 2015a). My rationale is to give
voices to the local people and listen to their stories about their historical experience of learn–ing
(Bowers, 2001; Gruenewald, 2003; Patton, 2002; Smith, 2012; Shugurova, ... Show more content on
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My understanding of interbeing is subjective as "the capacity and ability to sense and feel
everything in terms of the bond" (Bai, Scott, & Donald, 2009, p. 324). The inter–subjective context
is axiological because it is "porous, relational, moving beyond what is solid and individualistic; it
includes listening and viewing and calls us to attend to both self and other with respect, compassion,
and care" (Walsh, Bickel, & Leggo, 2015, p. 5). Axiology is a reflexive process through which I
become conscious of my own values (Spencer, Pryce, & Walsh, 2014). According to Leavy (2012),
a/r/tographic situations create an axiology of interconnectivi–ty/interbeing with the artful
authenticity that "invites us to actively, subjectively, and wholly en–gage with our work and the
work of others from within" (p. 6). My a/r/tographic design is in–formed by my interbeing as an
artist, researcher, and teacher (Shugurova, 2014a, 2014c). These roles create "dynamic living spaces
of inquiry" (Springgay, Irwin, & Kind, 2005, p. 951). Within these intersubjective spaces of mutual
understandings, I connect with the local generative themes and their historical meanings,
experiences, and contexts (Freire, 1973a; Shugurova, 2015a). A/r/tography as a methodology of
living situations, ethical relations, and new understandings embodies my critical paradigm in a
responsive, reflexive, and recursive process that emphasizes deeper theorizing, praxis, and poesis
during all research stages (Sinner et al.,

Culturally Diverse Classroom
What Two Aspects Should Teachers Consider When Teaching In Classrooms That Are Culturally
Diverse?
Most teachers are teaching in classrooms that are culturally diverse. There are many aspects of
teaching in a classroom with students from various cultural backgrounds that a teacher may
encounter as a challenge both to their educational training and their personal beliefs and attitudes.
One of the most important aspects of teaching children from culturally diverse backgrounds is the
teacher's ability to learn about and understand their own personal cultural background and that of the
student's in their classroom. The teacher's own culture and the student's culture will surely often
impact the way the teacher may choose to teach one or all of their students in a classroom.
Understanding about how the ... Show more content on Helpwriting.net ...
If a teacher will take the time and energy to learn about a student's culture and to show a caring
attitude toward the student in regard to their culture, the student is more likely to interact with the
teacher and exhibit greater achievement in the classroom. A second important aspect is involving the
parents or guardians of your students to promote involvement in the learning process in regard to the
student's cultures. A teacher and the class can plan together to invite a student's parent, guardian, or
another adult family member to attend a Culture Night in the classroom. The students can help the
teacher to plan the activities that each student could be involved in during this event. For example,
the student can interview the adult who accompanied them to Culture Night and ask them preprinted
questions that were suggested by the students before the event. Questions could include: What are
the names and ages of people in our family who came to the United States from

Culturally Relevant Pedagogy
From the beginning of class until now, language arts instruction in its relation to culturally relevant
pedagogy and the usage of funds of knowledge has been the primary emphasis. Language arts
instruction focuses on teaching children how to read, speak, write, and listen effectively. In order for
students to read effectively, a teacher must instruct his/her students with skills, strategies, and
concepts that are related to comprehension, phonics, fluency, and vocabulary. Learning the domain
of speaking, requires an understanding of pronunciations and the various sounds that a letter can
produce. Teaching students to write effectively involves guiding students through the writing
process. This can begin with formulating ideas in one's ... Show more content on Helpwriting.net ...
57–58). Moreover, culturally relevant pedagogy involves teachers focusing on getting to know their
students, their students' cultural backgrounds, and how that can all relate to course content. To
implore culturally relevant pedagogy, a teacher needs to practice getting onto his/her students level.
When a teacher emphasizes the students and puts them at the heart of their lessons, they are most
likely to successfully engage the students in the course content. Beyond getting to know their
students, it is imperative that teachers get to know the families of the students as well. A few
examples of culturally relevant pedagogy include passing out a survey on the first day of school that
asks students what their preferred learning style is, and what are their favorite color, activities, etc.
By having students complete a survey, it demonstrates from day one, that the teacher is interested in
getting to know her students and it will make students elated to know that their teacher cares about
them and their interests. More examples include using the students' diction before necessarily using
academic language. This was seen in the video shown by Dr. Raskauskas, where the male math
teacher spoke to his students using "gang–like" diction to get the concept across to his students since
he had a few gang members in his classroom. A final example of culturally relevant pedagogy
includes incorporating media into the classrooms. A teacher can show her students various movies
that relate to the cultures of her

Culturally Responsive Teacher
Being a culturally responsive teacher is more than implementing multicultural activities and
programs within the classroom. It involves confronting issues of power and privilege that arise in
the face of diversity, and recognizing the influence this has on a child's ability to learn. This is
particularly difficult in the field of education. Teachers are required to respect the values that are
associated with every child's culture, and the many differences amongst them including, physical
and mental ability, gender, ethnicity, race, socioeconomic status, language, religion, sexual
orientation, geography, and age. As a result, today's teachers have to be able to separate their
professional and private lives and ignore any bias in the latter. ... Show more content on
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"Schools should be models for the expression of human rights and respect for differences."
(Gollnick, 2013). Seeing how I never attended any pre–kindergarten programs, I was not as exposed
to diversity at this age. Not even the elementary school I went to was very diversely populated. So,
for me, middle school was somewhat of a cultural shock in terms of the things I saw and heard from
the other students. In this way, I think these children are benefiting from their early educational
experience. Exposing children to a variety of cultures and lifestyles is the best way to foster open
mindedness and resiliency in kids (Global Children's Fund). Moving forward, I will promote these
behaviors in my own

TAdapting Culturally Responsive Curriculum There are three stages that students access as they
process information in a culturally responsive environment. Hammond (2015) affirms that these
stages are input, elaboration, and application. Each of these stages is an important stepping stone for
students, as they are inundated with information in a culturally responsive approach. Hence, I will
elaborate on these processes and how they get intertwined with the brain's growth. Additionally, I
will supply informative information regarding culturally responsive implementation and culturally
responsive strategies. Stage 1: INPUT As educators, we are responsible for enlightening, motivating,
engaging and teaching our students. Indeed, this responsibility ... Show more content on
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Holmes (2015) describes the subject of Social Studies that which allows students to work in a virtual
exchange program integrates and involving 5 different countries. Through these student program
engagements, these pupils can select and explore topics of their own choosing (Holmes, 2015).
Mobile learning is another avenue of new technology within school districts. In 2014, educational
apps followed iTunes as the most downloaded category of smart phones and tablet owners (Cole,
2016). For instants, the Saint Leonard's College in Australia has students utilizing math app tablets,
as well as e–textbooks "to access information, receive instruction, record measurements, and
conduct research (Cole,

Culturally Responsive Teaching
Through the years, many articles have been written about teacher's being culturally responsive in the
classroom. What exactly is being "culturally responsive"? Becoming culturally responsive means to
acknowledge the differences and the similarities between individuals and groups and connect them
within the teaching environment. This acknowledgment should be modeled by the teachers working
with students in the classroom. Teachers play an important role in balancing the academic and social
curriculum for students. Good teachers will take what students already know from their culture and
include it within lessons for language arts, math, social studies and science. In order to establish a
well formed culturally responsive classroom, teachers begin by developing a trusting, caring
environment for ... Show more content on Helpwriting.net ...
This is harmful to our society as a whole. Culturally responsive teaching helps bridge a gap that has
been there for decades. With students belonging within a culturally responsive teaching
environment, different ways will be taught to non–dominant cultures. This allows these students to
demonstrate their proficiencies in language usage, grammar and mathematical knowledge and other
tools they use to navigate their everyday lives. Further, by understanding the features of this
knowledge, students from non–dominant cultures can learn how to navigate through a dominate
culture that is not their own. The dominate culture will have the learning experience to be more
understanding and accepting to others that are different from themselves. By bringing alternative
ways of teaching and communicating into schools, culturally responsive teaching encourages
acceptance within the school environment and community. Implementing a culturally responsive
environment will allow teachers to guide their students in a way that as adults, they have a plethora
of knowledge and skills to contribute positively to

Culturally Reflective Summary
After this, the students talked to each other and they decided that they enjoy it when the teacher
reads to them. The teacher read the book and the students followed along with the reading. When the
teacher finished reading, she asked various questions that the students had to answer. The students,
had to discuss the question and the answer with their group members. The teacher, asked each group
to give their answer and, all the students participated in the activity. They had a good teacher and
student relationship. The students respected the teacher and she did an awesome job with the lesson.
The teacher, talked to us and, explained that when she creates her lessons she tries her best to
incorporate group work and class discussions. Her goal is, that her students are engage in the lesson
that she created. According to Chen and Yang (2017), there is more student participation in the
classroom if the teacher uses a culturally responsive teaching strategy. This is important because if
the students participate in the class the teacher will be able to see if the students understand the
material and of their teaching strategy is effective. Ladson– Billings explained that, Culturally
Responsive Teaching recognizes the importance ... Show more content on Helpwriting.net ...
Her classroom was very diverse and many of her students were from low income families. Also,
many of the students didn't know how to use a computer when they were given one. The students
didn't have the opportunity to use technology in their homes. For this reason, the school adopted the
program of giving the students a laptop to use in the school and in their homes. This helped the
students tremendously because they could complete their homework in their homes. Also, the
students have a computer program that has the book and all the materials that they need. These
students learned how to use technology and use it

Culturally Responsive Coaching
BEING CULTURALLY RESPONSIVE TEACHERS: BUILDING PROFESSIONAL IDENTITIES
IN A COMMUNITY OF PRACTICE
The paper discusses partial results of a coaching experience with students doing a degree in
languages who teach in workshops for socially vulnerable young adults in Rio de Janeiro (Brazil).
The coaching experience includes mentorship, co–authoring courseware, collaborative teaching and
group study of literacies theories. The portuguese language workshops in wich its develloped are
aimed at participants of programs of social inclusion who feature the following profiles: (1) young
offenders aged 16 to 24; (2) young people from 18 to 24 years old who are at social risk; (3) fathers
and mothers at social risk and (4) former prisoners.
The workshops ... Show more content on Helpwriting.net ...
Participation in this community, whose practice is characterized by mutual engagement in a joint
venture and a shared repertoire, it is, therefore, a central element in the buiding of the teaching
identity of its members. From a methodological point of view, we adopted the qualitative research to
investigate how the reflective practice and the collaborative perspective that characterize the
coaching experience makes sense to the team. We will analyze interviews and diaries of the
grantees, focusing on two combined aspects: (1) the development of knowledge, skills and teaching
atitudes in the interaction between team members; (2) the incorporation of contemporary literacies
theories (COPE & KALANTZIS 2000, 2009 and 2011; STREET, 2014, GEE, 2001; 2008) into the
professional identities under construction. Our hypothesis is that the comprehension of the plurality
of literacies, inserted into the set of perceptions, values, attitudes, routines, gestures, actions and
concepts that make up the community repertoire, is an important element in the identity
configuration of its members. We believe that the study and subsequent didactic transposition of
these theories, associated with teacher student interaction during the workshops favor the
construction of a culturally responsive teaching profile, crossed by a increasing respect

Culturally Responsive Practices
The purpose of my research is to examine school leader's perceptions towards cultural
responsiveness and how culturally responsive practices can reduce disparities in school discipline? I
became interested in my topic for a number of reasons. I've included some literature review that
explains why my topic is important to society. Following that text, I will elaborate on why I am
fervent about my topic from an individual perspective.
In one of the earliest investigations of school disciplinary practices, the Children's Defense Fund
(1975) found that suspension rates for African American students were between two and three times
higher than those for White students. In an empirical study by Raffaele Mendez and Knoff (2003), it
was revealed that African American children account for 17% of the student population, yet they
made up approximately 33% of all suspensions. ... Show more content on Helpwriting.net ...
As an African American high school teacher for the past 16 years, I've stood as an onlooker to a
mass of African American males suspended from high school, expelled, dropped–out, jailed, and
I've even attended a funeral of a slain student. On many occasions, I think that suspension is
rendered for the reason that the administration is surpassed their tolerance level with certain
students, and they simple don't deal with them sometimes. Some of the African American males
stem from disrespect, refusal to obey, profanity, and confrontations. These are behaviors that could
be conceived as cultural mismatch, misunderstandings, or lack of awareness of the student's cultural
by school staff. I feel that there is a need for school leaders and educators to be culturally competent
and more culturally

Culturally Congruent Care
Being able to provide culturally competent care is a lifelong skill that improves a human life
(Leininger, 1988). Learning about cultural difference as well as talking to the patient in order to
learn more about his or her believe in practice may help provide cultural care. Caring for different
cultures give the nurse a chance to learn about that patient's cultures and values. The nursing care
provider must provide trust, advocacy and privacy to the patient. Promoting health, wellness,
preventing illness, and assisting in the healing and recovery process is the end result for every
culturally sensitive nurse (Leininger, 2000).
Leininger (1991) identified three nursing decision and action modes to achieve culturally congruent
care. With the ... Show more content on Helpwriting.net ...
I was working in a short term rehab floor at that time where I encounter MS M who was a
Pakistanis. She spoke very little English and had no immediate family members. She was transferred
to our facility after a prolonged hospitalization at one of the finest hospital in Boston following a car
accident. Her stay with us was complicated by major setbacks but she always had a smile on her
face, her cheerful personality won us over. The staff had decided to throw her a surprise Pakistan
theme birthday party with all the trimmings, such as native food, music, cake and flowers. At the
party, MS M was so happy, but after giving her a card and a dozen of red roses, she started to cry
uncontrollably, we were so surprised. The crying episode lasted a while, when she was able to speak
she told us that in her country red roses meant death. This story is a perfect example of Madeleine
cultural diversity. Transcultural nursing is one such approach that I will adopt I need to gather all the
facts before making a decision that may have long lasting consequences.
Leininger has thought me that cultural sensitivity begins with recognition that there are differences
between cultures. These differences are reflected in the ways that different groups communicate and
relate to one another, and they carry over into interactions with health care providers.

Culturally Responsive Teaching is a teaching style that recognizes all aspects of students' cultural
references. Professor Geneva Gay states, "culturally responsive teaching connects students' cultural
knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools
in ways that legitimize what students already know (Kozleski , p. 1). The PowerPoint also states,
characteristics of a culturally responsive teaching: positive perspectives on families and culture,
communicates high expectations, uses culture as a context for learning, reshapes curriculum and
instruction. This type of teaching opens up children's mind and allows for a new and innovated style
of teaching. 2. What strategies can you implement in ... Show more content on Helpwriting.net ...
For example, the teacher gave knowledge about Nyla's background and when the class discussed
Nyla's wheelchair and her equipment. They observed all the parts and though about how each part
supported Nyla's body (Kissinger 2007, p. 26). Also, a culturally responsive strategy, the teacher and
students did was the ability and willingness to use culturally appropriate classroom management
strategies. For instance, when the class was going on a field trip the location was two floors.
Therefore, Nyla was not able to go on the field trip because she would miss most of the information
that was learned on the second floor. The student did not feel it was right, so the students did not
want to go, if Nyla could not go (Kissinger 2007, p.

Culturally Reflective Essay
A professor of education at the University of Hawaii Kathryn Au wrote an article on Culturally
responsive education titled "Culturally Responsive Instruction as a Dimension of New Literacies" in
the article she talks about how she sees culturally responsive instruction as a theme running through
literacy curriculum aimed at helping students of diverse backgrounds achieve high levels of literacy
in their education. also how the idea behind culturally responsive teaching is that the teaching
approach build upon the strengths that students bring from home cultures, instead of ignoring these
strengths or requiring that students learn through approaches that conflict with their cultural values.
Culturally responsive teaching has the goal of helping students grasp academic concepts through
means and content responsive to their cultural values and practices. The ... Show more content on
Helpwriting.net ...
Culturally responsive teaching would appear to offer less benefit in literacy curriculum focused on
the raw learning of the lower level skills, where personal meaning making is not a goal. She goes on
to talk about how students of diverse backgrounds generally do not understand the long–term
benefits of doing well in school. The reason for this is that these benefits often have not been
illustrated in the history of their own families and In this situation the students are not likely to
comply with teachers requests because they want to be seen as good students or because they want
good grades. Instead, they need specific and immediate reasons that make sense to them to engage
in academic tasks. Literacy learning in school must be an rewarding experience, in and of itself.
Participation in talk story–like reading lessons as an example of a rewarding experience with school
literacy for the Hawaiian

Culturally Responsive Classroom
Ladson–Billings (1994) describes the culturally responsive classroom as "a pedagogy that empowers
students intellectually, socially, emotionally, and politically by using cultural referents to impart
knowledge, skills, and attitudes." I'm in total agreement with their definition because I've personally
witnessed the power of embedding relatable aspects of students' daily lives into the curriculum. Four
years ago, I moved from Memphis, TN to the Bronx, New York for the sole purpose of diversifying
my teaching career and expanding my repertoire as an educator. I had very knowledge about the
community of students I served. As a matter of fact, I had never seen a Dominican, Haitian, or
Puerto Rican in my whole life. I had a complete culture

Pam: What is Culturally Responsive Teaching?
Culturally responsive teaching is an educational theory that emphasizes the critical role that culture
plays in the learning process. Below introduces this important and innovative pedagogical theory
that is changing classroom curriculums and teaching styles.
Culturally Responsive Teaching Explained
The Association for Supervision and Curriculum Development (ASCD) states that research shows
that teaching strategies and lesson content that are customized in accordance with the learner's
cultural background are more effective. Culturally responsive instruction embraces concepts such as
gender, ethnicity, religion and social class to create a dynamic learning environment that intensifies
intrinsic motivation. The level of student engagement and motivation is directly linked to cultural
values and behaviors. Certain cultural believes demand persistence while others invoke a sense of
enjoyment for certain tasks. Every culture has their unique conception and interpretation of
academic progress, failure and success. ... Show more content on Helpwriting.net ...
There is actual science behind culturally responsive instruction that shows that cognitive
functioning, such as memory systems and information processing structures, is intimately influenced
by conditioned and collective cultural behaviors. Many cultures have strong oral traditions, such as
Latino, African American and Southeast Asian communities. Some of these cultural groups use
traditional memory strategies, such as music or dance, to convert useful knowledge into memory.
Many teachers make the mistake of teaching students according to their own preferences. A teacher
may therefore logically present key science concepts and expect students to memorize them by
repetition and testing because this works for

Bilingualism : A Culturally And Culturally Diverse Country...
New Zealand has recently been identified as a culturally and linguistically super–diverse country
(Spoonley & Bedford, 2012). This means many children of our country will be introduced to two or
more languages from birth and will develop proficiency in these languages following their
significant exposure to both. This is referred to as simultaneous bilingualism (American Speech–
Language–Hearing Association, 2004). There are many misconceptions about simultaneous
bilingualism that are believed to be persistent in society, even within professional groups including
teachers, doctors and speech–language therapists (Hamers & Blanc, 2000; King & Fogle, 2006).
This is hazardous because these professionals are often providing advice to parents which may
influence their decision to raise their child bilingually (Hamers & Blanc, 2000). The most common
misconceptions surround the cognitive impacts of bilingualism, the difficulties associated with dual
language learning, as well as its relation to and impact upon language development and delay (King
& Fogle, 2006). It is important to understand these misconceptions and the opposing evidence. This
is because the misguided attribution of any impartment to a child's bilingualism may encourage the
abandonment of a heritage language; therefore limiting cultural diversity and identity (Genesee,
2010).
The first and one of the most heavily researched issues in dual language development is the
relationship between bilingualism and cognition.

Culturally Responsive Classroom
Teachers guides, facilities and encourage students to become life–long learners during their school
years. Besides teaching them academics, we build relationships and community through their school
year. Coupled with, create on the student autonomy of their own learning to grow up and become
professionals. Equally important, teachers become learners when building those relationships in
order to create a culturally responsive classroom. The course Enhancing Learning through Linguistic
and Cultural Diversity has shown me the importance of why getting to know the students that we
have in the classroom. Dr. Garcia (n.d) explained the importance of using the five R's not only in the
classroom, but also in the school environment. In addition, he focused on the importance of getting
to know the roots of the students, where they come from, how they were raised, know their culture
in order to connect them to the learning. Together with Dr. Garcia, Dr. Nieto and Bode (2008)
explained that affirming language and culture can help students become successful and well–
adjusted learners, but unless language and cultural issues are viewed critically through the lens of
equity and social justice, they are unlikely to have a lasting impact in promoting real changes.
Therefore, Dr. Tharp (Laureate Education, n.d) explain in one of the CREDE standards developing
literacy and language skills across the curriculum. Being said this, teachers and school staff must be
aware of our students

Culturally Appropriate Curriculum
The curriculum involves all the developmental areas of a child's growth, this moves around the
attentions and needs of a child. The curriculum is also known as the outline around activities and
lessons that are held in class that are premeditated and unpremeditated. As a teacher, you need to
make sure that your curriculum is developmentally, individually and culturally appropriate before
using it in your classroom. After obtaining understanding about each child's background, and
culture, you are able to incorporate all that information into your curriculum to make sure that your
curriculum is culturally appropriate. You need to also find out about each child's learning style,
needs, interests, and their rate of growth so your curriculum can

Culturally Diverse Classroom
An educator's central goal is to make a difference in their student's education by setting equal
learning opportunities. Teachers are able to achieve success by incorporating different learning
styles according to their students.
Teachers promote critical thinking when they make the rules of the classroom culture, which enable
students to compare and contrast them with other cultures. Students can develop cross–cultural skills
in culturally and linguistically diverse classrooms. For such learning to take place, however,
teachers must have the attitudes, knowledge, and skills to make their classrooms effective learning
environments for all students. This allows students to participate in learning communities within
their schools and neighborhoods ... Show more content on Helpwriting.net ...
Many effective instructional approaches build on students' backgrounds to further the development
of their abilities. What is most essential is recognizing that the use of effective instructional
practices as demonstrated by research will improve achievement for all children, including those
who are not minorities.
Many good instructional practices to culturally diverse learner approach may be to maintain high
standards for education and demonstrate high expectations for all ethnically, culturally, and
linguistically diverse students. Students learn more when they are challenged by teachers who have
high expectations for them, encourage them to identify problems, involve them in collaborative
activities, and accelerate their learning (Burris & Welner, 2005).
Teachers who express high expectations for diverse learners convey the belief that their students
have the ability to succeed in demanding activities. They ask open–ended questions requiring
students to use their judgment and form opinions. They choose activities where students must use
analytic skills, evaluate, and make connections. They expect students to conduct research, complete
their homework, and manage their time effectively depending upon their learning

Analysis Of Culturally Responsiveness
Jacqueline Jordan Irvine starts off the video talking about culturally responsiveness and how people
react to it. She talks about the reason that people relate everything to culture. World views, beliefs,
language, values, morals, and more. Geneva Gay says that culture is a filter that we, as humans,
make sense of the ordinary things. She says that culture can be grouped into two categories: visible
and invisible. Visible culture relates to craft, music, art, and technology. They are considered
important according to Geneva Gay, but she thinks the invisible cultures are more important. The
Invisible cultures consist of values, beliefs, feelings, opinions, perspective and assumptions. The
video then asks the question "Why is culturally relevant

Culturally Responsive Literature
Comprehensive Exams:
Culturally Responsive Literature and the Role of Technology in Improved Literacy Instruction
Moira Moynihan
Lipscomb University
In the quest to make education a more equitable, empowering force for all scholars, irrespective of
racial and demographic background, no fight garners as much urgency as that to close the literacy
gap. Whereas science, social studies, or math may or may not enter the daily discourse of a wealthy
family as it raises its child, reading will unquestionably monopolize a statistically significant portion
of child rearing time. Betty Hart and Todd R Risley outline the devastating scale of this schism in
their work "The Early Catastrophe: The 30 Million Word Gap by Age 3," which ... Show more
content on Helpwriting.net ...
Marx's 1858 Grundrisse divides value into two distinct categories: use and exchange. Use value
refers to the utilitarian value garnered from something, whereas exchange value places monetary
value onto certain objects within a fiat currency system assuming there is no inherent worth in
something. The biggest argument against culturally responsive teaching within literacy comes from
a perceived lack of exchange value. True a capitalistic, patriarchal, white supremacist society does
not place substantial, if any, market value onto texts missing from the constructed Western Canon. If
education seeks to truly empower students, teachers must equip students with skills and knowledge
that has market exchange value. However, I argue that because culturally responsive texts are a
more effective way to build reading capacity, the loss of market exchange value is dwarfed by the
augmented use value that comes from being a strong, analytical reader. I will also conceded that
viewing literature through a class based lens exclusively diminishes the holistic construction of
literary worth, and I would argue for non–economic benefits stemming from reading, some of which
exist simply as expanded thought processes. However, so long as a dominant lens through which
readers can be ability grouped is socio–economic status, the economic ramifications of reading
cannot be

Culturally Diverse Workplace
When it comes to managing a culturally diverse workforce, it can be very challenging to overcome.
The most noticeable challenge with managing a culturally diverse workplace is communicating with
one another. Multiple cultures communicate in diverse ways through not only language but through
nonverbal messages and single words. When one does not communicate with another person, it can
cause a hold in the workforce due to all the coworkers not fully understanding one another. If
everyone does communicate if one is upset, the problem can be resolved much faster than holding a
grudge or spreading rumors and causing drama. In addition, diversity can cause many people in the
workplace to feel upset or cause tension between one another. People typically

Essay On Culturally Responsive
Upon hearing the word culturally responsive classroom one envisions a class where the teacher
"emphasizes a comfortable and academically enriching environment for students for all ethnicities,
races, beliefs, and creeds." (Lynch, Matthew 2011) Yet in reality most classrooms and schools are
not culturally responsive in my area. Most schools are doing the best they can to differentiate
instruction as well as make modifications and/or accommodations. However, as the number of
diverse students rises, it our responsibility to educate ourselves on being culturally responsive. After
reading the definition of culturally responsive, I have discovered that neither of my schools is
culturally responsive. With the increase of diversity in both schools, administrators and teachers will
need to increase their knowledge as well as resources in order to aid these students. Until teachers
are formally trained, it is my hope that they will at least incorporate one of Banks' "five dimensions
of multicultural education." (Banks, 1993) During social studies and science lessons, teachers can
incorporate the content integration dimension. In this dimension teachers can tell students "various
isolated facts about heroes from diverse groups." (Banks, 1993) With the knowledge construction ...
Teachers can begin by incorporating Banks' five dimensions of multicultural education. In addition
teachers must take into consideration DuPraw and Axner's six fundamental patterns of cultural
differences. Then, parents and the community will need to be educated on the cultural differences.
However, the parents will need their voice to be heard in order to decrease cross cultural
miscommunication. As our country's population diversifies, it will be our responsibility to not only
educate ourselves but our students as well as our parents in order to have a successful

Culturally Diverse Workplaces
Welcome to this year's national convention! I would like to thank all of you for coming tonight, but I
would especially like to thank Professor Akers for organizing and planning this event. Tonight, we
will be discussing communication and behavior issues in leading a diverse work culture. Did you
know that non–white workers now make up nearly one–third of the labor force (Burns, 2012)?
Statistics too boring to keep your attention? How about this: "Racially diverse teams outperform
their non–diverse counterparts by 35 percent (Woolf, 2017). Do I have your attention know? As you
can see, diversity in the workplace doesn't have to be a requirement just to meet government
regulations and ethical expectations. There are tremendous implications for your business.
Unfortunately, there are several issues possible plaguing and inhibiting your business in regard to
diversity. We will discuss the most predominate issue, communication and communication
behaviors. ... Show more content on Helpwriting.net ...
Unfortunately, many of us are ignorant to other cultures forms of communication, yet we try to get
by anyway. However, this only leads to confusion, low morale, and ultimately, poor customer
satisfaction (Neo, 2015). A notable cause of communication failure is the differences in direct and
indirect communication between cultures. Western cultures tend to be more direct and obvious. On
the contrary, other cultures are more discrete in the methods used to present their message (Neo,
2015). Body language also plays a major role in communication. To western cultures, a head nod
typically represents agreement. However, other cultures are usually only acknowledging the other's
statement (Neo,

Becoming Culturally Competency
This article elaborately explains the process of becoming culturally competent. It states the stages of
development as Denial, Defense, Minimization, Acceptance, Adaptation, and Integration,
respectfully. The article goes in depth on each stage of development, the first three being stages in
what is termed "ethnocentrism" and the last three being stages of "ethnorelativism". While the
different stages are being discussed, the author presents examples of each and emphasizes the fact
that American's are not the only people who go through these stages when becoming more culturally
competent. I think this is a fantastic and very informational article on how to become more
culturally competent. This article is beneficial to people and can help

Culturally Competent Care
Running Head: CUTURALLY COMPETENT CARE
Introduction
Globalization has changed the way we live. The population demographic of United States is
changing at a fast pace as every year people from different cultural and ethnic background are
immigrating to the United States. By 2020, the number of ethnic minority in the United States will
grow up to 35%. Immigration is an ongoing process and has brought a variety of culture and
knowledge to the United States. The diversity of population is affecting the healthcare delivery
system in the country. Nurses play a major role in the delivery of healthcare. Nurses are the direct
caregivers to patients and spend maximum time with the patients and their family. "As ... Show
more content on Helpwriting.net ...
The ability to understand one sets the stage for developing strategies related to cultural differences
and plan health interventions.
People coming from different parts of world have unique health risks as compared to the residents of
the United States. But the risk of certain diseases increases when people stay in USA for long period
of time. For example, the incidence of breast cancer is low in Africa and Asia, so the immigrants of
from these countries may not understand the importance of yearly mammogram and may become
non–compliant. Each culture has its theory about sickness and its cure. For example, in Chinese
culture hot and cold types of foods are used to treat different diseases. In Indian culture, Ayurveda,
Homeopathy, Acupuncture, and Naturopathy are alternative medicines recognized by the
Government to treat diseases. "Having knowledge of the patient's cultural perspectives enables the
nurse to provide more effective and appropriate care" (Maier–Lorentz, 2008, p. 38).
Culturally competent care consists of behavior, attitudes and skills to provide safe patient care to
diverse patient population. Nurses need to be flexible and skillful to provide culturally competent
care. Continuous learning is the only way to become culturally competent in healthcare business.
According to ANA (American Nurses association) nurses need to have knowledge about cultural
diversity. Cultural diversity affects both the patients as well as healthcare providers.

Culturally Diverse Workforce
Assignment # 2
1) The company which has a future vision to grow up should refresh their job environment
associating with a culturally diverse workforce. Which is the best way to create more job's relations
with other companies in foreign countries. The most challenge situation for a company is related
with the economic factor because this inversion will be more expensive, however the new project
should bring more benefits than negatives effects. There are many benefits that a cultural diverse
workforce could brings them, such as great motivation, better results, and increase the productivity
in the company.
2) In my opinion Employment Retirement Income Security Act (1974) is the most important law
which every company must provide to their employees when they were working with loyalty and
respect for them. Because this benefit give them economic support to the employees when it is time
stop working for any reason like the age, sickness or others. This law guaranty their economic
sustaining if they are in bad situation avoiding the unstability to not have a job. However, the reality
it is not for all companies because they are more worry in produce more money than expend it in the
retirement's plans to their employees.
3) To increase better results inside a company the owner have to evaluate how he can motivate ...
The relationship marketing has the opportunity to satisfy the buyer as the seller which is the long–
term relationship with the customers. This relationship help company to develop more interesting
products to attract more attention and more revenue increasing economic opportunities to grow up to
another area. For example, give discount coupon for employees of different companies could bring
new clients and at the same time every new client could bring their relatives creating a big
relationship

Culturally Responsive Education
Educators in today's school systems are encouraged to incorporate various aspects of cultural
diversity into daily classroom routines and lesson content in order to develop students respect for
various cultures within their community. The article reviewed, Promoting Respect for Cultural
Diversity in the Classroom, written by Matthew Lynch, discusses the need for educators to
encourage as well as promote respect for various cultures within the classroom that students may
encounter or associate with. Additionally, educators must educate students on the importance of
their own culture or heritage, as well as on the importance of cultures their peers or individuals have
within the community. According to Lynch, "Culturally responsive education ... Show more content
on Helpwriting.net ...
Students would be exposed to positive images, representations or depictions of culture throughout
their learning day to facilitate positive attitudes toward individuals of differing cultures. Jennifer
Nicole Bacon author of the article, "5 Tips for Creating a Culturally Responsive Classroom",
believes that positive images or representations, such as play African drumming music, during
classroom activities allows students to gain appreciation of their culture as well as other cultures
(2015). Also, educators are encouraged to discuss multicultural role models and their
accomplishments, such as Dr. Martin Luther King Jr., as a means to provide students with an
understanding that they have individual roles within society that have potential to make positive
impacts. In addition, Jason G. Irizarry states, "It is important to make connections with students to
help foster their learning and growth. Connecting with students and responding to their cultural
identities are at the heart of culturally responsive pedagogy– an approach to teaching and learning
that is consistent with the culture(s) of the students in the classroom community" (Irizarry,

I've always I thought I was a pretty good teacher. I've been selected as a STAR teacher and Teacher
of the Year. But after reading Culturally Responsive Teaching and the Brain, I had to seriously self–
reflect, and I came to the realization that if I had read and implemented the suggestions in the book
perhaps I would have touched student's lives on a deeper level, a long–term neurological life–
changing level. My heart and intent were pure, but did I reach as many students as I could have? I
have always been focused on getting my students to be interested in their studies and to give it their
all. I've been told many times by them, "You do too much." I took that as a compliment because I
have always tried to motivate them to want to excel, not just in school, but in life. After reading
Hammond's book, I see that I must overhaul my thinking and my methods. By following the
techniques suggested in Culturally Responsive Teaching and the Brain I can grow in my individual
approach to each student and grow more confident that they can each reach and achieve their best. ...
It begins when a teacher recognizes the cultural capital and tools students of color bring to the
classroom. She is then able to respond to students' use of these cultural learning tools positively by
noticing, naming, and affirming when students use them in the service of learning." The idea is for
teachers to form a partnership of learning with the student, to facilitate the growth of the student's
neuroplasticity. Properly intellectually stimulated, a student will grow millions of new brain cells;
brain cells with trillions of synaptic connections that will enable the student to think in more
intellectually sophisticated

Culturally Inclusive Study
Taking the historical background into account aboriginal and Torres Strait Islander children need to
have their specific cultural identity acknowledged and their heritage supported when attending
childcare. Their cultural identity needs to be protected, recognised and incorporated into childcare
education programs.
Developing a culturally inclusive program in childcare
When developing the curriculum for a culturally inclusive program for Indigenous children, it is
extremely important for the educator to establish a strong working relationship with the parents,
families and members of the community and ensure that they are actively involved in the education
of their child.
Having strong communication links between childcare educators and Indigenous

Culturally Relevant Education
Culturally Relevant Education was created to reach out to students and to focus on educational
needs. However, it has served well with higher education. It has become a benefit for students while
gaining successful knowledge. Different higher education classes and programs are becoming more
diverse. This encourages the professors to develop better teaching strategies and methods that are
more effective with student learning. This specific pedagogy is helping our educators prepare for
student engagement since diversity is becoming a big deal. Culturally relevant pedagogy and
multicultural education must be more than a feel–good or obligatory addition to teacher preparation
(Lynn, 2014, para.4). The main goal for educators is simply to

Culturally Responsive Framework

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