Embed Size (px)
Citation preview
Multicultural AwarenessMulticultural Awareness
Cultural Definitions versus Stereotypes
&APA Division 16: Guides for
working with diverse students
Cultural Definitions versus Stereotypes
&APA Division 16: Guides for
working with diverse students
Providing Psychological Services to Racially,
Ethnically, Culturally, and Linguistically Diverse
Individuals in the Schools
Providing Psychological Services to Racially,
Ethnically, Culturally, and Linguistically Diverse
Individuals in the Schools
ROGERS, INGRAHAM, BURSZTYN, CAJIGAS-
SEGREDO, ESQUIVEL, HESS, NAHARI, and LOPEZ
ROGERS, INGRAHAM, BURSZTYN, CAJIGAS-
SEGREDO, ESQUIVEL, HESS, NAHARI, and LOPEZ
Six Major Domains of Service Delivery
Six Major Domains of Service Delivery
Legal and Ethical Issues School Culture, Educational Policy and
Institutional Advocacy Psychoeducational Assessment and Related
Issues Academic, Therapeutic and Consultative
Interventions Working with Interpreters Research
Legal and Ethical Issues School Culture, Educational Policy and
Institutional Advocacy Psychoeducational Assessment and Related
Issues Academic, Therapeutic and Consultative
Interventions Working with Interpreters Research
Legal and Ethical IssuesLegal and Ethical Issues
Know the legal precedents and case law. Know legislation that protects civil rights Know about immigration laws, residency,
citizenship, and migrant families. Know legislation and litigation regarding
bilingual education and (ESL) and the effectiveness of bilingual education/ ESL
Are advocates for culturally diverse youths Know to provide school-based services that will
positively impact student growth.
Know the legal precedents and case law. Know legislation that protects civil rights Know about immigration laws, residency,
citizenship, and migrant families. Know legislation and litigation regarding
bilingual education and (ESL) and the effectiveness of bilingual education/ ESL
Are advocates for culturally diverse youths Know to provide school-based services that will
positively impact student growth.
Meyer v. Nebraska (1923)Meyer v. Nebraska (1923) Supreme Court Decision It is the parent’s duty to educate
their child. It is a violation of the 14th
Amendment to forbid the teaching of foreign language in the school.
Supreme Court Decision It is the parent’s duty to educate
their child. It is a violation of the 14th
Amendment to forbid the teaching of foreign language in the school.
Brown v. Board of Education (1954)
Brown v. Board of Education (1954)
Supreme Court Decision Racial discrimination in public
education is unconstitutional. Rights to students are embedded
in due process and equal protection under 14th Amendment
Supreme Court Decision Racial discrimination in public
education is unconstitutional. Rights to students are embedded
in due process and equal protection under 14th Amendment
Hobson v. Hansen (1967) Hobson v. Hansen (1967) Supreme Court Decision Schools cannot discriminate on the basis of
race or socio-economic status “de facto segregation by race and class, it
should be clear that if whites and Negroes, or rich and poor, are to be consigned to separate schools … the minimum the Constitution will require and guarantee is that for their objectively measurable aspects these schools be run on the basis of real equality”
Supreme Court Decision Schools cannot discriminate on the basis of
race or socio-economic status “de facto segregation by race and class, it
should be clear that if whites and Negroes, or rich and poor, are to be consigned to separate schools … the minimum the Constitution will require and guarantee is that for their objectively measurable aspects these schools be run on the basis of real equality”
Mills v. District of Columbia (1971)
Mills v. District of Columbia (1971)
Supreme Court Decision All children are to be provided publicly-
supported, alternative educational services if necessary for them to be educated.
Though all seven children were African American, this case represented all children with disabilities, not just minority children with disabilities
Supreme Court Decision All children are to be provided publicly-
supported, alternative educational services if necessary for them to be educated.
Though all seven children were African American, this case represented all children with disabilities, not just minority children with disabilities
Guadalupe v. Tempe (1978) Guadalupe v. Tempe (1978) U.S. Court Of Appeals, 9th Circuit Schools must provide bilingual-
bicultural education to students based on rights give in the Civil Rights Act and the Equal Education Opportunity Act.
Only applied to 9th Circuit area schools (because is not a Supreme Court decision)
U.S. Court Of Appeals, 9th Circuit Schools must provide bilingual-
bicultural education to students based on rights give in the Civil Rights Act and the Equal Education Opportunity Act.
Only applied to 9th Circuit area schools (because is not a Supreme Court decision)
Johnson v San Francisco (1971)
Johnson v San Francisco (1971)
U.S. Court Of Appeals, 9th Circuit Schools are prohibited from planned
segregation of minority students as well as acts resulting in unplanned segregation.
de jure segregation:not statutorily but manipulation of student attendance zones, school site selection and a neighborhood school policy, created or maintained racially or ethnically
U.S. Court Of Appeals, 9th Circuit Schools are prohibited from planned
segregation of minority students as well as acts resulting in unplanned segregation.
de jure segregation:not statutorily but manipulation of student attendance zones, school site selection and a neighborhood school policy, created or maintained racially or ethnically
Lau v. Nichols (1974) Lau v. Nichols (1974) Supreme Court Decision Children must receive instruction
in their primary language if they cannot meaningfully participate in an English-only classroom.
“students who do not understand English are effectively foreclosed from any meaningful education.”
Supreme Court Decision Children must receive instruction
in their primary language if they cannot meaningfully participate in an English-only classroom.
“students who do not understand English are effectively foreclosed from any meaningful education.”
Diana v. State Board of Education (1970)
Diana v. State Board of Education (1970)
Diana addressed overrepresentation of non-English speaking students in M.R. classrooms.
When first tested, her I.Q. (in English-only) was 30.
When re-tested, her I.Q. (in her native language) was 80.
Result: Testing must be done in the child’s native language.
Diana addressed overrepresentation of non-English speaking students in M.R. classrooms.
When first tested, her I.Q. (in English-only) was 30.
When re-tested, her I.Q. (in her native language) was 80.
Result: Testing must be done in the child’s native language.
Aspira v Board of Education (1976)
Aspira v Board of Education (1976)
U.S. District Court: Southern District Of New York Court Decision
Hispanic students and their parents are entitled to bilingual education of some sort when needed for the child to be educated.
Lau v. Nichols provided these rights and the Board of Education in New York was found in contempt for not following through.
U.S. District Court: Southern District Of New York Court Decision
Hispanic students and their parents are entitled to bilingual education of some sort when needed for the child to be educated.
Lau v. Nichols provided these rights and the Board of Education in New York was found in contempt for not following through.
Hudson v. Rowley (1982) Hudson v. Rowley (1982) Supreme Court Decision States need not provide additional services
above and beyond those needed to adequately meet the child’s educational needs.
Sign-language interpreter not to be provided for a deaf student who is receiving an adequate education (based on school records) to meet her educational needs
Supreme Court Decision States need not provide additional services
above and beyond those needed to adequately meet the child’s educational needs.
Sign-language interpreter not to be provided for a deaf student who is receiving an adequate education (based on school records) to meet her educational needs
Larry P. v. Wilson Riles (1987)
Larry P. v. Wilson Riles (1987)
9th Circuit Court of Appeals 15 years to resolve Moratorium placed that all IQ testing for
purposes of placement was not allowed. Moratorium was lifted on all but testing for mental retardation.
IQ tests cannot be used in California to place children in classes for mental retardation because of perceived racial discrimination on the tests.
9th Circuit Court of Appeals 15 years to resolve Moratorium placed that all IQ testing for
purposes of placement was not allowed. Moratorium was lifted on all but testing for mental retardation.
IQ tests cannot be used in California to place children in classes for mental retardation because of perceived racial discrimination on the tests.
Plyler vs. Doe (1982)Plyler vs. Doe (1982)
Prohibit public schools from denying FAPE to a child regardless of immigrant status.
Undocumented students are required to attend school.
Schools are PROHIBITED from communicating with INS without a court order/ subpoena.
Prohibit public schools from denying FAPE to a child regardless of immigrant status.
Undocumented students are required to attend school.
Schools are PROHIBITED from communicating with INS without a court order/ subpoena.
History: Parent’s RightsHistory: Parent’s Rights
Before legislation & litigation many schools forbid students with disabilities from attending
Most early attempts to educate disabled children were from White parents, minority parents were still trying to get an equal education for their children.
Parental advocacy for their children took place in the form of litigation and lobbying
Before legislation & litigation many schools forbid students with disabilities from attending
Most early attempts to educate disabled children were from White parents, minority parents were still trying to get an equal education for their children.
Parental advocacy for their children took place in the form of litigation and lobbying
History: Minority ParentsHistory: Minority Parents
Prior to desegregation, minority families were considered active in their children’s schools. Many felt unwelcome in their child’s new schools.
Minority parents advocated for their children to receive an equal education by arguing against segregation (intentional and de jure).
Many felt that this segregation continued by the overrepresentation of their children in SPED placement
Prior to desegregation, minority families were considered active in their children’s schools. Many felt unwelcome in their child’s new schools.
Minority parents advocated for their children to receive an equal education by arguing against segregation (intentional and de jure).
Many felt that this segregation continued by the overrepresentation of their children in SPED placement
Group Project: NASP Ethics
Group Project: NASP Ethics
Go to the ethics section of the NASP website. http://nasponline.org/standards/2010standards.
aspx As a group, determine which ethical
guidelines are described that specifically apply to school psychologists.
Be prepared to present these to the class.
Go to the ethics section of the NASP website. http://nasponline.org/standards/2010standards.
aspx As a group, determine which ethical
guidelines are described that specifically apply to school psychologists.
Be prepared to present these to the class.
School Culture, Educational Policy & Institutional
Advocacy
School Culture, Educational Policy & Institutional
Advocacy Take a proactive stance to enhance the quality of services provided to all individuals
Work toward increasing institutional understanding and acceptance of culturally and linguistically diverse individuals
Inform and educate school staff about cultural and behavioral patterns of culturally and linguistically diverse populations
Families need to be informed of their rights and are meaningfully engaged in the discussions affecting their children.
Take a proactive stance to enhance the quality of services provided to all individuals
Work toward increasing institutional understanding and acceptance of culturally and linguistically diverse individuals
Inform and educate school staff about cultural and behavioral patterns of culturally and linguistically diverse populations
Families need to be informed of their rights and are meaningfully engaged in the discussions affecting their children.
School Culture, Educational Policy & Institutional
Advocacy
School Culture, Educational Policy & Institutional
Advocacy Examine individual referrals w/in the context of the systemic patterns of how ethnically diverse students are treated at that school.
Rule out systematic factors as the cause of problems before doing an evaluation or intervention directly with the student.
Provide interventions to help schools that inappropriately identify diverse students.
Help develop primary interventions to aid all learners in the school.
Help link diverse families to the school.
Examine individual referrals w/in the context of the systemic patterns of how ethnically diverse students are treated at that school.
Rule out systematic factors as the cause of problems before doing an evaluation or intervention directly with the student.
Provide interventions to help schools that inappropriately identify diverse students.
Help develop primary interventions to aid all learners in the school.
Help link diverse families to the school.
Psychoeducational Assessment & Related Issues
Psychoeducational Assessment & Related Issues Assessment is a comprehensive process which
impact of socio-cultural, environmental, political, experiential and language-based factors
may or may not include standardized testing Consider cultural sources of information about
students and search for culture specific confirming data.
Acknowledge the impact of second language/culture acquisition on the cognitive and socio-emotional development
Assessment is a comprehensive process which impact of socio-cultural, environmental, political,
experiential and language-based factors may or may not include standardized testing
Consider cultural sources of information about students and search for culture specific confirming data.
Acknowledge the impact of second language/culture acquisition on the cognitive and socio-emotional development
Psychoeducational Assessment & Related Issues
Psychoeducational Assessment & Related Issues Psychologists have expertise in conducting
informal and formal language assessments and in differentiating a language disorder from second language acquisition
Psychologists have expertise in assessing the student’s biculturalism
Psychologists incorporate cultural and linguistic information in written reports
Psychologists have expertise in conducting informal and formal language assessments and in differentiating a language disorder from second language acquisition
Psychologists have expertise in assessing the student’s biculturalism
Psychologists incorporate cultural and linguistic information in written reports
Psychoeducational Assessment & Related Issues
Psychoeducational Assessment & Related Issues Understand the limitations and pitfalls associated
with the prescribed use of standardized instruments not normed or validated with the population being served.
Well versed in the psychometric properties of all instruments that they use.
Able to adapt existing assessment tools when necessary and report any deviations from standardization.
Keep abreast of new an better versions of tests devised for diverse students.
Understand the limitations and pitfalls associated with the prescribed use of standardized instruments not normed or validated with the population being served.
Well versed in the psychometric properties of all instruments that they use.
Able to adapt existing assessment tools when necessary and report any deviations from standardization.
Keep abreast of new an better versions of tests devised for diverse students.
Academic, Therapeutic and Consultative Interventions
Academic, Therapeutic and Consultative Interventions
Know research regarding the impact of cultural, ethnic and linguistic factors on the academic achievement of diverse students
Understand the needs of diverse children in terms of curriculum and instruction.
Develop expertise in multicultural counseling. Demonstrate an awareness of an individual’s
worldviews and sociopolitical experiences including the negative effects of racism, oppression and stereotyping.
Know research regarding the impact of cultural, ethnic and linguistic factors on the academic achievement of diverse students
Understand the needs of diverse children in terms of curriculum and instruction.
Develop expertise in multicultural counseling. Demonstrate an awareness of an individual’s
worldviews and sociopolitical experiences including the negative effects of racism, oppression and stereotyping.
Academic, Therapeutic and Consultative Interventions
Academic, Therapeutic and Consultative Interventions
Consider involvement of trained interpreters, community consultants, extended family members.
Implement culturally sensitive approaches that are researched and acceptable to the child or family
Demonstrate culturally sensitive verbal and nonverbal communication skills.
Aware of own cultural background and biases Knowledge of minority family structures,
hierarchies, values and beliefs.
Consider involvement of trained interpreters, community consultants, extended family members.
Implement culturally sensitive approaches that are researched and acceptable to the child or family
Demonstrate culturally sensitive verbal and nonverbal communication skills.
Aware of own cultural background and biases Knowledge of minority family structures,
hierarchies, values and beliefs.
Academic, Therapeutic and Consultative Interventions
Academic, Therapeutic and Consultative Interventions
Understand relocation and migration and its effect on children and families.
Understand the process of acquiring a second culture and its impact on the development and adjustment.
Understand the impact of poverty on physical and mental health.
Aware of different responses to interventions Understand the specific coping skills and support
systems available to culturally diverse children and families.
Understand relocation and migration and its effect on children and families.
Understand the process of acquiring a second culture and its impact on the development and adjustment.
Understand the impact of poverty on physical and mental health.
Aware of different responses to interventions Understand the specific coping skills and support
systems available to culturally diverse children and families.
Working with InterpretersWorking with Interpreters
Psychologists seek the services of interpreters only when necessary and when other alternatives have been sought out but are not available.
Work with trained interpreters familiar with the student’s culture and regional area of origin.
Know how to train interpreters when needed. Knowledge of the skills needed by qualified
interpreters Aware of problems inherent in the process of
translation.
Psychologists seek the services of interpreters only when necessary and when other alternatives have been sought out but are not available.
Work with trained interpreters familiar with the student’s culture and regional area of origin.
Know how to train interpreters when needed. Knowledge of the skills needed by qualified
interpreters Aware of problems inherent in the process of
translation.
Working with InterpretersWorking with Interpreters
Knowledge of the psychological impact of using interpreters during assessment and intervention activities.
Knowledge and skills in interviewing and assessing individuals through interpreters.
Examine data obtained through interpreters with extreme caution and acknowledge the limitations of such data.
Assessment results obtained through interpreters are described as such and are reported qualitatively.
Knowledge of the psychological impact of using interpreters during assessment and intervention activities.
Knowledge and skills in interviewing and assessing individuals through interpreters.
Examine data obtained through interpreters with extreme caution and acknowledge the limitations of such data.
Assessment results obtained through interpreters are described as such and are reported qualitatively.
ResearchResearch
Informed about quantitative and qualitative research techniques.
Consider the social, linguistic and cultural context in which research takes place
Psychologists work to eliminate bias when conducting research.
Informed about quantitative and qualitative research techniques.
Consider the social, linguistic and cultural context in which research takes place
Psychologists work to eliminate bias when conducting research.
ResearchResearch
Insure that the informed consent of all research participants is secured and has been elicited in the language the family is most comfortable with.
Skilled in program evaluation to determine the appropriateness and adequacy of instructional programs specifically aimed at diverse youngsters.
Insure that the informed consent of all research participants is secured and has been elicited in the language the family is most comfortable with.
Skilled in program evaluation to determine the appropriateness and adequacy of instructional programs specifically aimed at diverse youngsters.
Cultural Definitions Vs. Stereotypes
Cultural Definitions Vs. Stereotypes
StereotypesStereotypes
Stereotypes are considered to be Group concept of one social group about another Often used in a negative or prejudicial sense Frequently used to justify discriminatory behavior. May express “folk wisdom” about social reality.
Stereotype production is based on: Simplification Exaggeration or distortion Generalization Presentation of cultural attributes as being
'natural'.
Stereotypes are considered to be Group concept of one social group about another Often used in a negative or prejudicial sense Frequently used to justify discriminatory behavior. May express “folk wisdom” about social reality.
Stereotype production is based on: Simplification Exaggeration or distortion Generalization Presentation of cultural attributes as being
'natural'.
Wikipedia, 2006
Cultural Definitions Cultural Definitions
Should be scientifically based. Represent many (but probably not all). Provide a general idea of a culture
History Beliefs Daily Lives Norms
Are objectively determined and reported (neither positive or negative)
Should be scientifically based. Represent many (but probably not all). Provide a general idea of a culture
History Beliefs Daily Lives Norms
Are objectively determined and reported (neither positive or negative)
Psychs Need to Know…Psychs Need to Know…
How families are organized in different cultures.
Educational systems in other locations. What recent events may cause distress in
a child or family. Languages spoken by the child. Gestures, greetings, etc. Views toward healthcare or psych
services. Anything else on Div. 16 Guidelines
How families are organized in different cultures.
Educational systems in other locations. What recent events may cause distress in
a child or family. Languages spoken by the child. Gestures, greetings, etc. Views toward healthcare or psych
services. Anything else on Div. 16 Guidelines
CultureGramsCultureGrams
You can get much of the information that you need from Culture Grams (www.culturegrams.com).
At UNLV we access Culture Grams by:http://www.library.unlv.edu/search/eralpha.php#C
Note: Not all that you need to know can be accessed here. Sometimes you will need alternate sources. Natives from that Country Current Newspapers Literature Reviews, etc.
You can get much of the information that you need from Culture Grams (www.culturegrams.com).
At UNLV we access Culture Grams by:http://www.library.unlv.edu/search/eralpha.php#C
Note: Not all that you need to know can be accessed here. Sometimes you will need alternate sources. Natives from that Country Current Newspapers Literature Reviews, etc.
Discussion Project: CultureGrams
Discussion Project: CultureGrams
Scenario 1: You have a female
child from Peru Scenario 2:
You have a male child from Saudi Arabia
Scenario 1: You have a female
child from Peru Scenario 2:
You have a male child from Saudi Arabia
Scenario 3: You have a female
child from Canada
Scenario 4: You have a male
child from Chad
Scenario 3: You have a female
child from Canada
Scenario 4: You have a male
child from Chad
Use at least one of these scenarios to discuss informationon CultureGrams in terms of psychological, family, and educational issues.
