Transcript Multicultural Considerations and Issues

Multicultural Considerations
in Family-School
Partnerships
The Future of School Psychology
Task Force on Family-School
Partnerships
Katie Magee, Laura Mullaney, Ashley
Taylor, Susan Sheridan
University of Nebraska-Lincoln
Educational Considerations

Parents, regardless of educational level, income status,
or ethnic background want their children to be
successful in school (Christenson, 1995).


Across groups, parents want information about how schools
function, children’s development/learning, & parents’ roles in
supporting their children.
School practices (such as engaging in frequent
communication and establishing meaningful roles for
parents) are a stronger predictor of parent involvement
than parents’ educational level, income status, or ethnic
background (Epstein, 1991).
Present Need for a Multicultural
Perspective




The number of non-English speaking children has doubled since
1979
In 2002, the U.S. Department of Education reported 60.3% of
students were White, non-Hispanic; 17.2% Black, non-Hispanic;
17.1% Hispanic; 4.2% Asian/Pacific Islander; and 1.2%
American Indian/Alaska Native
By 2050 60% of the population is predicted to be families of
multicultural/bilingual backgrounds (U.S. Bureau of the Census,
2004)
School professionals will need to be equipped with a strong
knowledge base in multicultural issues to develop their sense of
cultural competence and handle the unique needs of these
children and their families
Cultural Competence
Definition:

The integration and transformation of
knowledge about individuals and groups of
people into specific standards, policies, and
attitudes to be used in appropriate cultural
settings to increase quality of services, thereby
producing better outcomes (Davis and Donald,
1997)
Multicultural Challenges & Barriers



Minimal research is available for family-school
partnerships with children and families from diverse
cultural backgrounds
Many practitioners have limited knowledge and
understanding of diverse cultural values and practices
Many children enter school without previous
experience speaking English or spending time in
daycare or preschool
Multicultural Challenges & Barriers




There is no formula that works for all families in any
given racial/ethnic group
Parents have different levels of education,
socioeconomic status, English competency, and
acculturation
Parents often do not know what roles they should play
in family-school partnerships
The traditional model for parent involvement may not
be appropriate for all cultures and ethnicities
Approaches for Developing
Cultural Competency





Practice cultural sensitivity
Build trust and establish a relationship with the
family
Address diversity issues
Implement a family-centered approach
Enhance communication
Practice Cultural Sensitivity

Examine one’s own cultural beliefs


Recognize one’s level of cultural competence






Practice self-analysis of personal values & beliefs, as well as
biases related to cultural diversity
Unconsciously incompetent
Consciously incompetent
Consciously competent
Unconsciously competent (Purnell, 2000)
Engage in cross-cultural learning (e.g., participate in
cultural workshops, attend cultural festivals, and
volunteer at cultural community centers)
Focus on family-identified needs
Practice Cultural Sensitivity

Consider varying levels of families acculturation
Euphoria-excitement and enthusiasm about a new
culture
 Culture Shock-feelings of estrangement, anger,
anxiety, and irritability
 Anomie-gradual resolution of culture shock and
acknowledging positive and negative aspects of both
cultures
 Assimilation-acceptance of new culture and recovery
of self-confidence

Build Trusting Relationships


Spend time getting to know families
Learn about unique cultures





Read books about different cultures
Watch videos about cultural values and practices
Talk to people from different cultures
Develop on-going relationships with families
Refrain from making cultural assumptions and
generalizations about family

Avoid stereotyping families who belong to certain cultural
groups
Address Diversity Issues Directly




Demonstrate an interest and respect for different
cultural styles
Learn about the family’s beliefs and values from family
members themselves
Provide workshops and booklets for families about
living in two cultures and cross-cultural parenting
Offer workshops to empower parents to work
effectively with American schools

Topics may include how U. S. schools function; school
structures, rules, and responsibilities; requirements for
mandated reporting by school personnel of suspected
child abuse; rights and responsibilities of students and
parents; free services and resources
Implement a Family-Centered
Approach


Use open-ended questions to elicit family
members’ perspectives
Listen and respond to family’s needs


Respect different perspectives, beliefs/values, goals,
and objectives of various cultural groups
Identify and build upon family strengths (e.g.,
supportive, extended family unit)
Enhance Communication
In general,






Refrain from using jargon
Ask family members to share home observations and
information as well as cultural considerations
Use frequent summarizing/paraphrasing statements
Avoid potentially stereotypical statements
Consider appropriate communication style when working
with interpreters and families (e.g., maintain eye contact with
family rather than interpreter)
Train interpreters in the importance of translating content
and relational aspects of communications
Enhance Communication
Specifically,

Written communication
- Be sensitive to non-English speaking families by providing
written materials in the families’ native language

Accents and dialect


Personal space and touch


Some cultures are “contact” oriented while others are
“noncontact” oriented
Personal disclosure


Requests for repetition may be necessary and appropriate
Cultures have different expectations about sharing personal or
private information and situations in which this is appropriate
Nonverbal communication

Care must be taken when interpreting the nonverbal
communication of individuals from different cultures
Overall Recommendations










Develop a firm understanding of ones own culture and an understanding
of the impact of ones culture on others
Respect and value others’ cultures, seek feedback and cultural guides, and
take care to value multiple perspectives when framing the problem
Respect individual differences within cultural groups
Understand the impact of multiple cultural identities for individuals,
Acquire cross-cultural communication methods approaches for
developing and maintaining rapport
Understand appropriate consultation and interventions given the cultures
of students, parents, and teachers in the collaborative relationship
Create emotional safety yet balance emotional support with new learning
Provide support in order to build confidence and feelings of self-efficacy
Seek systems interventions to support learning and development
Continually increase knowledge, skill, objectivity, and reflective thinking
(Ingraham, 2000)
Conclusion



With growing numbers of students from various
cultural backgrounds, it is extremely important
for professionals to be culturally competent
Cultural competence begins with knowledge and
evolves into the standards, policies, and attitudes
that directly affect the quality of services
students receive
Building cultural competency is a continuous
process that ultimately leads to better outcomes
for students and their families
References
Christenson, S. L. (1995). Families and schools: What is the role of the school psychologist?
School Psychology Quarterly, 10, 118-132.
Davis, P., & Donald, B. (1997). Multicultural counseling competencies: Assessment,
evaluation, education and training, and supervision. Thousand Oaks, CA: Sage
Publications.
Epstein, J. L. (1991). Paths to partnership: What we can learn from federal, state, district, and
school initiatives. Phi Delta Kappan, 72 (5).
Ingraham, C. L. (2000). Consultation through a multicultural lens: Multicultural and crosscultural consultation in schools. School Psychology Review, 29, 320 - 343.
Lynch, E. W., & Hanson, M. J. (1998). Developing crosscultural competence: A guide for
working with young children and their families (2nd ed.). Baltimore: Brookes.
Thorp, E.K. (1997). Increasing opportunities for partnership with culturally and linguistically
diverse families. Intervention in School and Clinic, 32, 261-269.
U.S. Bureau of the Census (2004). Projected population change in the United States, by race
and Hispanic origin: 2000-2050. Washington, DC:U.S. Department of Commerce.
Vazquez-Nuttall, E., Li, C., & Kaplan , J.P. (2006). Home-school partnerships with culturally
diverse families: Challenges and solutions for school personnel. Journal of Applied School
Psychology, 22, 81-102.