Multicultural Conference - Rutgers University, New Brunswick, NJ

I went to the Multicultural Education Annual Conference at Rutgers University which was organized by the Graduate School of Applied and Professional Psychology. The morning keynote speaker was Dorothy Strickland, PhD. She spoke about The Literacy Achievement Gap: What We Know And What Might Be Done About It. I learned that The achievement gap between poor and minority students and their white and more affluent counterparts is one of the most pressing issues in education today. The presentation focused on three related areas:

1. An overview of the historical influences framing discussions about the achievement gap:

· Socio economic and socio cultural factors

· Linguistic background

· Quality of instruction and professional services

· Family income and reading achievement are closely linked

· Individual vs. group factors (nutrition, health care, school funding)

2. The impact on specific populations and contexts (i.e., poor and ethnic minority children, English language learners, the early childhood and adolescence years):

· We can estimate that at least half of the Black/White gap that exists at the end of 12^th grade can be attributed to the gap that already existed at the beginning of 1^st grade.

· Huge discrepancy in the vocabulary words spoken per hour in professional families vs. working class and welfare families.

· Children from minority families are subjected to more restrictive, punitive language that is spoken in welfare and working class homes.

3. Research evidence about best practices that improve literacy achievement outcomes in low performing schools.

· Strong teachers in both languages for bilingual children

· We run the risk of simplifying concepts and do more harm than good

· Teacher quality is strongly linked to student success

· Effective prevention & intervention – there are some good programs, but we need to help the families to support the children that they care for.

TAKE HOME MESSAGE

“As professionals, we must remember to treat individuals within a particular culture as both unique and similar and not as carbon copies of one another.”

“As professionals, we must help individuals maintain respect for their own cultural identity as they embrace the demands of membership in a broader cultural community.”

“As professionals, we must help individuals acquire the skills needed to make their own choices as the shape their own personal culture.”

I then participated in the morning workshop – The Culturally Responsive Classroom which was presented by Mary Ann Smorra, EdD

Participants were asked to engage in this experiential workshop as they reflected on their own perceptions of multiculturalism and diversity – from both personal and professional perspectives. We explored the issues and challenges that related to a culturally diverse classroom through a variety of activities. The handouts and activities easily translated into classroom activities with students.

The speaker read the children’s story book “Chrysanthemum” and asked the audience to reflect on the story and how it relates to issues of inclusion in the classroom. In the story, the teacher did not exclude any students who “bullied” Chrysanthemum, the teacher was not punitive and she built a classroom community by establishing her own caring presence. The teacher in the story demonstrated the hidden curriculum in her own attitude by not excluding anyone.

· Cultural identity is based on membership in multiple cultural groups, i.e. age, gender, ethnicity, color, religion, socio-economic status……..

· Educators need to know which group they belong to and what influences these memberships have on their own identity.

· Be aware of your own core and what you can bring to the table.

· Ask questions graciously, people are interested in learning about others.

We played the “Diversity Beans” game – for more information go to www.diversitybeans.com

This is an excellent activity that can be used with students to increase awareness on how people characterize each other when they first meet and how characteristics are based on appearance even before they get to know each other. Is appearance truly an indicator of what a person is like? “Don’t judge a book by its cover!!”

· Stereotyping is part of culture but as educators we need to teach students that they need to see each member differently. Fight the stereotypes!!

The afternoon Keynote speaker was Nancy Boyd-Franklin, PhD – Violence Prevention Programs for Youth in Clinics, Schools, and Communities.

This presentation addressed the increased incidence of violence in many communities throughout the United States. It focused on violence prevention programs that addressed these concerns. A particular emphasis was placed on the importance of cultural competency in the development and implantation of programs for ethnic minority youth in clinics, schools, and communities.

· Bring attention to the need in schools for violence prevention programs for youth

· Partnerships between psychologists, social workers, schools, teachers, administrators, parents and families to address the problem of violence.

· Partnerships with faith based communities.

· Homicide rate is highest for African American males aged 10-24 years old.

During early childhood, many children exhibit aggressive, violent behavior which usually subsides as they enter elementary school. There is a need for violence prevention at every level. Programs need to target young children and go across all the developmental ages to adolescence.

Risk factors are:

· Failing in school

· No bond with the school

· Peer influences

Recommended reading: “Preventing Youth Violence in a Multicultural Society.”

· Present students with alternatives for dealing with conflict ex. Walk away, negotiate, use humor (children can role play in the classroom)

· Peer mediation groups

Finally, I attended the afternoon workshop which was run by Lisette Maniates, PhD – Promoting Social/Emotional and Academic Resilience in Hispanic American Children in Schools.

This workshop stressed the importance of fostering resilience (achieving positive outcomes despite adversity) and focused on how critical this is in the development of bilingual children – who are at risk for negative outcomes. The presentation geared towards the understanding and assessment of resilience, and bilingual development of children within in the context of child, family, and school factors. She presented evidence-based interventions that promote healthy social-emotional development and positive academic outcomes.

The speaker identified resilience as, “The capacity to overcome adversity as a result of protective factors, i.e autonomy, temperament, and cognitive skills.”

· Temperament – how the child responds to new situations, influenced by poor parenting and economic hardships.

· Autonomy – having a sense of one’s identity and ability to act independently and to exert some control over the environment.

· Cognitive ability– student who display average and above average intelligence protect themselves from adverse situations.

Students who have better, stronger language skills in their first language can eventually gain a better and stronger understanding of their second language. It is therefore imperative to allow a child to build upon his/her strength in their first language.