One of the reasons I chose to the book Other People’s Children by Lisa Delpit was because I want to be aware of the stereotypes and prejudices this books might uncover that I had and didn’t know I has. Teaching in a DLI program there is big diversity in our school and community. I want to be able to be culturally competent and be able to eliminate my cultural assumptions. I want to be able to understand where my students are and families are coming from so I can adjust my teaching methods and strategies. I thought it was very interesting how in her introduction she talks about how the educational system in this country is more focused on the standardized tests, scripted lessons and mandated classroom management strategies that they seem
The Racial/Cultural Identity Development Model by Sue & Sue (2012), is an active example to understand clients’ attitudes and behaviors toward themselves and their culture as well as the culture of others. According to West-Olatunji, Frazier, Guy, Smith, Clay & Breaux (2007), “This model poses the following questions (Sue & Sue, 2003): (a) With whom do you identify and why? (b) What culturally diverse attitudes and beliefs do you accept or reject and why? (c) What dominant cultural attitudes and beliefs do you accept or reject and why? and (d) How do your current attitudes and beliefs affect your interaction with other culturally diverse clients and people of the dominant culture?
After discussing the topic of cultural oppression privately, Nuria can now discuss the topic openly with her students in hopes of resolving any ill-will or misperceived notions they may have about her. Both Nuria and her students may be lacking in certain multicultural competencies such as awareness, knowledge, and skills. Both could benefit from psychoeducation about these competencies. Furthermore, Nuria can try extending her knowledge about the Jewish culture and their history so as to provide a common ground needed to connect with her students.
Growing up in Hawaii, the idea of community was always such a fundamental part of who I was. I have never looked at it from the perspective of how it benefited me rather how it benefitted everyone around me. Everything I have done from joining local clubs that enriched the Hawaiian culture to volunteering with the west Hawaii special olympics program have helped me become the person I am today. My family has had a huge role in making sure that I am involved with the community. They passed down their practices in paddling, environmental conservation of Kealakekua Bay and encouraging the people who need it the most.
Ponterotto’s model is specifically formulated for European American counselors in training (Ponterotto, 1988). The Preexposure stage refers to trainees being comfortable with the existing status of multicultural issues. The Exposure stage is when trainees become aware of various issues related to racism and diversity. The Zealot-Defensive stage is characterized by a rejection of one’s own ethnicity in favor of minorities. Integration, the final stage, produces a balanced perspective as emotions are balanced and cultural awareness increases.
As a woman of color, I believe it is essential that I become aware of my own biases in order to help individuals that have different beliefs, values, and cultural practices. When I was done completing the “Multicultural Counseling Competencies: A Self Examination” assessment, I became aware of my strengths, weaknesses, and areas where I need to grow as a future college counselor. To begin with, I notice that I questioned myself continuously whether I take the time to evaluate the limits of my competency when helping a student from a different cultural heritage from mine.
By acknowledging and understanding the privileges of my White identity, such as my cultural capital, I hope to change how I perceive issues and interactions with students throughout my future in higher
“You talk so white, I would’ve never guessed you were actually black!” said everyone at my high school. “Is that your dad or just your mom’s boyfriend?” asked numerous of my classmates. Or my personal favorite: “what are you?” To answer this overly common and inherently rude question, I’m a first-generation biracial, meaning that I am a product of a direct interracial relationship.
Issues of cultural diversity are more focused, especially in the class room setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereotypes, ethnocentrism, and biasness. They should apply management techniques to the physical space as well as students’ behavior. Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room.
Being very fortunate to travel, my wife and I decided to traveo to Hawaii. It was our first trip to that paradisaical place. The experience was fabulous from the very beginning. We flew to the island, and before the plane could land, we were amazed at beautiful blue and clarity of the sea. As we reached towards the beach we were able to see the bottom of the ocean.
As well as this , we should raise awareness to non-Indigenous students so they can be respectful of all cultures within their community (Diplock, 2015). I believe that a critical pedagogy when teaching Indigenous students can make a positive difference to their education. My teaching will emphasise theory and practice in new, collaborative ways (Diplock, 2015).
IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.
Throughout my experiences in this course so far, I have had many opportunities to reflect on my own past and have begun to better understand my own cultural identity. It has been much more difficult to wrap my head around than I would have predicted it to be because so many things play into the construction of an identity that it can be hard to look at all of those separate pieces together. My cultural identity, like all others, is more complicated than it first appears. I identify as a white person, a woman, an American, a gay person, and a feminist, just to name a few. While all of these labels carry with them stereotypes and expectations, they also interplay with the cultural influences I was subject to throughout my childhood.
The Hawaiian Islands are an incredible place to visit and explore. I have visited there twice now, and the sights are amazing. This assignment came up right after I got back from my last trip, and one thing that had my interest while I was there was the islands’ formations. Flying in the first time, I enjoyed being able to see the islands come into view after being over water for 6 hours. Doing snorkeling adventures, I visited Molokini Crater.
