Cultural Competency Evaluation

Assessment Description

Preparing students to participate in the global community where collaboration and respect for the diverse contributions of others is a key role for educators. Having the ability to effectively understand, communicate, and interact with others allows students to be successful in both the classroom and in their future workplace.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

In a 750-1,000 word essay, address the following points:

How you would evaluate a school’s cultural competency: A professional, practical plan for how to evaluate a school’s level of cultural competency is presented.

The effect of personal perceptions and bias on your professional teaching practice: A thought provoking representation of the effects of personal perceptions and bias is included.

The effect culturally responsive instruction and curriculum has on student learning: Includes meaningful effects of culturally responsive instruction and curriculum that are expertly related to student learning.

At least 2-3 student-centered strategies to improve the school’s current level of cultural competency and cultural climate: The strategies presented for improving a school’s current level of cultural competency and cultural climate demonstrate best practices and have great potential for success.

Minimum of 2-3 examples of how you plan to promote digital etiquette, responsible social interactions, and cultural awareness in local and global digital communities: Innovative methods for promoting digital etiquette, responsible social interactions, and cultural awareness in local and global digital communities are provided

Overview of one local and one global digital learning communities that explore creative applications of technology to improve student learning: A substantial review of two local and global learning digital communities that explore creative applications of technology to improve student learning is present and demonstrates an innovative effort.

Support your findings with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

Answer

Cultural Competency Evaluation

Schools are institutions that promote democratization and allow learners to instill more positive racial attitudes. In this sense, teachers are responsible for providing learning instructions and overseeing educational activities that promote learners’ cultural competency and awareness of explicit and implicit bias that contributes to learning inequalities (Stark et al., 2020). Despite the overriding theme of promoting cultural competency to address learning inequalities and disparities, it is not entirely easy to address uncivil perceptions, biases, and stereotypes that compromise cultural homogeneity in the learning environment. As a result, it is essential to incorporate culturally responsive pedagogy which is a student-centered teaching approach aimed at recognizing the importance of students’ cultural backgrounds and experiments in all aspects of learning (Amy, 2018). While incorporating culturally responsive pedagogy is an essential strategy for addressing disparities in learning processes, this paper elaborates on practical ways of evaluating a school’s level of cultural competence, the effects of personal bias in professional teaching, and the meaningful effects of embracing a culturally responsive instruction and curriculum. Further, it provides an in-depth discussion of a plan for promoting digital etiquette, responsible social interactions, and cultural awareness in local and digital learning communities.

Strategies for Evaluating School’s Level of Cultural Competency

Schools play a forefront role in dismantling status quos and challenge unethical perceptions that anchor discrimination based on learners’ ethnicity, cultural backgrounds, and other forms of diversity. Stracke et al. (2020) contend that “schools are sometimes heralded as democratizing institutions that allow citizens to partake equitably in society and have the power to instill more positive racial attitudes than those that presently exist” (p. 273). However, teachers entrusted to facilitate and impact cultural competency face challenges due to the embedded perversive racial biases in communities. As a result, a school’s cultural competency forms a question of ethical and cultural scrutiny.

Cultural competence in schools is a multifaceted aspect because it accounts for collective efforts of respecting learners’ cultural backgrounds, races, and ethnicities. According to Hawk et al. (2017), the National Education Association (NEA) defines cultural competence as “the ability to successfully teach students who come from cultures other than our own.” In this sense, it entails applying interpersonal awareness, cultural knowledge, and skills to promote cross-cultural teaching and learning activities. Since promoting impactful cross-cultural teaching and learning environment is a complex endeavor due to the underlying challenges that compromise cultural homogeneity, it is essential to evaluate a school’s level of cultural competency by applying practical and evidence-based evaluation strategies.

The profound strategies for evaluating cultural competency in schools include testing implicit and explicit perceptions, biases, and stereotypes for teachers and learners, evaluating the level of interactions between teachers and among learners, and testing individual cultural awareness by applying instructional approaches such as group learning. Also, it is possible to determine the level of a school’s cultural competency by using surveys to test students’ perceptions of other learners of different cultural backgrounds. Undoubtedly, these evaluation approaches can provide information on areas of improvement regarding instructional methods and curricular flaws that create perceptional differences and learning inequalities.

The Effects of Personal Perceptions and Bias on Professional Teaching Practice

Personal perceptions and bias emanate from direct and indirect cues and received messages regarding groups of people. In this sense, the acquisition of mental associations and the development of personal perceptions rely massively upon automatic and unconscious awareness (McGinnis, 2017). Further, cultural and racial biases can provide a clue of the societal influences and socially-held associations or perceptions regarding groups of people, especially people of different races and backgrounds. Although teachers are responsible for instilling positive perceptions and enabling learners to dismantle unethical stereotypes, they are susceptible to social influences and unconscious acquisition of perceptions that anchor discrimination and violate cultural competency. According to Starck et al. (2020), teachers can exhibit implicit biases that entail the automatic cognitive associations or effective predispositions individuals have with different social groups. Supposing these cognitive associations and biases percolate in a classroom setting, they can result in multiple ramifications that affect cultural homogeneity by widening the learning chasms.

The most conspicuous effect of personal bias and perceptions in the teaching and learning context is the probability of disrupting the relationship between a teacher and the victims of unethical perceptions. McGinnis (2017) argues that a student-teacher relationship relies massively upon the degree of involvement between an educator and the learner. In this sense, it should be based on collective goal-setting, positivity, and close interactions. Maintaining meaningful relationships with learners is a positive indicator of effective teaching and learning experiences. As a result, the presence of negative perceptions or biases towards learners of ethnic or cultural orientations can lead to adverse effects such as poor academic performance, absenteeism, and increased behavioral problems that compound the multifaceted challenge of high drop-out rates for learners.

The Importance of Developing a Culturally Responsive Curriculum

Undeniably, developing a culturally responsive curriculum is a profound pedagogical solution to implicit and explicit biases that facilitate discrimination and learning disparities. Amy (2018) defines this type of curriculum as “a student-centered approach of teaching that includes references and recognizes the importance of students’ cultural backgrounds and experiences in all aspects of learning” (p. 23). In this sense, embracing and implementing this pedagogical approach can translate to various benefits for learners and teachers. For instance, a student-oriented culturally responsive curriculum promotes engagement, validates students’ lived experiences, strengthens learners’ cultural competence, and establishes high expectations and a collective culture of achieving teaching and learning goals. Eventually, these considerations translate to improved academic performance, addressing learning disparities and inequalities, as well as tackling the problem of school dropout.

Student-Centered Strategies to Enhance School’s Cultural Competency

Undoubtedly, valuing students’ cultural backgrounds and experiences is consistent with enhancing a school’s cultural competency level. According to Smith (2019), creating a friendly learning environment that accommodates students’ values and experiences is a profound strategy from creating enhancing the school’s cultural competency. Another strategy for developing culturally responsive learning and teaching environment is by designing teaching instructions that align with students’ needs. In this sense, learning curriculum and instructions should eliminate disparities in performance and learning activities.

Digital Learning Communities and a Plan to Promote Digital Etiquette

Local and global digital learning communities leverage information technology to improve the learning experience. An example of a local digital learning community is the Department of Education National Center for Education Statistics’ Kids’ zone program which enables children to learn virtually. On the other hand, Zoom and Google classroom are examples of platforms that enable online-based learning communities. Local and global learning communities are essential in eliminating distance gaps and learning disparities facilitated by structural issues such as geographical and cultural factors. While they are essential in eliminating learning chasms, it is essential to promote digital etiquette when facilitating virtual learning experiences. According to MangKhang & Kaewpanya (2021), strategies for promoting digital etiquette include applying effective communication skills, exhibiting awareness of information security and privacy, educating learners about digital literacy, and avoiding obscene language, and reserving learners’ autonomy to determine digital learning cues. Undoubtedly, implementing these strategies require collaboration between teachers, learners, and other stakeholders like parents to facilitate a collective culture of excellence in digital learning.

Conclusion

Amid a highly diverse classroom setting, ensuring cultural competency emerges as a profound strategy for improving learners’ performance, valuing their experiences, and addressing learning barriers. It is possible to create a culturally responsive learning experience and the environment by creating student-centered curricula and instructions, evaluating indicators of cultural homogeneity, and expressing self-awareness. Finally, creating digital learning communities leverage information technology to create relatively equal opportunities for every learner to acquire information. As a result, it is an essential strategy for addressing learning barriers and disparities.

References

Amy, J. S. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal Winter, 27, 22-30. https://files.eric.ed.gov/fulltext/EJ1166706.pdf

Hawk, T., Sherretz, K., & Minella, A. (2017, August). Promoting Culturally Competent Teaching. Retrieved April 12, 2022, from https://www.cei.udel.edu/ppe/publications/resources/equity

Mangkhang, C., & Kaewpanya, N. (2021). The digital etiquette enhancing to global citizenship of social studies teachers in a new normal society. Higher Education Studies11(3), 89–94. https://doi.org/10.5539/hes.v11n3p89

McGinnis, C. (2017). Effects of implicit bias on teachers’ expectations of student relationships. Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences. http://digitalcommons.unl.edu/cehsdiss/294

Smith, K. (2019). Developing A culturally relevant curriculum and breaking the barriers of cognitive and cultural dissonance. Wayne State University Dissertations, 1–89. https://digitalcommons.wayne.edu/oa_dissertations/2187

Starck, J. G., Riddle, T., Sinclair, S., & Warikoo, N. (2020). Teachers are people too: Examining the racial bias of teachers compared to other american adults. Educational Researcher49(4), 273–284. https://doi.org/10.3102/0013189×20912758

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