Utilizing the Intersectional Perspective to Shift Individual and Systems Practices

2022 ◽  
pp. 1-26
Author(s):  
Chynna S. McCall ◽  
Monica E. Romero ◽  
Wenxi Yang ◽  
Tanya Weigand
Keyword(s):  
Decision Making ◽  
Cultural Competence ◽  
Learning Environments ◽  
Lived Experiences ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Student Placement ◽  
Culturally Responsive Practices ◽  
Exceptional Education ◽  
The Impact

The chapter aims to help practitioners create more equitable learning environments and student outcomes using an intersectionality lens. The chapter first discusses what the intersectionality lens is and why it is essential. Then it discusses the impact of using an intersectional approach on exceptional education practitioners' abilities to understand better their students' lived experiences and needs, leading to more accurate and comprehensive decision making and subsequently providing more effective student placement, instruction, and support. The chapter provides guidance to practitioners concerning how to work with their teams and the school to create a continual commitment to cultural competence, reassessing structures and making necessary adjustments to maintain and enhance their utilization of culturally responsive practices.

scholarly journals Exploring students’ cultural competence development during a short-term international experience: A Q-sort study

2020 ◽  
Vol 1 (2) ◽  
pp. 65-78
Author(s):  
Shelli Rampold ◽  
Bradley Coleman ◽  
J. C. Bunch ◽  
Richie Roberts
Keyword(s):  
Cultural Competence ◽  
Lived Experiences ◽  
Cultural Awareness ◽  
Q Methodology ◽  
International Experience ◽  
Competence Development ◽  
Cultural Knowledge ◽  
Short Term ◽  
The Impact ◽  
Q Sort

This study was conducted to understand how students’ cultural awareness, knowledge, sensitivity, and communication abilities combine to influence their development of cultural competence. Q methodology (Q) was used to capture the subjectivity and lived experiences of participants of an international experience (IE) and assess the impact of the program on their cultural competence development. When viewed through the lens of the Personal Cultural Competence Enhancement Framework (PCCEF), findings suggested students’ cultural competence development could be interpreted through three typologies: (a) Cultural Learners, (b) Cultural Engagers, and (c) Cultural Samplers. Cultural Leaner students demonstrated new awareness of their limited amounts of cultural knowledge and desired to learn more about other cultures through future travel, but were still apprehensive about engaging and communicating with people from other cultures. Cultural Engagers, on the other hand, expressed greater confidence in stepping out of their comfort zones and communicating in a different language. Lastly, Cultural Samplers demonstrated increased awareness of the benefits of experiencing other cultures and they comforts they have back home, and they expressed a desire to continue traveling abroad in the future. These findings support the use of short-term IE programs as supplemental activities to foster agricultural students’ progression toward cultural competence.

An Approach to Diversity and Cultural Competence Curriculum in Public Administration

2022 ◽  
pp. 840-857
Author(s):  
Bridgett A. King
Keyword(s):  
Decision Making ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Public Administration ◽  
Culturally Responsive ◽  
Professional Lives ◽  
Organizational Diversity ◽  
Organizational Decision Making ◽  
Cultural Experiences ◽  
Administration Students

There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.

Developing Decision-Making Skill

2012 ◽  
Vol 3 (4) ◽  
pp. 1-17
Author(s):  
Kurt A. April ◽  
Katja M. J. Goebel ◽  
Eddie Blass ◽  
Jonathan Foster-Pedley
Keyword(s):  
Decision Making ◽  
Video Games ◽  
Learning Environments ◽  
Personal Development ◽  
Computer Game ◽  
Spot Test ◽  
The Impact ◽  
Related Skill

This paper explores the value that computer and video games bring to learning and leadership and explores how games work as learning environments and the impact they have on personal development. The study looks at decisiveness, decision-making ability and styles, and on how this leadership-related skill is learnt through different paradigms. The paper compares the learning from a lecture to the learning from a designed computer game, both of which have the same content through the use of a spot test, taken immediately after the lecture and the game, and seven day retest scores. It also presents data collected and evaluated on decision-making from three distinct groups: executives (including entrepreneurs), gamers and non-gamers.

Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

2017 ◽  
Vol 69 (4) ◽  
pp. 367-385 ◽  
Author(s):  
Jessika H. Bottiani ◽  
Kristine E. Larson ◽  
Katrina J. Debnam ◽  
Christina M. Bischoff ◽  
Catherine P. Bradshaw
Keyword(s):  
Systematic Review ◽  
Culturally Responsive ◽  
Empirical Studies ◽  
Training Models ◽  
Culturally Responsive Practices ◽  
Intervention Impact ◽  
Standards Of Evidence ◽  
State Of The Science ◽  
The Impact

Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.

Literacy and Early Childhood

2019 ◽  
pp. 1011-1027
Author(s):  
Katia González ◽  
Rhoda Frumkin
Keyword(s):  
Early Childhood ◽  
Intercultural Communication ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
The United States ◽  
After School ◽  
Culturally Responsive Practices ◽  
After School Program ◽  
Group Sharing ◽  
The Impact

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.

An Approach to Diversity and Cultural Competence Curriculum in Public Administration

2020 ◽  
pp. 239-261
Author(s):  
Bridgett A. King
Keyword(s):  
Decision Making ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Public Administration ◽  
Culturally Responsive ◽  
Professional Lives ◽  
Organizational Diversity ◽  
Organizational Decision Making ◽  
Cultural Experiences ◽  
Administration Students

There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.

Culturally Responsive Practices

2021 ◽  
pp. 599-616
Author(s):  
Tricia Crosby-Cooper ◽  
Natasha Ferrell
Keyword(s):  
Mental Health ◽  
African American ◽  
Culturally Responsive ◽  
African American Youth ◽  
Positive Mental Health ◽  
Culturally Responsive Practices ◽  
Behavioral Expectations ◽  
Mental Health Difficulties ◽  
The Impact ◽  
Support Students

Achieving positive mental health is a worthy desire as positive mental health leads to better success in all aspects of life. Unfortunately, for some youth, achieving positive mental health is a struggle. African Americans demonstrate mental health difficulties approximately 20% more than their White counterparts. To address mental health concerns, schools have increasingly implemented multi-tiered supports to better identify and support students. Unfortunately, interventions implemented in schools have largely ignored the impact that race, culture, and behavioral expectations have on the mental health of African American youth. African American youth exhibit symptoms and behaviors of mental health similar to youth of other cultures and races, yet they experience lower levels of mental health services. To help African American youth experiencing mental health difficulties, stakeholders must implement culturally responsive, evidence-based interventions.

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