Summary: Cultural Competence In Education

2002 Words 9 Pages
In the article, Cultural Competence in Education, Strait emphasizes the importance of culturally competent educators. Culture competence is the skill to effectively teach students who come from a culture different from our own. Four basic cultural competence skills are mentioned in this article:
Research reveals that cultural competence leads to more successful teaching and learning. Basford & Keith (2014), also explore the idea of culturally responsive schools. In the article Ask, Don’t Tell: What Can We Learn from the Youth We Teach, the authors present the students’ perspectives and ideas about how to make their schools better. Diverse students were given the opportunity to share their view about honoring their culture. The students found
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Children were sent to school, and formal school-parent communications were generally limited to report cards and periodic teacher-parent conferences. Middle class families with stay-at-home moms had more interactions with schools and parent groups. As more and more mothers returned to the workforce in 1970 and 1980s, parent involvement in schools declined. At the same time, student population of most schools was becoming increasingly diverse, both culturally and linguistically. These difficulties contributed to the difficulties schools face today in fostering a positive and productive relationship with parents. Recognizing the importance of parent involvement in schooling, early Title I federal legislation in the United States established provisions for involving parent in their children’s learning. NCLB took parent involvement a step further. Under this law, school receiving Title I funding were required to adopt specific strategies for involving parents in their children’s education, including parents who traditionally had not participated with the school due to cultural, linguistic, socioeconomic, or other …show more content…
Advocacy and Decision Making- include parents/caregivers as partners in decisions that affect children and their families. These activities will benefit families of all students in the school. By including the student families in the school’s decision making process, a strong connection can be built within the school-family-student relationship, thus ensuring the students’ emotional, academic, and physical development.
• train staff and parents/caregivers in leadership, problem-solving, conflict resolution, and decision-making skills;
• collaborate with independent parent advocacy groups to lobby and work for school improvement;
• train parents/caregivers how to help their children learn to ask for help and assistance with matters relating to health, safety, harassment, abuse, and academic assistances;
• develop networks to link all families with school or district parent representatives, coordinators, or liaisons;
• include parents/caregivers in the active recruitment of other parents for involvement and participation;
• create a mechanism for identifying and encouraging parents/caregivers to serve as mentors and coaches to other parents;
• encourage active parent organizations to set goals for the outcomes of their programs aligned to school

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