Narrative Paper
PJ1124
CulturalConsiderations1.pptxCultural Considerations
From
Francis, G. L., Haines, S. J., & Nagro, S. A. (2017). Developing relationships with immigrant families. Teaching Exceptional Children, 50(2), 95-105.
In their article, the authors give an example of a immigrant student with an intellectual disability entering school. The student and her family were from Bhutan, but had been in a resettlement camp in Nepal. They had immigrated to the United States. Her regular and special education teachers were concerned about cultural differences in communicating with the family and providing appropriate services for the student. They wanted to avoid insulting the family and needed to know how the family viewed a child with a disability.
Although their scenario focuses on a child from a culture that few of us know much about, the same concerns occur even when working with students and families in the same city, but from a different socioeconomic group or other microculture.
Possible Value Differences -authors adapted from The Values Americans Live By, by L. R. Kohls, P. 9 Copyright 1984 Meridian House International.
Typical American Values
Personal control dictates progress.
Change advances development & growth.
Efficiency is needed for productivity & to reach goals.
Equality ensures that all have opportunity.
Individualism recognizes unique needs, contributions, & goals.
Self-help promotes accomplishments & advancements.
Values In Other Cultures
Possible Value Differences
Typical American Values
Personal control dictates progress.
Change advances development & growth.
Efficiency is needed for productivity & to reach goals.
Equality ensures that all have opportunity.
Individualism recognizes unique needs, contributions, & goals.
Self-help promotes accomplishments & advancements.
Values In Other Cultures
Fate determines outcomes.
Tradition maintains integrity & stability.
Human interaction is valued more than timeliness.
Hierarchy maintains order & tradition.
Group welfare prevents isolation & advances positive outcomes for all.
Acceptance of “what is” provides stability & reflects birthright.
Possible Value Differences
Typical American Values
Future orientation results in goal-making & working to enhance an individual’s future.
Informality indicates comfortable & positive relationships.
Directness reflects assertiveness & honesty.
Materialism indicates a reward for hard work & dedication.
Values In Other Cultures
Possible Value Differences
Typical American Values
Future orientation results in goal-making & working to enhance an individual’s future.
Informality indicates comfortable & positive relationships.
Directness reflects assertiveness & honesty.
Materialism indicates a reward for hard work & dedication.
Values In Other Cultures
Past orientation reflects tradition, social order, fate.
Formality suggests respect & personal integrity.
Indirectness reflects veneration & tradition.
Spiritualism guides actions & is more valuable than possessions.
Questions to ask School & Community Members
As an educator it is useful to gain information about possible cultural differences of your students from school & community members.
How would you to describe the educational system in that (country, state, county, or neighborhood)? – to determine differences in educational system to which family is accustomed.
How is disability generally perceived in (country, state, county, or neighborhood)? – to determine how to frame discussion of disability.
Questions to ask School & Community Members
What are the most prevalent social norms of which I should be aware? – to observe cultural norms & etiquette.
How could I make a good first impression with a family from (country, state, county, neighborhood)? – to alleviate uneasiness in meeting family.
(these questions may be particularly appropriate for families from a different micro-culture)
Questions to ask School & Community Members
What type of information about the school or community do families from (country, state, county, school district or neighborhood) typically need most when they move to this area? - to help prioritize information & resources to provide families.
Can you recommend any additional resources such as community organizations, religious leaders, interpreters, or websites I should access to learn more and better support this family? – to identify potential resources.
Questions to ask Families - & vice versa: Cultural Reciprocity
I know you are from (country, state, county, etc.), but I don’t know much about it. Will you tell me more about it? What are schools like there? Where did you live? What was it like there? – to find out about cultural values & customs.
What is the best way for us to communicate in the future? For example, we could ….... – to learn about preferred mode of communication, logistically & culturally.
Questions to ask Families - & vice versa: Cultural Reciprocity
What questions can I answer about our school? I can tell you about …. (cover previously determined concerns)? – to learn about family knowledge of school, school district, U.S. educational system.
What is a typical school day like for your family? What does your family do after school? – to learn about how learning occurs at home.
Questions to ask Families - & vice versa: Cultural Reciprocity
Thank you so much for teaching me about your family. Please ask me questions now. I can tell you about …. (provide family background topics previously identified as common questions)? – to learn about family questions.
Potentially Sensitive Subjects – not example
To learn about family literacy, don’t ask:
“Can you read?”
Potentially Sensitive Subjects – better example
To learn about family literacy, don’t ask:
“Can you read?”
Ask a question like:
“There is a lot of paperwork in our school system. How do you figure out what the papers sent home to you are trying to say?”
Potentially Sensitive Subjects – not example
To learn about family educational experiences, don’t ask:
“Did you go to school?” or “Did you complete high school?”
Potentially Sensitive Subjects – better example
To learn about family educational experiences, don’t ask:
“Did you go to school?” or “Did you complete high school?”
Ask a question like:
“Can you describe your family’s educational experiences?”
Potentially Sensitive Subjects – not example
To learn about significant family experiences, don’t ask:
“Did your child observe or experience violence?”
Potentially Sensitive Subjects – better example
To learn about significant family experiences, don’t ask:
“Did your child observe or experience violence?”
Ask a question like:
“What brought you to this community? Why did you leave where you were?”
Potentially Sensitive Subjects – not example
To learn about family views on their child’s disability, don’t ask:
“Did you know that your child has a disability?”
Potentially Sensitive Subjects – better example
To learn about family views on their child’s disability, don’t ask:
“Did you know that your child has a disability?”
Ask a question like:
“Do you know anyone in your community with a disability? Can you tell me more about that?”
Potentially Sensitive Subjects – not example
To learn about family needs, don’t ask:
“What do you want from us now that your child is in our school?”
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Potentially Sensitive Subjects – better example
To learn about family needs, don’t ask:
“What do you want from us now that your child is in our school?”
Ask a question like:
“Transitioning to a new school is difficult, how can I best support your child academically and emotionally?”
Potentially Sensitive Subjects
These “better examples” may not be that much better, but they give you an idea of how to attempt to consider cultural differences to improve communication with families whether they come from:
Refugee camps in Nepal
The south side of Chicago
War torn Syria
Honduras
Hardeman County, TN
North Memphis
Or if they just come from a different miniculture
References
Francis, G. L., Haines, S. J., & Nagro, S. A. (2017). Developing relationships with immigrant families. Teaching Exceptional Children, 50(2), 95-105.
Kohls, L. R. (1984). The values Americans live by. Washington, DC: Meridian House International. Retrieved from http://www.rotary-youth- exchange.com/yeo/docs/ValuesAmericansLiveBy.pdf
Quiz
How does Cultural Reciprocity work?
In Cultural Reciprocity the cultural values are communicated from which two parties?
What is a non-American culture that a student might immigrate from that currently exists in Memphis and West Tennessee?
Do you know much about that culture or would you need to learn more as an educator?
What is an American micro-culture that exists in Memphis or West Tennessee that you might need to learn more about to be a Culturally Responsive educator for that student?
