Short Case Study

Topic 5 Assignment Reminders

Class,

I just wanted to remind you about our weekly assignment. This week you will be submitting one assignments. Please make sure that you completely review the assignment page.

Case Study Analysis- This assignment is 500-750-word rough draft. We will use the provided template for this (attached to this post). In the assignment you will be analyzing a case study from the resource “For Cultural Competence: Knowledge, Skills and Dispositions Needed to Embrace Diversity” and are listed in the table of contents.

1. Make sure to review “For Cultural Competence: Knowledge, Skills and Dispositions Needed to Embrace Diversity” in the course materials. Without this resource you will not be able to complete the assignment.

2. Support your work with citations 2-3 scholarly journal articles preferably from the last 3 years.

3. Make sure to use the template (attached below) and follow all directions on the template.

4. Follow APA Style ( https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/writing-center  [click Style Guides and Templates on this page and then you will see the APA Style Guide and Template]).

5. The assignment must address all prompts on the assignment page.

6. Submit your work to your work to Lopes Write and then complete your final submission in the dropbox.

If you have any questions please let me know, and I hope that everyone has a great week.

Instruction for the Assignment

Select Case Study 3.5, 3.7, 3.8, or 3.9 in “For Cultural Competence: Knowledge, Skills and Dispositions needed to Embrace Diversity.” 

Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the teacher’s responses.

In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study: 

· Collective orientation (promoting needs of the group versus promoting needs of the individual)

· Time orientation

· Respect for authority

· Perceptions and value of education

· Priority of family

· Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)

· Value of work/Work ethic

· Peer pressure

· Assimilation dilemma: adaptation versus preservation

In addition, include specific advice to the teacher in your case study to help him or her respond more appropriately to the student/family.

Use at least 2-3 scholarly sources (other than the assigned readings) to justify your responses.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Activity 3.5 (American Indians Case Study) ................................................................145

Activity 3.7 (Latinos Case Study) ................................................................................149

Activity 3.8 (African Americans Case Study) ..............................................................152

Activity 3.9 (Asian Americans Case Study) .................................................................155

Activity 3.5 (American Indian Case Study)

Time: 30 Minutes

Activity Description

1. Divide participants into small groups; ask them them to read the corresponding case study.

2. Once group members have read the case study, ask them to respond to the following questions:

􀁸 Many American Indians prize groupness over an exclusive focus on the individual. To what

extent does this collective orientation impact the teacher’s perception that Sen was cheating.

􀁸 To what extent is Sen’s tardiness a reflection of defiance or his cultural conditioning that the

current moment governs the time orientation?

􀁸 Is it the teacher’s responsibility to teach Sen about being on time?

􀁸 When Ms. Lilly invites Sen’s parents in for a conference, on what issues should she focus? How

will she respect any cultural differences that may interfere with Sen’s ability to profit from the

learning experience?

􀁸 How should Ms. Lilly deal with the fact that nonverbal communication and cooperation are

integral components of American Indian culture?

􀁸 What cultural information might help Ms. Lilly respond more appropriately to any difficulties

Sen may be experiencing at school?

􀁸 To what extent might Sen be experiencing cultural conflicts between the expectations of his

American Indian heritage and the expectations rooted in the mainstream American educational

system?

􀁸 What responsibility does Ms. Lilly have for addressing the teasing that occurs because of Sen’s

clothing?

Case Study

Sen Youngblood is a twelve-year-old (6th grade) American Indian boy whose teacher recently

requested a parent-teacher conference because of concerns she had about his academic

performance in the classroom. Ms. Lilly frequently complains about Sen not completing

assignments as instructed and that he neglects to ask for help even when he is completely

confused. When he finally asks for help, Sen’s questions frequently occur long after an

assignment or a directive has been given and often disrupts the flow of the class. More recently,

students in the class have been teasing Sen about his clothing. Ms. Lilly has concerns about the

fact that Sen may have delayed language skills for his age in comparison to many of his

classmates. Additionally, Ms Lilly feels that Sen’s habitual tardiness interferes with his ability to

profit from the learning experience. On more than one occasion during testing, Sen has been seen

discussing questions with fellow classmates. Ms. Lilly has repeatedly spoken to Sen about her

concerns but he usually just remains silent.

Facilitator’s Notes

1. Among many American Indians, sharing represents an important cultural value and operates as a

method of demonstrating honor and respect for others. In fact, refusing to share is often considered

selfish and may be regarded as an offensive act directed toward the donor. Based on this particular

cultural value, Sen may not have perceived discussing test questions as inappropriate. Moreover,

American Indians value cooperation and interdependence.

Discuss strategies that teachers may use to help Sen understand behavioral

expectations regarding testing.

2. Silence represents a highly prized cultural value among many American Indians. In comparison to the

more verbose styles of Americans, many Indian children are perceived as having delayed language

skills. In fact, their receptive language skills may mask their actual performance abilities. Within an

American Indian cultural context, children frequently learn by observing a skill enacted and then

practicing the newly acquired skill. This modeling approach places less reliance on verbal dexterity,

which could in turn be misperceived in the classroom, causing some teachers to make inaccurate

attributions about a child’s ability level. Finally, among many American Indian groups there is a

preference to carefully weigh and consider all possibilities before talking, because once something is

said, words cannot be retracted. If Sen is operating out of his American Indian cultural orientation, his

delays in asking questions may reflect a preference for organizing his thoughts before he talks as

opposed to an indication that he has delayed language skills.

Discuss strategies that teachers may use to accommodate Sen’s cultural

preference for silence, reflection, and observation.

3. Many traditionally oriented American Indians have a present time orientation which governs life

activity. This may mean that strict adherence to rigid time schedules may not occur. In this sense,

what occurs in the here and now is far more meaningful than a precise adherence to the clock or a

future time orientation. The differences between an American Indian worldview and a mainstream

American worldview may contribute to conflicts in the classroom.

Activity 3.7 (Latino Case Study)

Time: 30 Minutes

Activity Description

1. Divide participants into small groups and have them read the corresponding case study.

2. Once group members have read the case study have them respond to the following questions:

􀁸 What is known about this child’s cultural group?

􀁸 How do you think the teacher’s attitude toward the family while having to wait for the parents to

arrive, get more chairs, and address Jorge’s absenteeism impacted her ability to respond to the

child and family in a professional, warm, caring, and compassionate manner?

􀁸 What factors may impact Jorge’s high rate of absenteeism?

􀁸 Do you think that all Latino children have similar problems with attendance? How do you think

generation in this country, employment, child care issues, and English proficiency may impact

Jorge’s attendance?

􀁸 Does this teacher exude the characteristics of cultural competency?

􀁸 What are the teacher’s expectations for this child? Based on the information presented in this case

study does the teacher have high expectations for the child, indifference towards the child, etc.?

􀁸 What cultural information might help her to respond more appropriately to the family?

􀁸 What might the teacher do to improve her ability to work more effectively with the child and

family?

􀁸 What services might the teacher request from the school administration or the district

administration?

Case Study

Jorge Vargas is a sixth grade Mexican-American student who has a diagnosed learning disability. His

parents have been invited to attend his annual IEP conference. The teacher, Ms. Franklin, waits

expectantly for them in the conference room and has set up three chairs, one for herself, and two for the

parents. When the parents do arrive ten minutes after the scheduled appointment time, three other people

are with them, a grandmother, an aunt, and an infant. In exasperation, the teacher attempts to find some

additional chairs.

Mr. and Mrs. Vargas are Mexican migrant farmers who have had to reschedule this conference on at least

two other occasions. When they do arrive, it becomes apparent to the teacher that the parents do not speak

English fluently. Ms. Franklin is at a loss in terms of strategies for communication but continues by

explaining Jorge’s progress and goals for the coming school year. She uses a lot of technical jargon to

describe and explain Jorge’s academic objectives. She does pause to ask if the parents have any questions,

but they stare at her blankly and then smile. In an effort to communicate more effectively, Ms. Franklin

talks extremely loud and in a slow cadence. This behavior puzzles the family members.

Ms. Franklin addresses a concern she has about Jorge’s attendance. Last month he was absent for an

entire week without notifying the school. And this month he has already missed three days of school. The

parents confirm that he was absent on the occasions cited. At the conclusion of the conference, the parents

sign the necessary paper work, the teacher thanks them for coming, and the family shakes her hand and

leaves.

Facilitator’s Notes

1. Because of the proximity between the United States and many parts of Central and South America, a

considerable number of Latino immigrants find themselves returning to their countries of origin for

regular visits. The collective orientation among many traditionally oriented Latino families may mean

that family obligations take precedence over a child’s education. The seasonal nature of migrant

farming may result in frequent moves among Latino children. Educators may work to secure services

from local homeless education agencies to assist in meeting the educational needs of transitory

children.

2. Acculturative stress refers to the challenges that immigrants experience as a result of attempting to

adapt to a new cultural milieu. These stressors often include high unemployment and poverty rates,

health factors, difficulty securing assistance from schools and agencies, language barriers, culture

shock, a sense of grief and loss of the homeland, etc. School-age children may often be called upon to

assist with the family transition process by serving as interpreters and negotiating bureaucratic

agencies, which frequently occurs during school times and results in high rates of absenteeism.

What systemic resources can schools rely on to insure that children spend more

time in school?

3. Many Latino parents experience difficulty negotiating American educational institutions and,

consequently, avoid contact with school officials for fear they will embarrass themselves or their

children. These families often regard education as the school’s domain and feel their responsibility

involves addressing issues of behavior. The educational preparation and exposure that governs the

parenting styles of many middle class American families may not be understood or even function as a

priority given other pressing needs for survival. Moreover, many immigrant Latinos may reside in

this country illegally and harbor apprehensions that they may be deported if school officials uncover

this information. Such fears may reduce interactions between the school and the family.

Activity 3.8 (African-American Case Study)

Time: 30 Minutes

Activity Description

1. Divide participants into small groups and have them read the corresponding case study.

2. Once group members have read the case study have them respond to the following questions:

􀁸 What cultural assumptions may have contributed to the teacher’s recommendation of Jamal for

special education services?

􀁸 What might have happened if Jamal’s parents were not actively involved in his education and did

not recognize their rights as parents?

􀁸 Had the teacher altered her methods of instruction, do you think she would have seen different

results in Jamal’s academic performance?

􀁸 Given Jamal’s high energy level and need for stimulation, how might a teacher alter his/her

instructional style to better accommodate Jamal?

􀁸 What is known about African-American children and males in particular that could have

contributed to the alteration of Ms. Anderson’s teaching style?

􀁸 What cultural information might help Ms. Anderson respond more appropriately to Jamal?

Case Study

Jamal is an 8-year-old third grader at J. Carter Simpson Elementary School where he has been

experiencing some academic difficulties in Ms. Anderson’s class. For instance, he is not completing his

work consistently, and he often talks with other students during instructional time. Jamal is highly social

at inappropriate times and frequently annoys his teacher because he will get up and sharpen his pencil

during instruction. Moreover, his trips to and from the pencil sharpener often involve his interacting in

disruptive ways with his classmates. Jamal is a bright, capable, and articulate youngster who possesses an

enormous amount of energy. In fact, his teacher experiences his verve as tiring and annoying. Jamal

appears to be struggling with reading comprehension and declining grades although he is very verbal and

pleasant. At times Jamal can be extremely argumentative. He insists on being right even when he is quite

obviously wrong.

Ms. Anderson’s frustration has escalated to such an extent that she has now submitted a referral for

special education placement. She firmly believes that the curriculum far surpasses Jamal’s capability and

thinks that he would be better served in a special education classroom. Ms. Anderson has considered the

fact that her over-reliance on paper and pencil tasks may contribute to his disinterest in academics. Miss

Anderson believes that Jamal should be tested and removed immediately from her classroom.

Jamal’s parents, however, disagree vehemently with this recommendation; however, they agreed to have

him tested. Upon completion of the tests the school psychologist, Dr. Manning reports that Jamal is

actually gifted and attributes his earlier behavioral difficulties with boredom in the classroom. Dr. Mann

subsequently recommends that Jamal be placed in a more academically challenging environment that will

stimulate him intellectually.

Facilitator’s Notes

1. Frequently, African-American children are overrepresented in special education and underrepresented

in gifted education programs. This knowledge may unknowingly bias teachers into assuming that

students who are underperforming may warrant special education services. Jamal’s penchant for

being right, his high energy level, and divergent thought processes reflect characteristics of gifted

children. Without a clear understanding of the profiles of gifted students and the manifestation of

these behaviors among certain African- American students, educators may unintentionally overlook

children who exhibit a gifted profile.

2. Among many African-American children peer acceptance assumes great significance. Often students

find themselves torn between two competing orientations or cultures: the culture of the school which

sanctions academic performance and success and the peer culture which often encourages and

rewards underachievement. Males, in particular, feel that it is not cool to work hard and want to be

accepted in the peer culture. Acceptance is often contingent upon the decision to reject academic

performance.

What can educators do to combat the perception that academic failure is

acceptable?

3. In order for Ms. Anderson to maximize Jamal’s potential, she will probably need to cultivate a warm,

nurturing relationship with Jamal. Many African-American children refuse to cooperate with teachers

unless there is mutual respect and positive regard between the student and teacher. Successful

teachers of African-American children recognize and work painstakingly hard to build alliances with

children.

What can Ms. Anderson do to build upon a relationship that appears to be

deteriorating?

What can be done to help Jamal recognize that regardless of his feelings about a

particular teacher, he still has a responsibility to follow classroom rules and

regulations?

Activity 3.9 (Asian-American Case Study)

Time: 30 Minutes

Activity Description

1. Divide participants into small groups and have them read the corresponding case study.

2. Once group members have read the case study have them respond to the following questions:

􀁸 To what extent do Mr. Daniels’ perceptions that Loc should be a model student prevent him from

requesting a parent conference earlier in the semester?

􀁸 How can preconceived notions about different cultural groups contribute to the assumptions about

and recommendations for children who are culturally different?

􀁸 What is known about this child’s cultural group that can help the teacher work more effectively

with Loc?

􀁸 Is it the teacher’s responsibility to help Loc secure resources that will help him become more

successful in school?

􀁸 When is it appropriate for school personnel to use children as interpreters?

􀁸 What factors may serve as a cultural basis for Loc’s performance in Mr. Daniels’ class?

􀁸 What alternatives do teachers have for communicating with parents when a language barrier

exists? How can the teacher enlist support from school personnel to help children from families

for whom English is a second language?

Case Study

Loc Nguyen is a ninth-grade Vietnamese child of immigrant parents who do not speak English fluently.

His parents own a nail salon in the center of town, and they work long hours. Loc is often at the shop until

8 or 9 p.m. with his parents. Loc has experienced some academic difficulties in terms of his ability to

complete assignments in a timely fashion, pass vocabulary tests, and remain current with the assigned

readings for the course. His Language Arts teacher, Mr. Daniels, has observed some of Loc’s difficulties;

however, Mr. Daniels seems to overlook this fact because he is of the impression that Asians represent the

model minority. Mr. Daniels has hesitated to schedule a conference with Loc’s parents given his

perception that Asians routinely do well in school. Mr. Daniels has even mentioned to Loc on several

occasions that he should not worry about his grades because he is Asian, and he’ll probably go on to

become a successful engineer. When it appears that Loc may be in jeopardy of passing Language Arts,

Mr. Daniels finally decides to schedule a parent conference.

The parents’ relentless work schedule complicated efforts to meet with the teacher. When the meeting

finally took place, Mr. Daniels had difficulty explaining his concerns about Loc’s academic progress

because the parents did not speak English fluently. Moreover, Mr. Daniels was not sure the parents

understood him either. At one point during the conference, Mr. Daniels asked Loc to translate, but

questioned the extent to which Loc was being forthright with his parents about his academic difficulties.

In any case, Mr. Daniels satisfied his obligation to inform the Nguyen’s of their child’s progress.

Facilitator’s Notes

When working with students from culturally diverse backgrounds, we must recognize the vast

heterogeneity that characterizes their particular cultural group. We cannot accurately lump all

Asians together as if they were identical. Although individuals from Asia are commonly referred

to in this country as Asians, this descriptor often mutes racial and cultural variability.

Although Asians typically maintain low rates of poverty and high levels of educational attainment relative

to other minority groups, this fact may vary according to the social, cultural, and migration experience of

a particular cultural group.

Acculturative stress refers to the challenges that immigrants experience as a result of attempting to adapt

to a new cultural milieu. Many Asians stressors include perceived discrimination, fear, stress from culture

shock, homesickness, guilt, language barriers, and health factors. Refugees who have sought political

asylum in this country from war-torn or repressive regimes such as Vietnam, North Korea, and Laos have

suffered traumatic experiences because of torture, starvation, atrocities, and forced migration. These

issues may definitely impinge on a child’s ability to profit from the learning experience. The tendency to

regard Asians as successful and problem free may make it difficult to recognize situations in which

Asians may need additional mechanisms of educational support.