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A strong religious upbringing can provide a sense of community, moral guidance, and purpose, potentially fostering positive values like kindness and responsibility. However, if not navigated carefully, it can lead to conflicts with peers holding different beliefs or create pressure to conform to strict practices.

For example a student from a conservative religious background might struggle to participate in certain classroom activities related to sexuality or evolution due to their interpretation of religious teachings.

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Children and adolescents who identify as LGBTQ+ may face challenges related to acceptance, bullying, and self-esteem issues, particularly if their identity is not supported at home or school.

For Example a transgender student might hesitate to use the restroom that aligns with their gender identity, potentially causing discomfort and affecting their participation in class

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Cultural background shapes a child's perspectives on family roles, gender expectations, and communication styles, which can impact their interactions with peers and teachers.

For example a student from a collectivist culture might prioritize group harmony over individual expression, potentially leading to challenges in voicing their opinions in class.

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The dynamics within a family, including parental involvement, sibling relationships, and family structure, can significantly impact a child's emotional well-being and academic performance.

For example a child from a single-parent household might face additional stress managing responsibilities at home, affecting their focus in school.

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Socioeconomic disparities can influence access to resources, educational opportunities, and nutrition, potentially impacting a child's academic achievement and overall development.

For example a student from a low-income family might lack access to technology needed for certain assignments, creating a disadvantage in the classroom.

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Implicit Bias Definition/Cultural Competence 

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Implicit Bias Definition/Cultural Competence 

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Unconscious mental associations that automatically link certain characteristics (positive or negative) to specific social groups, often formed through societal messages and experiences, even if we consciously believe otherwise.

For example : A teacher might unconsciously call on male students more frequently than female students, even if they believe they are treating everyone equally, reflecting a potential implicit bias towards males in academic settings.

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Associating certain traits with specific racial groups is considered a race bias.

Assuming leadership qualities are more associated with males than females is considered a gender bias.

Viewing older individuals as less capable or competent is considered an age bias.

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Calling on certain students more than others based on their demographics can make teaching challenging especially if only a few students are participating.

Having different expectations or provide different feedback to students based on their background. The expectations should be the same if not very similar due to students being on different learning paths. The feed back of each student is different because every student will be different in their own way. Lastly incorporating diverse perspectives and experiences into your teaching materials. Every student will share the same materials unless documentation is provided stating that the child has an IEP or some form of special needs. Then a plan will be made special for that particular student.

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Developing Cultural Competence definition 

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Developing Cultural Competence definition 

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A framework for developing cultural competence recognizes the dynamic nature of culture, encourages continuous learning and reflection, equips individuals to navigate cross-cultural interactions effectively, and ultimately aims to create inclusive environments that respect and cater to diverse populations.

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Components of a Cultural Competence Framework

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Components of a Cultural Competence Framework

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Reflecting on one's own cultural background, values, and perspectives to identify potential biases that may influence interactions with others from different cultures is understanding personal biases and assumptions.

Examining how factors like race, ethnicity, gender, socioeconomic status, and sexual orientation shape one's identity and worldview is exploring cultural identity.

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Acquiring knowledge about various cultural practices, beliefs, communication styles, social norms, and historical contexts of different communities is learning about diverse cultures.

Actively researching and engaging with diverse perspectives to avoid stereotypes and misinformation is seeking information from a credible sources.

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Developing strategies for respectful and mindful communication, including active listening, appropriate language use, and adapting to different communication styles is effective cross - cultural communication.

Establishing positive relationships with individuals from diverse backgrounds by demonstrating genuine interest and respect is building rapport and trust.

Recognizing and appreciating the unique aspects of different cultures without making assumptions or judgments is acknowledging cultural differences.

Respecting the boundaries of other cultures and avoiding the misuse of cultural elements is avoiding cultural appropriation.

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Modifying strategies and practices to effectively meet the needs of individuals from diverse backgrounds is tailoring approaches to cultural contexts.

Actively seeking input from community members to identify areas for improvement and adapt approaches accordingly is being open to feedback.

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Applying this Framework in the Classroom Examples

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Applying this Framework in the Classroom Examples

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Regularly assess personal biases and assumptions to identify areas for growth in cultural competence. This is called conduct self - reflection.

Encourage respectful discussions about cultural differences and promote critical thinking about social issues. This is called foster open dialog.

Collaborate with families and local organizations to gain deeper insights into the cultural needs of the community.  This is a great way to partner with community members.

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State of the Science: Implicit Bias in Education" by the Kirwan Institute:

This research highlights how even well-intentioned teachers can be unconsciously influenced by implicit biases, impacting student interactions and academic outcomes.

Johns Hopkins and Harvard Studies:

These studies demonstrated how teacher expectations reflecting racial biases can lead to over-critical grading and lower academic outcomes for students of color.

"How Implicit Bias Contributes to Disparities in School Discipline":

This study showcases how implicit bias can lead to disproportionate disciplinary actions against students of color, even for similar behaviors.

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Student Perception and Academic Expectations:

A teacher might unconsciously hold lower expectations for a student from a low-income background, leading to less challenging assignments and less frequent positive feedback, potentially hindering the student's academic progress.

Discipline Discrepancies:

A teacher might react more harshly to a minor disruption from a Black male student compared to a white female student exhibiting the same behavior, due to implicit associations about masculinity and race.

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How Bias Impacts our Relationships with Children and Families 

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How Bias Impacts our Relationships with Children and Families 

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California Commission on Teacher Credentialing

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Uncovering the Veil: How Implicit Bias Impacts Educational Decisions September 2023