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The impact in various factors can influence a childs sense of self, social skills, well being and a childs mental health.

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Children, Youth, Families and Socioeconomic Status

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Learn how socioeconomic status affects psychological and physical health, education and family well-being.

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Implicit bias means to have unconscious attitudes and stereotypes about certain individuals based on differences. This would affect teaching because the student would not feel comfortable in a room to learn with that type of energy. In the link there is a example article of unconscious bias in a classroom.

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AAAS/ARISE: Unconscious bias in the classroom | Announce | University of Nebraska-Lincoln

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Framework for Developing Cultural Competence

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Framework for Developing Cultural Competence

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Framework for developing cultural competence builds understanding and interacts with individuals from diverse backgrounds. In the article it explains what cultural competence is and it's components.

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This article will help better understand cultural competence and its components. Adopted cross-cultural attitude strategies will help to develop and enhance the ability to practice effective communication in intercultural situations.

Working and living in a global society requires the ability to create interactions and relationships with people who are different from oneself. It is critical to know how to assess our cultural competency and evaluate our own cultural behaviors. Globalization and diversity lowered the barriers that once separated cultures both internationally and domestically (Garneau & Pepin, 2015). Cultural competency skills can help businesses run more productively, and efficiently. Practicing cultural competency skills can also elevate your customer service skills. Exceptional customer service gives you the ability to set your business apart from your competitors and keeps your customers returning to your business.

What is culture?

In 1951, Kluckhohn explained culture as sharing a pattern of thinking, feeling, reacting, and problem-solving. Culture is a dynamic relational process of shared meanings that originate in the interactions between individuals (Carpenter-Song, Schwallie, & Longhofer, 2007). In 2010, Gregory and colleagues emphasized that culture must be considered in historical, social, political, and economic contexts. Betancourt (2004) defined culture as a pattern of learned beliefs, values, and behavior that are shared within a group; it includes language, styles of communication, practices, customs, and views on roles and relationships. Edgar Schein (2010) described a culture as "shared beliefs, values, and assumptions of a group of people who learn from one another and teach to others that their behaviors, attitudes, and perspectives are the correct ways to think, act, and feel." Psychologists argue that unfamiliar culture negatively affects an individual's sensemaking mechanisms and determine their behavioral responses. As a result, individuals cannot accurately perceive, interpret, explain, and predict the behavior of people with different cultural background(s) (Muzychenko, 2008).

What is cultural intelligence?

Cultural intelligence is the ability to interpret the stranger's behavior the way the stranger's compatriots would (Muzychenko 2008). For example, if employees don't feel as if their manager understands or respects their culture, employees may find it hard to trust the leader or work as a team.

What is cultural competence?

Current research on cultural competence focuses on sensitivity to cross-cultural differences and the ability to adapt to other cultural environments (e.g., Hansen, Pepitone-Arreola-Rockwell, & Greene, 2000), or reflective awareness of cultural influences on one's thoughts and behaviors (Chao, Okazaki, & Hong, 2011). Muzychenko (2008) defined cultural competence as the appropriateness and effectiveness of one's behavior in an alien cultural environment. Wilson, Ward, and Fischer (2013) defined cultural competence as "the acquisition and maintenance of culture-specific skills" for very practical reasons:

function effectively within a new cultural context.

interact effectively with people from different cultural backgrounds.

Williams (2001) defined cultural competence as " the ability of individuals and systems to work or respond effectively across cultures in a way that acknowledges and respects the culture of the person or organization being served" p.1.

Why do we need to develop cultural competence?

Developing cultural competence helps us understand, communicate with, and effectively interact with people across cultures. It gives us the ability to compare different cultures with our own and better understand the differences. Unconsciously, we bring our own cultural frame of interpretation to any situation. This is not to say that culture alone determines how one interprets a situation. One's own unique history and personality also play an important role (Hofstede, 2002).

How do we develop an attitude and components of cultural competence?

Developing cross-cultural attitudes allows one to develop skills for better engaging with people from all kinds of cultures. Cross-cultural skills demonstrated through the ability to communicate with respect; recognize others' values, accept knowledge, skills, and talents; and tolerate, engage, and celebrate the success of others. Deardorff defined competence as " the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes" (Deardorff, 2006, pp. 247-248). We adopted Deardorff (2006) cross-cultural attitude strategies that help you to develop and enhance one's ability to practice effective communication in intercultural situations:

Practice openness by demonstrating acceptance of difference.

Be flexible by demonstrating acceptance of ambiguity.

Demonstrate humility through suspension of judgment and the ability to learn.

Be sensitive to others by appreciating cultural differences.

Show a spirit of adventure by showing curiosity and seeing opportunities in different situations.

Use a sense of humor through the ability to laugh at ourselves.

Practice positive change or action by demonstratinga successful interaction with the identified culture.

Borchum (2002) described cultural competence as " a non-linear dynamic process that is never-ending and ever expending. It is built on increases in knowledge and skill development related to its attributes" p. 5. We synthesized and adopted Williams's (2001) and Martin and Vaughn's (2007) studies that can assist in better understanding of components of cultural competency. These attributes will guide you in developing cultural competence:

Self-knowledge and awareness about one's own culture.

Awareness of one's own cultural worldview.

Experience and knowledge of different cultural practices.

Attitude toward cultural differences.

In conclusion, our global society necessitates interactions and relationships with people who are different from oneself. By developing one's own cultural competence, productivity and efficiency may increase and in turn improve one's customer service skills. Customers who feel valued and understood will return for repeat business.

Resources

Burchum, J. L. R. (2002, October). Cultural competence: An evolutionary perspective. In: Nursing Forum: (Vol. 37, No. 4, p. 5). Blackwell Publishing Ltd.

Carpenter-Song, E. A., Schwallie, M. N., & Longhofer, J. (2007). Cultural competence reexamined: critique and directions for the future. Psychiatric Services, 58(10), 1362-1365.

Betancourt, J. R. (2004). Cultural competence-marginal or mainstream movement? New England Journal of Medicine, 351(10), 953-955.

Chiu, C.-Y., Lonner, W. J., Matsumoto, D., & Ward, C. (2013). Cross-Cultural Competence: Theory, Research, and Application. Journal of Cross-Cultural Psychology, 44(6), 843-848.

Garneau, A. B., & Pepin, J. (2015). Cultural competence: A constructivist definition. Journal of Transcultural Nursing, 26(1), 9-15.

Gregory, D., Harrowing, J., Lee, B., Doolittle, L., & O'Sullivan, P. S. (2010). Pedagogy as influencing nursing students' essentialized understanding of culture. International Journal of Nursing Education Scholarship, 7(1), 30. doi:10.2202/1548-923X.2025

Hofstede, G. J., Hofstede, G., & Pedersen, P. B. (2012). Exploring culture: exercises, stories, and synthetic cultures. Boston: Intercultural Press.

Hofstede, G. J., Pedersen, P. B., & Hofstede, G. (2002). Exploring culture: Exercises, stories, and synthetic cultures. Nicholas Brealey.

Martin, M., & Vaughn, B. (2007). Cultural competence: The nuts and bolts of diversity and inclusion. Strategic Diversity & Inclusion Management, 1(1), 31-38.

Muzychenko, O. (2008). Cross-cultural entrepreneurial competence in identifying international business opportunities. European Management Journal, 26(6), 366-377.

Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). John Wiley & Sons.

Williams, B. (2001). Accomplishing cross cultural competence in youth development programs. Journal of Extension, 39(6), 1-6.

Wilson, J., Ward, C., & Fischer, R. (2013). Beyond culture learning theory: What can personality tell us about cultural competence? Journal of cross-cultural psychology, 44(6), 900-927.

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What is Cultural Competence and How to Develop It?

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This article will help better understand cultural competence and its components. Adopted cross-cultural attitude strategies will help to develop and enhance the ability to practice effective communication in intercultural situations. Working and living i

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Impact of Implicit Bias on Teacher Perceptions

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Impact of Implicit Bias on Teacher Perceptions

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When a teacher has implicit bias it can lead to unfair treatment towards a student and the students parents. This can also cause lower expectations towards a students academics. In this site it explains how implicit bias could potentially effect a teacher along with ways to fix it if a teacher is bias.

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Whether or not a teacher "believes in" her students and expects them to succeed has been shown to affect how well that student does in school, particularly among disadvantaged students. But educators should be aware that those expectations can be influenced by their own implicit racial biases.

In a recent study that looked at interviews involving 16,000 U.S. teachers, Black and non-Black teachers were asked to predict their 10th-graders' future educational attainment. Would she graduate from high school? How about college? When asked about any specific Black student, White teachers were about 30 percent less likely than Black teachers to predict he or she would someday earn a college degree. For White students, the teachers' predictions, or expectations, were about the same.

"We cannot determine whether the black teachers are too optimistic, the non-black teachers are too pessimistic, or some combination of the two," wrote one of the study's authors, American University's Seth Gershenson, in an an August blog post. But, he noted, it is worrisome nonetheless, "as systematic biases in teachers' expectations for student success might contribute to persistent socio-demographic gaps in educational achievement and attainment."

The study also found that the racial mismatch of expectations was stronger for boys, and that the most optimistic group about Black male students was Black female teachers (even more so than Black male teachers.)

"These results are not meant to, nor should they, demonize or implicate teachers," wrote Gershenson. "Biases in expectations are generally unintentional and are an artifact of how humans categorize complex information." Hopefully, the authors suggest, the study's findings will lead to helpful discussions.

Although the U.S. public school system now has more non-White students than White students, White teachers still account for 84 percent of the teaching force.
What is Implicit Bias and Can it Be Fixed?
Implicit biases are defined by the Kirwin Institute as attitudes or stereotypes that are activated unconsciously and involuntarily. They are not the same as biases that a person might try to hide because they're unpopular or socially incorrect. Social scientists believe that implicit biases are learned as young as age 3, and may be fueled by stereotypes perpetrated in the media, or beliefs passed along by parents, peers, and other community members.

"Our belief here is that we all have implicit biases," said Maureen Costello, director of Teaching Tolerance, a project of the Southern Poverty Law Center working toward equity in schools. And it's not just teachers, she points out. Recent studies, prompted by police shootings in Ferguson and elsewhere, have looked at implicit biases among law enforcement officers and found that both White and Black officers often have implicit biases about Black community members.

The consequences for Black communities policed by biased officers has been tragic, but it can be equally consequential in schools, points out Becki Cohn-Vargas, the co-author of Identity Safe Classrooms: Places to Belong and Learn. "This is not about blaming or pointing fingers," she said, but it clear that the decisions made by teachers also do affect children's life trajectories. Unequal discipline, for example, may fuel the school-to-prison pipeline that has disproportionately affected students of color.

But what's important to know about implicit biases is that, once people are made aware of them, those biases can be successfully addressed. "We can mitigate them. We can interrupt them. You can train your mind to catch yourself," said Costello. "It's like breaking a habit, but the first thing you have to do is become aware of the habit."

Awareness is the first, foundational step. (To take an Implicit Assessment Test (IAT) online, visit Teaching Tolerance's Test Yourself webpage.) The second step, suggests Costello, is developing a sense of reflectiveness. Ask yourself, "Is the way I'm approaching this student affecting outcomes?" And consider the data available in your classroom: Who do you call on, and how often? (Do you need to switch to a randomized technique, like pulling popsicle sticks?) How do you seat students, or group them? Are you treating everybody the same when it comes to homework, or are you giving a break to the kid you think has a bad home life or little chance of getting to college?

Researchers also suggest it's helpful to "refute" and "counter" the negative stereotypes that fuel biases, said Cohn-Vargas. That means recognizing these stereotypes really aren't true, and opposing them with ideas that are: for example, it's not true that all Black boys are loud and disruptive; it is true that students who talk a lot often are enthusiastic.

Cohn-Vargas suggests it's also important for educators to recognize their students as people who are individuals.

Much of this kind of work is done by culturally competent NEA members, trained by NEA trainers, through NEA's National Diversity Training Program. Additional resources to help NEA members work with students who may not look like them are available online, including NEA's Diversity Toolkit and Teaching Tolerance's "Culture in the Classroom" project.

"I'm actually encouraged by some of the things happening in positive psychology," said Costello. "If you end every day by journaling or writing down three things that were great in your class, and give yourself a little time for mindfulness and meditation, you can help retrain your mind to see the positive rather than the negative."
Photo: Associated Press

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When Implicit Bias Shapes Teacher Expectations | NEA

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"It's like breaking a habit, but the first thing you have to do is become aware of the habit," says expert.