Cultural Competence Padlet Wall by

Impact of Various Factors

madisonb4144 — 2025-04-16 16:25:38 UTC

The personal growth and development of children and adolescents are profoundly influenced by a multitude of factors, such as religious background, sexual orientation, gender identity, culture, family unit, and economic status. Religion can shape a child's values, morals, and worldviews, providing a sense of identity and community. Understanding and acceptance of one's sexual orientation and gender identity are crucial for self-esteem and mental health. Cultural background influences norms, traditions, and expectations, affecting how children perceive and interact with the world. The family unit (e.g., parental support, communication styles) plays a critical role in emotional and social development. A nurturing family environment fosters security and confidence, while unstable family situations can lead to behavioral and emotional challenges. Economic resources impact access to education, healthcare, and extracurricular opportunities. Children from economically stable backgrounds often have more opportunities for personal growth, whereas those from lower economic status may face barriers that affect their development and future prospects. These factors interconnect and interact, influencing children's and adolescents' development in diverse and complex ways, shaping their identities, capabilities, and life paths.

Content:

https://online.maryville.edu/blog/cultural-influences-on-child-development/

Reflection:

In a real classroom setting, students come from diverse backgrounds and bring unique perspectives shaped by their religious background, sexual orientation, gender identity, culture, family unit's , and economic status. These aspects can influence how students interact with each other and engage with the curriculum. For example, a student's religious beliefs might affect their views on certain topics, while another student's gender identity might shape their comfort level in participating in class discussions. Additionally, economic status can impact access to resources, such as technology or extra-curricular activities, potentially affecting academic performance and participation. All of these factors interconnected have a great impact on a students academic success, mental health, relationships, and personal growth.

Implicit Biases and Cultural Competence

madisonb4144 — 2025-04-16 16:26:22 UTC

Implicit bias is our unconscious prejudice that influences our behavior towards a certain person or group unintentionally.

Cultural competence is being able to work with, teach, and learn about people with different cultural backgrounds.

Example of implicit bias: While gathering chairs, the teacher only asked the boys to help, rather than the girls. The teacher is only choosing boys to help with this task showing implicit bias that boys are stronger than girls.

Example of cultural competence: During parent teacher conferences, the teacher shows respect to parents of different cultural backgrounds by being aware of their cultural greetings and farewells.

Content:

Reflection:

While I try to remain aware of potential biases, I, like every teacher, still have implicit bias. Certain things I will try to be aware of is that though the students don't seem to care about school work or attending class, that does not mean that they don't actually care. It could mean that there is something deeper going on that I could help my students with which is why I want to try to remain alert in all behaviors of my students to provide assistance as needed.

Framework for Developing Cultural Competence

madisonb4144 — 2025-04-16 16:26:33 UTC

A framework for developing cultural competence should include valuing diversity, conducting ongoing self-assessments, managing differences, willingness to develop cultural knowledge, and ability to adapt to the cultural needs of the community. All of these elements are needed to continue to harness cultural competence, minimize bias, and create an inclusive and safe classroom for students from all different backgrounds, where teachers can create self-assessments and continue to adapt to new findings and current needs of students.

Content:

https://nccc.georgetown.edu/bias/docs/FINAL%20CULTURAL%20COMPETENCE%20&%20BIAS%20CROSSWALK%2010.31.12.pdf

https://www.nysed.gov/sites/default/files/programs/crs/what-are-the-four-principles-of-the-culturally-responsive-sustaining-framework.pdf

Reflection:

I can apply the framework for cultural competency framework in my classroom by including students' culture into my classroom, creating an inclusive environment, being knowledgeable of the cultural backgrounds of my students, protecting those students from discrimination, and educating other students on different cultural backgrounds to teach inclusivity, empathy, respect, and understanding. I will continue to teach diversity, use self assessments and feed back from my students to adapt to their needs and find ways I can continue to be culturally competent and adapt my framework.

Impact of Implicit Bias on Teacher Perceptions

madisonb4144 — 2025-04-16 16:26:44 UTC

The impact of implicit bias on a teacher's perception can greatly impact both students and their families. Implicit bias can result in biased grading, lowered expectations of certain students, unequal discipline, and creating a less inclusive classroom. For students, a teachers implicit bias can affect student engagement, achievement, self-esteem, and well-being. For families, a teachers implicit bias can affect the family's trust in the school, make forming relationships difficult, and discourage family engagement and involvement with the school.

Content:

https://www.nea.org/nea-today/all-news-articles/when-implicit-bias-shapes-teacher-expectations

Reflection:

Unfortunately there are many circumstances where a teacher may have implicit bias. Though I can think of many hypothetical scenarios, I will provide a real life example experienced by my 13 year old sister. I believe this would be a great way to shine a light on implicit bias through disciplinary measures between boys and girls. Mrs. Kline has a class of 20 students. One day, the class is a bit more rowdy in the back corner of the classroom. A boy on the football team has brought snacks to class though it is class policy that he is not allowed to. The teacher has seen this, however did not say anything. He gives the snack bag to the girl sitting next to him despite her asking him not to and telling him they will get in trouble. The boy asks her to try one, she says no, and asks again. Giving in after stress of being pressured, the girl tries one and the teacher notices. The teacher yells at the girl and told her she will be getting a referral. The girl pleads that the boy brought the snacks to class, was also eating, and would no leave the girl alone until she tried one. The teacher scolds the boy but still writes the girl a referral. The teacher has shown implicit bias in disciplinary measures between both the boy and the girl, giving harsher punishment to the girl even though both students were eating a snack in class.