Cultivating Cultural Humility in Education

Haynes-Mendez, Kelley; Engelsmeier, Jill

doi:10.1080/00094056.2020.1766656

Cited by 23 publications

(8 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants also discussed elements of cultural humility and ties to identity which assisted SSPs and other adults in managing student behaviors with compassion by recognizing that their identity, experiences, and culture may not be the same as their students. This practice can help strengthen relationships and mitigate the exclusionary forms of punitive discipline experienced by students with disabilities and students of Color by understanding and considering the unique lived experiences of these groups (Haynes‐Mendez & Engelsmeier, 2020). However, few SSPs made connections to their own identities, even though they were prompted in both modules to reflect on their own personal identities.…”

Section: Discussionmentioning

confidence: 99%

“I'm a security professional, a counselor, a leader, and sometimes a father figure”: Transformative social emotional learning through the eyes of school security professionals

Forber‐Pratt

Espelage

Robinson

et al. 2023

American J of Comm Psychol

View full text Add to dashboard Cite

Schools are increasingly hiring full‐time, unarmed school security professionals (SSPs), who are different from School Resource Officers (SROs), to help facilitate safe and supportive school climates. However, there is a paucity of literature about how they describe and engage with social emotional learning (SEL), particularly equity‐focused or transformative SEL. The current study is a secondary data analysis using qualitative responses to content embedded in two online professional development (PD) modules created for school security: SEL and cultural competence (CC). Forty‐eight SSPs completed the SEL module and 18 of these SSPs also completed the CC module. Informed by the Collaborative for Academic, Social, and Emotional Learning's transformative SEL literature, researchers sought to understand how SSPs describe SEL and how they apply transformative SEL in their work. A qualitative transcript analysis was performed, and transformative SEL's five subthemes were identified through this iterative process: working collaboratively, equity and inclusion, cultural humility, ties to identity, and advocacy. Findings demonstrated that SSPs who completed the modules apply transformative SEL principles in various, overlapping ways, illustrating their capacity to support student SEL. However, some SSPs struggled to make ties to their own identity, highlighting the need for widespread training and additional emphasis on self‐awareness in transformative SEL PD.

show abstract

Section: Discussionmentioning

confidence: 99%

“I'm a security professional, a counselor, a leader, and sometimes a father figure”: Transformative social emotional learning through the eyes of school security professionals

Forber‐Pratt

Espelage

Robinson

et al. 2023

American J of Comm Psychol

View full text Add to dashboard Cite

show abstract

“…Intercultural competence is conceptualized by Koester and Lustig (2015) as “an impression, not a behavior,” “or not something one does but rather something that one is perceived to be ” (italics in original; p. 20). Cultural humility, too, is critical for instructors, staff, and students in intercultural contexts (Haynes-Mendez & Engelsmeier, 2020). This perspective embraces self-reflection, openness, critique, self-awareness, and supportive interaction as attributes of communication (Foronda et al, 2016, p. 210).…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting Intercultural Experiences in Online Teaching during Wartime and Humanitarian Crises: Slack as a Learning Tool

Chadha,

Relly

2024

Journalism & Mass Communication Educator

View full text Add to dashboard Cite

Online program design is important for cross-cultural learning and cultural awareness and responsiveness. Because of the importance of these areas in journalism and similar fields, this research studies an intercultural “bridge” project with journalism and media-related students at a southwest U.S. university and four universities in Yemen. The paper presents an analysis of the students’ experience of the cultural exchange on the platform, Slack, of journalism, and other types of media. Data demonstrated the impact of learning about each culture, and interculturally, through students’ and instructors’ perspectives versus news coverage provided by mainstream media. Intercultural bridge building and relationship development through collective activities and journalistic work also offered promise. The study also revealed impediments to seamless cultural exchanges and learning, and barriers to effective intercultural communication.

show abstract

“…Specifically, cultural humility stresses self-reflection of one's own cultural identity relative to other cultural identities, understanding the dynamic nature of culture, and accountability at the individual and institutional levels (Fisher-Borne et al, 2015). As a systemic approach, cultural humility includes advocating to change the power imbalances that sustain inequity and injustice for CLD students (Haynes-Mendez & Engelsmeier, 2020).…”

Section: Cultivate Cultural Humilitymentioning

confidence: 99%

“…Development of cultural humility is a lifelong and ongoing process; it should not be thought of as an intended outcome or achieved after a single event (Fisher‐Borne et al, 2015). Cultural humility encompasses a system wherein institutions and individuals engage in ongoing critical reflection and cultural learning that does not end with mastery of a given cultural skill (Haynes‐Mendez & Engelsmeier, 2020). Despite this, multicultural trainings are often supplemental to the core preservice training for teachers and school personnel (Benton‐Borghi & Chang, 2012).…”

Section: School Level—tier 1 Culturally Responsive Practicesmentioning

confidence: 99%

“…When limited attention and resources are dedicated to improving cultural responsiveness, there arises a problematic implication that participation in a single workshop or class is sufficient. Trainings should occur multiple times throughout the year and combine experiential learning and critical reflection practices (Haynes‐Mendez & Engelsmeier, 2020).…”

Section: School Level—tier 1 Culturally Responsive Practicesmentioning

confidence: 99%

See 1 more Smart Citation

Equitable practices in school mental health

DeBoer

Allouche

Vasquez

et al. 2022

Psychology in the Schools

View full text Add to dashboard Cite

Given the prevalence and negative outcomes associated with untreated mental health concerns, there is an urgent need for schools to enhance their capacity to prevent, identify, and address these needs. This is particularly important for students from culturally and linguistically diverse backgrounds, who are more likely to be underserved and face barriers to mental health treatment. Current methods of addressing mental health at school are reactive and insufficient, failing to address the needs of all students. Without an explicit focus on dismantling systemic racism and inequity within schools, our society will continue to underserve those already disenfranchised. As such, this paper outlines the challenges as well as the importance of incorporating culture into a conceptualization of universal mental health in schools. We include state‐, district‐, and school‐level solutions in this conceptualization. Specifically, we propose sample solutions to the implementation of equity‐focused, comprehensive mental health practices within a multitiered system of support, focusing predominantly on universal (i.e., tier 1 level) practices.

show abstract

Cultivating Cultural Humility in Education

Cited by 23 publications

References 4 publications

“I'm a security professional, a counselor, a leader, and sometimes a father figure”: Transformative social emotional learning through the eyes of school security professionals

“I'm a security professional, a counselor, a leader, and sometimes a father figure”: Transformative social emotional learning through the eyes of school security professionals

Supporting Intercultural Experiences in Online Teaching during Wartime and Humanitarian Crises: Slack as a Learning Tool

Equitable practices in school mental health

Contact Info

Product

Resources

About