Week 4 Assignment 2 – Cultural Autobiography (40 Points)

Overview

The purpose of the Week 4 Assignment 2 is guide you through a reflective process of your own cultural background and how your worldview has been shaped by family, role models and life experiences. It will also assist you in looking at one’s self as a cultural being and in recognizing the humanity in others. In this paper, you will examine your current cultural identity and identify what you will do to progress in your racial identity development.

During this week’s activities, you will:

1.      Attend or view the recording of the weekly web conference.

2.      Participate in the Week 4 Discussion Board forum.

3.      View the Week 4 Videos.

4.      Complete the Week 4 Readings.

5.      Complete the Week 4 Quiz

6.      Complete a reflective essay on instructional and leadership strategies and techniques for integrating cultural perspectives and shared common values of diverse learners.

7.      Discuss the multicultural learning environments and culturally responsive pedagogy of culturally competent educators.

8.      Create a cultural autobiography.

9.      Work toward completion of culminating project and interim practicum/internship log.

10.  Review the syllabus and plan accordingly to complete all assignments by the due dates!

Week 4 targets the following Course Learning Outcomes

·         CLO 1: Demonstrate the capability to support the development of culturally responsive practices among teachers and staff so they can recognize, confront, and alter institutional biases and diversity that results in student marginalization, deficit-based schooling and low expectations.

·         CLO 3: Engage in self-exploration and reflection of personal attitudes, beliefs, and assumptions regarding diversity and equity.

·         CLO 4: Develop, implement, and evaluate successful instructional and leadership strategies, guidelines, procedures, and decisions to ensure opportunities for diverse learners to close the achievement gap that exists between dominant culture and minority students, to be treated fairly and respectfully, to have access to academic, social and behavioral support, and other resources necessary for success.

Week 4 Learning Outcomes

Candidates will:

·         W4LO 1: Implement instructional and leadership strategies and techniques for integrating cultural perspectives and shared common values of diverse youth cultural groups into the curriculum to ensure that all students have continuous opportunities to learn. (CLO 1, CLO4)

·         W4LO 2. Facilitate the development of culturally competent educators by institutionalizing multicultural knowledge. (CLO 1, CLO4)

·         W4 LO 3: Create a cultural autobiography. (CLO3)

Week 4 Assignment 2: Cultural Autobiography (40 pts) (W4LO 3. CLO 3)

Purpose: The purpose of the cultural autobiography is to assist us in looking at one’s self as a cultural being and in recognizing the humanity in others. In the process of composing our cultural autobiography, you may notice examples of racism, sexism, feelings of lost opportunities or hurt, etc. This awareness helps us develop empathy and move toward abandonment of prejudice in our society. It also helps us connect with students as cultural beings and improve our own cross-cultural communication skills.

Background:

Family stories give us our roots and our wings. They are how we learn who we are.

Hodding Carter said there are two lasting bequests we can give children: One is roots, the other is wings. Roots have two primary purposes: to absorb nutrients and to anchor whereas wings are used to produce lift and therefore flight. Roots keep us grounded through valleys and wings allow us to soar above mountains.

It is often through examining our own cultural/family background that we are also able to learn more about the importance of culture and tradition for others. We all have a “place at the table” in American society and search to achieve what is important to us in life. The honor of one’s culture and family background helps us affirm diversity.

While, many European American people believe they “have no culture;” and learning to recognize, articulate, examine, and appreciate their own culture is affirming. Ethnic minority group members tend to be more aware of themselves as cultural beings than do dominant group members, simply because many elements of ethnic minority cultures were not validated by mainstream culture, and stand in recognizable contrast to it. You may wish to explore family history with parent/s, grandparents, and extended family: “What was life like for you back then” is a great conversation starter.

As you think about the concept of culture, consider how it affects your life and your view of others. Use the eight attributes of culture (in the resource section) to guide you through this reflective process. There are no right or wrong responses to any of the questions. Your responses should be rich descriptions of your cultural attributes.

The autobiography should also address the five cultural proficiency elements from the week 2 lecture. Recall the essential elements provide behavioral standards for measuring and planning for growth toward cultural proficiency. The elements are an interdependent set of standards that guide your being intentional while on your Cultural Proficiency journey. Culturally proficient leaders analyze themselves and their environments so that they have a palpable sense of their own cultures and the cultures of their schools.

In this paper, you will also examine your current cultural identity and identify what you will do to progress in your racial identity development. There are several frameworks that have been developed to describe stages of racial and ethnic identity development (see Week 4 reading). For example, Helms (1990) defined racial identity development as “a sense of group or collective identity based on one’s perception that she or he shares a common racial heritage with a particular racial group” (p. 3) (see Week 4 reading). Cross (1971) identified five stages in African American racial identity development that were later used to describe the racial identity development of minority groups members in general (see Week 4 reading).

Although the stages of racial identity development do not necessarily occur chronological in a linear process, they are believed to include most racial interaction patterns involving minority group members and dominant culture in the U.S. (Cross, 1991). Racial identity development is, therefore, another factor that affects differences in students’ choices to cross racial boundaries in schools that identifies social dynamics within minority community social structures, and that understandably influences the oppositional nature of individual minority students toward dominant-culture institutions and their teachers.

Directions:

1.      Submit a three to five-page APA style Cultural Autobiography paper. Reflect on key course concepts and address all the criteria listed below. And, as appropriate, cite the course readings and other scholarly references to substantiate the points you are making. For example, when discussing your racial identity please cite sources which you have referenced to better understand what this term means or use the text or lectures to substantiate points you are making about how gender influenced your cultural development.   Submit your paper as a Word attachment. Please be assured that statements in your paper will be treated with confidentiality.

2.      Select the most appropriate model of identity development for your primary cultural identity from the week 4 readings.  For example, Helm’s White Racial Identity Development Model or Cross’s Identity Groups Minority Racial Identity Development Model.

3.      Introduction

In the introduction include the racial identity model you chose and define individuals that you consider family members. This includes, for example, parents or guardians, siblings and/or grandparents. Important information about these individuals includes places of birth, occupation, educational history, ethnicity, birth order, etc.

4.      Attributes of Culture

a.       Once you have the basics (introduction), think about the concept of culture. Consider how it affects your life and your view of others. Use the eight attributes of culture (in the resource section) to guide you through this reflective process. There are no right or wrong responses to any of the questions. Your discussion should be rich descriptions of your cultural attributes. Address all eight attributes of Culture:

1.      Race

2.      Gender

3.      Social Class

4.      Ethnicity/Nationality

5.      Religion/Spirituality

6.      Geographic Location

7.      Age

8.      Language

b.      Make direct connections to the course readings or other literature to support or argue your claims.

5.      Cultural Proficiency Elements – The Cultural Autobiography should address the five Cultural Proficiency Essential Elements

a.       Assessing Cultural Knowledge – discuss your knowledge of how you relate to cultures – an inside out approach

b.      Valuing Diversity – assess the extent to which you have related to issues of valuing diversity

c.       Managing the Dynamics of Difference – assess the extent to which you have experienced diversity demands, engaged in courageous conversations and/or conflict resolution strategies related to multiple perspectives and issues arising from diversity

d.      Adapting to Diversity – assess the extent to which you have learned to adapt to diversity.

e.       Institutionalizing cultural Knowledge – access the extent to which you have been proactive in shaping policies and practices that meet the needs of a diverse community or culture.

6.      Identity Development

a.       Using the framework of identity development you chose, as well as the Diversity Knowledge Survey and Culturally Proficiency Receptivity Scale results from Week 1 and Week 2 (you don’t need to give actual results; just refer to them) determine what stage you are in your personal identity development (cite readings/sources as appropriate). Describe the traits and behaviors you see in yourself that you used in your self-assessments.

b.      What happened in your past that moved you, or allowed you to move, from one stage to the next to get you where you are today?

c.       What needs to happen to move you to the next stage of development. What will you do to bring about that next stage of development?

d.      What will you do to move to the highest levels of identity development and integration?

7.      Summary and Conclusion

a.       Summarize your culture and state what cultural attributes influence the way you learn. Consider the way culture will influence the way you lead.

b.      Critically examine and discuss who you are as a cultural being, including your cultural identity. Think about your own development, functioning, values, behaviors and worldviews and how your feel your family history, chosen role models, and experiences have shaped you.

c.       Discuss how your life would be different had the cultural influences and experiences not been there.

d.      Reflect on the ways you have benefited from the completing your cultural autobiography.

e.       Finally, having taken a close look at your cultural autobiography, include potential biases which may influence how you interact with others. This could include, for example, favoring individual of your own heritage or unconscious biases towards a certain cultural group.

8.      Upload your APA formatted Cultural Autobiography as a word document attachment to Bb. DO NOT attach your cultural autobiography to this assignment template.

Rubric

Use the following Rubric to guide your work on the Week 4 Assignment 2.

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Status NEW Posted 24 Sep 2019 02:09 PM My Price 10.00

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Attachments

file 1569336828-EDLD 5312 Week 4 Assignment 2 Answer.docx preview (1096 words )

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