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leading diversity

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Information about leading diversity
Education

Published on March 15, 2008

Author: Toni

Source: authorstream.com

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National Institute for Urban School Improvement:  National Institute for Urban School Improvement Educational Disparity in the US; How Corporate America can Respond The 2006 Summit on Leading Diversity April, 2006 Slide2:  The National Institute for Urban School Improvement (NIUSI) connects powerful networks of urban local education agencies and schools that embrace and implement data-based, continuous improvement cycles to achieve Education for All. Purpose NIUSI Goals :  NIUSI Goals Increase knowledge and understanding of inclusive practices Synthesize and expand research-based practices Leverage existing networks Engage national discourse to improve educational outcomes for ALL urban students. Education for ALL Slide4:  The role of the corporate world in inclusive school reform….. Creating connections between business and schools Understanding the role of the business community in ensuring equity and diversity Developing pathways for mentoring and developing diverse potential employees Slide5:  “A successful company cannot exist in a failed society.” Miguel Martí, Vice-President for Communication at Nueva Group Slide6:  … inclusive ways of knowing and living offer us the only true way to emancipate ourselves from the divisions that limit our minds and imaginations. bell hooks Of Every 100 White Kindergartners:  Of Every 100 White Kindergartners (24 Year Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 1998 (p 20-513) Detailed Tables No. 2 Of Every 100 African American Kindergartners:  Of Every 100 African American Kindergartners (24 Year Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 1998 (p 20-513) Detailed Tables No. 2 Of Every 100 Latino Kindergartners:  Of Every 100 Latino Kindergartners (24 Year Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 1998 (p 20-513) Detailed Tables No. 2 Of Every 100 Native American Kindergartners:  Of Every 100 Native American Kindergartners (24 Year Olds) Of Every 100 Students in Special Education:  Of Every 100 Students in Special Education (24 Year Olds) Slide12:  “Kids coming into an institution from different backgrounds bring a different perspective—it’s like bringing fresh eyes to an old problem.” —Ray Haynes, Ph.D., Northrup Grumman Corp. Why is this the case?:  Why is this the case? Equity Access Participation Why Does Culture Matter?:  As a nation, we are committed to ensuring that all children can learn and achieve to the best of their ability. Why Does Culture Matter? Personal:  Personal Individuals value cultural diversity as well as cultural similarities, holding respect for the unique characteristics of each individual, and acknowledging the similarities we all share as well. Individuals believe in the relevance of learning about and valuing customs, traditions and beliefs he or she is unfamiliar with, in order to understand and appreciate cultural diversity better. Individuals see themselves as agents of change, assuming the role and responsibility of providing students with empowering instruction, being committed with the political nature of their work. Individuals are aware of the influence cultural knowledge that children bring to school has in their way of thinking, behaving, being and learning. Individuals are interested in knowing about the lives of their students, getting to know more about student’s experiences outside school. Practice:  Practice Values individual’s cultural and linguistic knowledge and skills, using them as resources for moving ahead, instead of focusing on differences or deficiencies Holds high professional and personal expectations for others Treats others as competent, assuming their success. Encourages others to develop a broader and critical consciousness about social inequalities and the status quo. Facilitates going beyond the constrained ways of knowing, and a single version of truth. Builds bridges between everyday experiences and new ideas Encourages individuals to apply cultural knowledge in their work Supports professional learning so that it becomes a contextualized and meaningful experience. Leads in multidimensional ways that surface beliefs, feelings and factual information in teaching practices. Organizational:  Organizational Provide organization members with opportunities to consume and create new knowledge, by embracing a “culture of inquiry”. Promote a collaborative environment, by providing time for teams to share read and think together about what they are doing and how it improves cultural practice Encourage and organize the use of staff resources to gather and develop knowledge about culturally responsive practices, inside and outside the organization. Make effective use of everyone’s time, responsibilities and materials to provide learning opportunities about culturally responsive practices in daily work. Embrace organizational values, beliefs and norms that support culturally responsive professional communities. Adopt leadership styles that allow collaborative work at the different administrative levels. Slide18:  Every sphere of human endeavor in education, culture, science, government, business and economics will either guarantee and foster human rights or come to a dead end. John Dewey Barriers:  Barriers Systems of Privilege and Power Race/Ethnicity Social Class Gender Ability Religion Awareness:  Awareness Do people know who you are? What you do? What jobs/opportunities exist? What skills/education is needed? Mentoring:  Mentoring WHAT IS IT? Mentoring--from the Greek word meaning enduring--is defined as a sustained relationship between a youth and an adult. Through continued involvement, the adult offers support, guidance, and assistance. Educational or academic mentoring helps mentored youth improve their overall academic achievement. Career mentoring helps mentored youth develop the necessary skills to enter or continue on a career path. Cave and Quint (1990) found participants in various mentoring programs had higher levels of college enrollment and higher educational aspirations than nonparticipants receiving comparable amounts of education and job-related services. :  Effects of the Career Beginnings program on college attendance: Cave and Quint (1990) found participants in various mentoring programs had higher levels of college enrollment and higher educational aspirations than nonparticipants receiving comparable amounts of education and job-related services. Internships:  Internships Locally, specific to corporation Nationally, specific to field At the School/District Level:  Adopt-a-School Programs Inspire, mobilize, and reward those on the front lines (from parents to educators) to remake their local schools At the School/District Level A Different Kind of Venture Capital :  A Different Kind of Venture Capital At best, our education system does not encourage risk-taking; at worst, it penalizes it. If change is going to occur at the school level, we need to help educators buck the system. Business should fund experimentation that holds out the promise of directly improving student performance and producing measurable results. It should help spread the word about what works so that the best ideas can be replicated. With corporate America demanding top talent, institutions must hike enrollment of diverse students Corporate programs should prime the pipeline for diverse students in higher education. :  With corporate America demanding top talent, institutions must hike enrollment of diverse students Corporate programs should prime the pipeline for diverse students in higher education. Shifting Demographics :  Shifting Demographics In 2003 60 percent of the student population at U.S. elementary and high schools was Caucasian, down from 79 percent in 1970. The African- American population increased from 14 percent in 1970 to 16 percent, the percentage of Latinos tripled from 6 percent to 18 percent and the number of Asian Americans rose from 1 percent to 4 percent. October 2003 Current Population Survey University:  University Institutions are working on ways to boost enrollment of diverse students because corporate America is demanding it. Businesses recognize that an inclusive workforce can better serve and understand an increasingly diverse customer base. And as the demographics in the United States continue to shift, corporations need women and employees of color, whom they often recruit from colleges and universities. University:  University Admission is merely the first step Financial constraints often keep students from diverse backgrounds out of the college classroom and corporate leadership positions Lack of diversity in curricula limits engagement Slide30:  I need to see myself in your organization--- PR Advertising Success Stories People like me, visible at all levels of the company Organizing for Partnerships-:  Organizing for Partnerships- Colleges and Universities Community Agencies Advocacy Groups Professional Organizations Technical Assistance Centers Develop Leadership in-house:  Develop Leadership in-house What opportunities exist for current employees to Continue their education Develop leadership skills Learn about new career opportunities Be mentored Creating a Groundswell for Change:  Creating a Groundswell for Change As employers of millions of people, business is uniquely capable of mobilizing parents as a considerable force for change. Show parents that you value their involvement in children's education by giving them leave time to attend parent-teacher conferences. Teach them how to become "school-smart" citizens. Encourage and reward them for taking active roles in their community's schools. Slide34:  No one should make the claim of being educated until he or she has learned to live in harmony with people who are different—A. H. Wilson Slide35:  It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences           ... Audre Lorde Slide36:  www.urbanschools.org www.nccrest.org shelley.zion@cudenver.edu

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