‘Cultural competence’ a priority for NY school district
The Ossining Union Free School District in New York has made “cultural competence” a key priority.
The presenters at a Sunday afternoon workshop—board member William Kress, Superintendent Phyllis Glassman, and Deputy Superintendent Raymond Sanchez—explained the value of this concept.
They defined cultural competence as “the knowledge, disposition, and skills one uses when interacting with those from different racial and ethnic backgrounds.”
Cultural competence also includes several other elements, such as:
• the ability to recognize similarities and differences in values, norms, customs, and history of groups of people who vary by gender, religion, and sexual orientation;
• the ability to understand the impact of stereotyping, discrimination, and oppression;
• the ability to recognize sources of comfort and discomfort among individuals and groups of similar or different cultural backgrounds; and
• the ability to recognize one’s own biases against certain groups.
Of Ossining’s 4,200 students, 38 percent are white, 41 percent are Hispanic, 16 percent are black, and 5 percent are Asian. There are students from 69 countries who speak 40 languages.
The school board’s long-range plan is aimed at eradicating the achievement gap, with an emphasis on supporting “the performance of students of color and multilingual youngsters through aggressive, systemic, and sensitive action.”
The board requires each school to create an action plan to enhance the achievement of students from diverse cultures. The district also stepped up its hiring of minority teachers and administrators.
The district created several programs to support these goals. First Steps/Primeros Pasos, for example, is a family literacy program that provides courses and other support to parents of young children and celebrates all cultures. Project Earthquake, a “rites of passage” and mentoring program for black youths, focuses on academic success, commitment to family, and character.
The overall achievement of students of color has increased, the presenters said. And the number of black and Latino students taking rigorous courses, participating in cultural arts offerings, and expressing the commitment to attend college has also increased.
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