EDU 8225 Ashford Contemporary Education and Within Institutional Facilities Paper

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Week 4 - Discussion Forum 2

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Self-Critique [WLO: 3] [CLOs: 2, 4, 6]

Prior to completing this discussion read Chapter7 in Nuri-Robins, Lindsey, Lindsey, & Terrell (2011).

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Running Head: COLLABORATIVE PRESENTATION: CULTURAL NEEDS Collaborative Presentation: Cultural Needs David Johnson III The University of Arizona Global Campus EDU 8225 Culture Curriculum & Learning 15 March 2021 1 COLLABORATIVE PRESENTATION: CULTURAL NEEDS 2 The Necessities of Addressing Cultural Needs at Berkeley State University Introduction Cultural diversity within higher learning institutions is becoming an inevitable topic for Faculty, department, and college heads and administrators. As people in charge of dealing with the administration of institutions that admit students and recruit staff from diverse cultural settings, addressing the cultural needs of the respective sections and departments or the entire institution is paramount. However, an effective intervention on the cultural needs at an institution begins with an understanding of the significance of cultural diversity and acknowledges the diverse cultural backgrounds of all students and staff. The next step is learning to create awareness about cultural diversity so that all stakeholders understand, appreciate, and cope with the diverse cultural needs. In this paper, the specific cultural needs at Berkeley State University will be reviewed to understand why there is a need for cultural needs, how the cultural needs can be addressed, and how such cultural needs will be met. The Necessities of Addressing Cultural Needs at Berkeley State University Berkeley State University is one of the prestigious institutions of higher learning in the United States. The institution attracts applications for admissions from both local, state, national, and international perspectives, with prospective students from all parts of the world experiencing their willingness to get admitted into this institution. It is also a leading center of excellence in research, training, innovation, and sustainable development (Civitillo et al., 2019). Therefore, teaching and research staff from diverse cultural backgrounds, academic fields, professional interests, and academic settings are likely to express their desire to be part of this institution. With the high competitiveness for the few admissions, employment, research, and teaching vacancies at these institutions, it is expected that the university could potentially face COLLABORATIVE PRESENTATION: CULTURAL NEEDS challenges in recruiting quality staff and admitting deserving students while upholding the diversity index required by relevant laws and legislations (Bonner et al., 2018). Therefore, coming up with a diversity index that will help the institution to have a basis, standardized, institutional policy, and framework of admitting students and recruiting staff is a matter of concern for this institution. Equal Employment Opportunity Act also promotes equal treatment of people by prohibiting any form of discrimination against a person seeking employment based on their demographic characteristics (Farinde-Wu & Williams, 2017). At Berkeley State University, the staff working in different departments and sections needs to be employed through an open and transparent manner that gives every applicant from all diverse backgrounds equal opportunity to access the available vacancies and job opportunities. The Specific Cultural Needs at Berkeley State University The specific cultural need at Berkeley State University is incorporating culturally responsive instructions in the classroom. The cultural need must focus on race and ethnicity to cater to the diverse beliefs, values, principles, and practices that students from diverse cultural backgrounds practice. The need to address cultural needs at Berkeley State University is motivated by societal, legal, and moral frameworks that pile pressure on the institution's administration to comply with applicable laws, legislation, and regulations (Brown, 2017). Title XI of the 1964 Civil Rights Act is federal legislation that prohibits discrimination of any person seeking admission to higher learning institutions based on their demographic characteristics. Administrators at Berkeley State University are thus required to comply with this federal legislation in admitting students into various departments and faculties to avoid legal liabilities 3 COLLABORATIVE PRESENTATION: CULTURAL NEEDS 4 and contingencies. For this reason, there is a need to address cultural needs at the institution to make it culturally diverse in terms of student enrollment. Why the Cultural Needs Should Be Met Cultural diversity in classrooms at Berkeley State University is on the rise despite hitting a major milestone in the minority-majority diversity index in 2018. Although the number of Asian, Latino, and African-Americans have passed the total number of Whites admitted in this institution, the prediction by the U.S Census that people of color would comprise more than 50% of the population in the United States by 2044 means there is a need to address the cultural need in the classroom (Brown, 2017). The cultural need to incorporate culturally responsive instructions during the teaching process should be met at Berkley State University because it will foster cultural inclusion and awareness among all students. This cultural need will help teachers at the institution design a curriculum of teaching and learning around a multicultural education setting, thus bringing on board all students from diverse backgrounds (Bennett et al., 2018). The culturally responsive approach to teaching promotes an inclusive learning process that benefits all students irrespective of their cultural backgrounds. Creating a multicultural setting will promote cultural diversity awareness among students and fosters inclusion in all teaching and learning processes and activities. The culturally responsive instructions will also help students from different cultural backgrounds and educational needs or abilities succeed within a culturally diverse setting. It also prepares the students to cope with a culturally diverse society's demands and expectations once they graduate with their respective degree programs (Montenegro & Jankowski, 2017). A teacher's culturally responsive instructions will encourage acceptance among culturally diverse students, thus preparing them for success in a world full of exponential cultural diversity. It also gives students COLLABORATIVE PRESENTATION: CULTURAL NEEDS 5 the experience required to thrive within a culturally diverse setting with diverse cultural needs, expectations, and desires from the public. Incorporating culturally responsive instructions in the classroom provides students with opportunities to learn and interact with different social and cultural groups in the classroom, in school, and in the external world once they graduate from school. The focus of incorporating culturally responsive instructions does not end at the classroom level. Rather, it extends to the outside world and prepares the students to venture into a future career as an individual who is equipped with skills and competence on how to work with and serve a culturally diverse community (Montenegro & Jankowski, 2017). Therefore, addressing this cultural need at Berkeley State University will prepare students to grow into culturally sensitive citizens, thus promoting a diverse and cohesive society within their neighborhood. Incorporating culturally responsive instructions in the classroom also helps students to develop empathetic skills. Thus, there is a need to use cultural awareness campaigns to create a personal connection with diverse cultures to not develop prejudice during their later stages of life. Students exposed to a culturally responsive teaching environment become aware of the experience of different cultural backgrounds, thus demonstrating empathy towards them (Montenegro & Jankowski, 2017). Incorporating culturally responsive instructions in the classroom also allows students to better understand the lessons they learn from people from diverse cultural settings. Addressing this cultural need will thus give students skills to use their cultural strengths and perspectives to contribute to the growth of a culturally diverse group positively. Incorporating culturally responsive instruction in the classroom helps students develop a sense of open-mindedness because they will be exposed to a culturally diverse range of thoughts, COLLABORATIVE PRESENTATION: CULTURAL NEEDS 6 ideas, opinions, and practices of different cultural groups. Thus, students will remain open to new ideas and diverse cultural practices, thus gaining a deeper understanding of the significance of cultural diversity in the classroom and their external world. Addressing this cultural need also make the student feel safe with their colleagues from the diverse cultural background (Mellom et al., 2018). Students will also gain confidence because their tolerance to diverse cultural practices will allow them to interact freely with students from a wider range of cultural backgrounds without being worried about the repercussions of their associates' unique cultural practices and beliefs. How the Cultural Needs Will Be Met At Berkeley State University, the cultural need to incorporate culturally responsive instructions in the curriculum can be met by designing a program that promotes social, emotional, and wellness behavior among students. This program will target teachers at the institution and help them learn new strategies to create a positive environment in the classroom to foster a culturally diverse learning process. Using this program, a teacher at Berkeley State University will lay down a foundation of promoting diversity in the classroom through different cultural response teaching instructions (Bennett et al., 2018). Incorporating culturally responsive instructions can also be met from the curriculum and classroom environment perspective. Teachers must begin addressing this cultural need at the curriculum development level to trickle down to the classroom level, where the implementation of the teaching and instruction policies and frameworks happens. The increasing culturally diverse student population at Berkeley State University calls for frequent review and update of the teaching curriculums. The most relevant culturally diverse content is included in the course content and syllabus. COLLABORATIVE PRESENTATION: CULTURAL NEEDS 7 The cultural need for culturally responsive instructions in the classroom can be addressed by a series of steps that begins with gain knowledge of the students’ cultural backgrounds. The knowledge can be used to promote cultural awareness among the students through consistent communication that demonstrates a genuine interest in the diverse cultural needs, beliefs, and preferences of the students. Once a teacher has understood and accepted the students' diverse cultures, it is time to acknowledge and respect these cultures to make the students feel comfortable within the classroom (Farinde-Wu et al., 2017). Students will feel free to share their cultural needs, desires, and practices with their colleagues without any fear of uncertainties and intimidation. Practicing cultural sensitivity, incorporating cultural diversity in the lesson plan, and giving the students flexibility and freedom to share their cultural experiences with colleagues is also a perfect method of addressing this cultural need. Conclusion The cultural need to incorporate culturally responsive instructions remains a key concern for Berkeley State University because it will promote awareness and understanding of the diverse cultural composition of the classroom, institution, and society at large. Students who graduate from Berkeley State University will be prepared to adapt to an exponentially diverse society's diverse cultural needs. The students will cope with all the demands and expectations of the diverse cultural setting in the classroom and are likely to replicate what they have learned in the external world so that they embrace the cultures that are different from those they subscribe to. Using the best strategies to develop a culturally sensitive curriculum will facilitate the effective implementation of culturally responsive instructions in the classroom, thus encouraging students to embrace cultural awareness, enhance their sense of identity, and promote inclusivity in the classroom. COLLABORATIVE PRESENTATION: CULTURAL NEEDS 8 References Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248. Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697-726. Brown, J. C. (2017). A meta-synthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 11431173. Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. Farinde-Wu, A., Glover, C. P., & Williams, N. N. (2017). It’s not hard work; it’s heart work: Strategies of effective, award-winning culturally responsive teachers. The Urban Review, 49(2), 279-299. Mellom, P. J., Straubhaar, R., Balderas, C., Ariail, M., & Portes, P. R. (2018). “They come with nothing:” How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners. Teaching and Teacher Education, 71, 98-107. Montenegro, E., & Jankowski, N. A. (2017). Equity and Assessment: Moving towards culturally responsive assessment. Occasional Paper, 29. 1 Reflections on Achievement and Opportunity Gaps David Johnson, III EDU 8225 2 Reflections on Achievement and Opportunity Gap There are different achievement and opportunity gaps at the educational institution, which hinder the realization of educational goals. One of these opportunity gaps is socioeconomic status, which impacts learners' ability to realize their educational goals. English proficiency is another opportunity gap, which prevents learners from realizing their educational potential (Kamm, 2018). Community wealth is another opportunity gap in this scenario, and this prevents many learners from realizing their educational potential. Domestic and communal issues such as an unstable home environment can also be an achievement gap. This is because an unstable home environment will be a significant obstacle to the student's achievement of academic success. There are different ways in which these achievement and opportunity gaps can be reduced. One aspect of this includes offering comprehensive support to students and providing for their smooth transition in the classroom (Gorski, 2017). Providing outreach to the student families would also ensure a reduction of the opportunity gaps. Enhancing cultural competence in the school setting would also assist in the reduction of the achievement gap. Schools need to be more supportive of students and assist in providing educational opportunities for the students. These interventions will assist students in reaching proficiency in the learning process. This reflection will assist in my post-secondary education since it provides a breakdown of the different obstacles to realizing academic goals. This will help in the creation of a plan aimed at cutting down the achievement gap. 3 References Gorski, P. C. (2017). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. Teachers College Press. Kamm, C. (2018). Equity and opportunity: Closing the achievement gap. KAMM Solutions.
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(Week 4 Discussion Forum)

In contemporary education and within institutional facilities, the need for cultural
inclusion in both the curriculum and relevant scholarship is essential to fostering a comfortable,
identifiable, and educational atmosphere for student growth. The present opportunity and
achievement gaps experienced throughout the country are endemic of a more structural issue.
Primarily, the notion that achievement and opportunity are available for all individuals,
irrespective of racial or religious convictions, is a utopian idea that many traditionalists fail to
recognize. Regardless, Civitillo (2019) identifies some of the significant factors teachers must
acknowledge in providing a curriculum and lesson plan inclusive to all cultural and achievement
needs. Similarly, the prevalence of discrimination in public schools is minimal, but the issue of
racism plays a pervasive role in students' lives once they leave campus grounds. This is even
more important when looking specifically at Berkeley State University. Through the course of
this discussion, emphasis will be placed on the need for cultural inclusion in contemporary
educational institutions while subsequently examining the proper achievement and opportunity
gaps between people of color and Caucasians.
An effective intervention within the institution begins with an understanding of the
significance of cultural diversity and acknowledging the palpability it provides in fostering an
effective, collaborative, and curious learning environment. Similarly, different research designs
indicate other external factors (i.e., neighborhood violence, domestic violence, financial
hardship, etc.), which play a role in teachers' educational philosophy and students. The more
information an educator and institution obtains, the better of the students will be in terms of
identifying cultural differences and recognizing the privilege, or lack thereof, in those differences
as well as, and arguably, more importantly, tailoring the curriculum and education system
towards students of color who have long been neglected by education institutions historically.
Ultimately, how the research is conducted and the premises of the proposed argument will play
an influential role in garnering tangible and viable solutions. The first part of the issue recognizes
that there is one, and this starts with Berkeley State University students and staff acknowledging
the injustices faced and promising to change.
Achievement and opportunity are two essential American ideals, and those words have
been forcefully taken from people of color in the United States from its inception. It is
understandable to look at the present structures and determine that there is a need for addressing
the cultural institutions that were created in those days and the lack of inclusion it provides to
different cultures that are not based on Anglo-Saxon and Judeo-Christian principles. Evaluating
this project is a tumultuous task, but it is nonetheless inviting to perform the project at an
institution like Berkeley, considering it is one of the most prestigious higher learning universities
in the entire United States. As such, the institution retains several different students and acquires
prospective applicants from all over the world and diverse cultural, social, and personal
experiences.
As Civilittlo (2019) notes, Berkeley is a leading institution in research, training,
innovation, and sustainable development. Considering the diversity of the student body and the
intellectual achievements admitted students presume to have, the credibility level amongst
Berkeley educators is immense. Teachers from all across the world are employed at Berkeley,
and many range in research disciplines, teaching backgrounds, professional interests, and cultural
backgrounds. A fundamental issue that is often overlooked is the lack of cultural inclusion in
traditional curriculum plans amongst even the most progressive campuses (as Berkeley is often,
and rightfully, described as). Part of the solution to the ongoing lack of a culturally inclusive
curriculum is identifying what aspects of the structure need reforming and determining whether

these lesson plans are purposeful in th...


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