Using Culture and Growth Mindset to Create Identity Safe (PDF)

Using Culture and Growth Mindset to Create Identity Safe Spaces for Diverse Students Stephanie A. Fryberg University of Washington  Identity Safe Spaces  Spaces that promote culture-congruent (matching) models of self  Spaces free from stereotypes, prejudice, and discrimination  Spaces that include positive and inclusive representations of diversity Identity-safe spaces communicate to ALL people that they belong and can be successful in that context.  Culture consists of explicit and implicit patterns of historically derived and selected ideas and their embodiment in institutions, practices, and artifacts. Cultural systems may, on one hand, be considered as products of action, and on the other as conditioning elements of further action. (Kroeber & Kluckholn, 1963, p. 357)  IDEAS Understandings of Race/Culture Understandings of Self: Independence Interdependence Theories about Potential INSTITUTIONS Schools *Classrooms *Rules *Curriculum Using Culture Cycle to Promote Identity Safety INTERACTIONS Stereotypes about Potential Representations of “Good Students” Teaching Practices INDIVIDUALS Independence/ Interdependence Academic Performance Motivation Mindsets Academic Self-Views Adapted from Markus & Kitayama, 2010 Social Representations       “‘Struggling’ Native Student” Narrative  In 2010-2011, the graduation rates for American Indian and Alaska Native high school students was below 60%.  Even when Native students graduate, they are not adequately prepared to achieve success in higher education. Sutton, 2012  If a teacher who has had great success in teaching White students does not get comparably good results with Native children, she thinks this is because the Native children are less bright. As a matter of fact, the trouble is often that the incentives which have worked beautifully to make white children bestir themselves leave Native children cold, or even actively trouble and confuse them. For instance, the teacher holds out the hope of a college education with all that this implies for ‘getting on’ in the white world; to at least the younger Native child, this means mainly a threat of being taken even further from home and country. (Kluckhohn & Leighton, 1946/1974, p. 315)  Overview  Culture-Relevant Education • Cultural Models of Self and Academic Performance • Re-framing Cultural Models and Motivation  Growing Student Mindsets • Positive Academic Self-Views and Classroom Behavior • Academic Performance  Enhancing Cultural Toolkits and Student Mindsets Teacher Training Institute  CULTURAL MODELS AND ACADEMIC PERFORMANCE  Independent Model of Self  Understanding of self as independent from others and the social context.  “Good” actions promote separation from others and individual self-expression. (Markus & Kitayama, 1991, 2003; Markus, Uchida, Omoregie, Townsend, & Kitayama, 2006) Cultural Models of Self Interdependent Model of Self Understanding of self as interdependent with others and the social context. “Good” actions promote connection to others and attention to others’ preferences.  Results