Preparing Students for a Multicultural World
It is well known that a long history of challenges with racial segregation and inequality exists within many communities and educational systems. In Milwaukee, Wisconsin (the site of SaintA headquarters), it is reported that the rates of hyper-segregated school systems have returned to similar rates that were present in the 1960s.
Fighting for social justice that dismantles the structural processes that cause hyper-segregated schools and neighborhoods is what is needed to truly succeed as a society. Equity, inclusivity and cultural humility are needed priorities for all our schools, families and communities.
Yet, when training or coaching a school on the integration of equity and inclusion into trauma-informed practice, one of the comments that I sometimes get is that it is difficult to gain traction on prioritizing this in a school where students are predominantly white. When pressed further, the same conversations are replayed that assert that rigorous academics and excellence must be the focus, and there is little time for other priorities.
In recent years, many schools have recognized that to be successful in this outcome, we need to co-prioritize social and emotional learning and development so that students have the non-cognitive skills required for success. This is where we often find our entry point for trauma-sensitive practice.
When we make the case that social and emotional well-being and trauma-sensitive practice do not detract from academic rigor, but in fact, enhance learning and achievement, we can often get the support needed to advance these initiatives.
However, in all of our efforts in schools to have students “college- and career-ready,” I would assert that we are failing our students if we are not also preparing them to succeed in a multicultural world through equity and inclusion work. Students who live and attend school in predominately white settings may only learn white dominant norms and values which favor an individualistic perspective, not a collective one, as is the norm in many other cultures.
U.S demographics are changing with an expectation that whites will become less than 50% of the population by the year 2045. There is no doubt that students will need to communicate, collaborate and resolve conflict on culturally diverse teams. Read more on how diverse and inclusive teams have the potential to promote new ways of thinking and igniting innovation and creativity.
No matter where you educate, your students will need the knowledge about their cultural selves and diverse knowledge of other cultural groups. Students will need to be flexible, appreciate difference and have the empathy required to listen and understand another’s perspective. And, finally, students will need the skills of cross-cultural communication and conflict resolution to be successful. This resource from the Tilford Group out of Kansas State University outlines this in further detail.
Ask yourself, “Does our current curriculum prepare students to do so?”
If you feel overwhelmed and do not know where to start, just start with being open to this conversation. First, look to what is within your sphere of influence. How could you incorporate lessons that expose students to these skills? How might you challenge their perception of self and of others? Consider joining us to continue the conversation at the opportunities below.
Let’s Learn Together
Join us for the following virtual gatherings to learn more and connect with colleagues around the nation who are looking to accelerate the Compassion Curve in our Schools.
★ Equitable Trauma Sensitive Schools
https://sainta.org/events/category/ttt7eitss/ Mondays, May 10 & 17 (8:30am-Noon CST)
★ Trauma Sensitive Schools Virtual Networking Meeting (FREE)
https://sainta.org/events/category/tssnm/ Friday, May 6 (9:00-10:30am CST)
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