IID - Cultural Proficiency
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
OVERVIEW:
As a member of a protected class, I know all too well the sting of intolerance and bigotry. As a result, I am particularly sensitive to it in the classroom and work hard to proactively and reactively eliminate its presence, both among the students and within myself. This is achieved with a combination of (a) established classroom culture and (b) a curriculum specifically designed to represent all relevant races, sexes, cultures, classes, groups, and sexual orientations.
As a member of a protected class, I know all too well the sting of intolerance and bigotry. As a result, I am particularly sensitive to it in the classroom and work hard to proactively and reactively eliminate its presence, both among the students and within myself. This is achieved with a combination of (a) established classroom culture and (b) a curriculum specifically designed to represent all relevant races, sexes, cultures, classes, groups, and sexual orientations.
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EVIDENCE:
As mentioned in a previous section, I designed an this past summer ('18). To the LEFT is a page from my AP Lit. & Comp. curriculum, listing the works and authors studied in the course. In the spirit of this standard, to show the increasingly divers student body diversity in the literature, I consciously made an effort to include representative authors from various cultures and minority groups in the course's reading list, without in any way sacrificing quality or rigor: EXAMPLES: -Female Authors: Emily Bronte, Julia Elliott, Jamaica Kincaid, Elizabeth Stoddard, Maya Angelou -African-American Authors: Maya Angelou, Jamaica Kincaid -LGBTQ Author: Edward Albee -Afghan-American Author: Khaled Hosseini [**MODELING NOTE: I modeled this practice to my colleague at AIC during the Curriculum course.**]
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EVIDENCE:
Below is a letter given to me by an LGBTQ student (transgendered) on October 23, 2019, thanking me for being a positive role model for him and for giving him hope that he will go on to lead a successful, productive life. This is a humbling and powerful example of the influence we have on our students and the importance of acceptance and of a divers teaching staff.
Below is a letter given to me by an LGBTQ student (transgendered) on October 23, 2019, thanking me for being a positive role model for him and for giving him hope that he will go on to lead a successful, productive life. This is a humbling and powerful example of the influence we have on our students and the importance of acceptance and of a divers teaching staff.
