Culturally Proficient Inquiry: A Lens for Identifying and Examining Educational Gaps / Edition 1

by Randall B. Lindsey, Stephanie M. Graham, R. (Raymond) Chris (Christian) Westphal, Cynthia L. Jew

Overview

Use inquiry to promote equity and transform your school’s educational environment!

Using cultural proficiency as a lens, the authors guide practitioners through the process of gathering and analyzing data to meet the needs of historically underserved students. This book outlines a critical evaluation process and provides rubrics to examine why some students are not being educated to their full potential. With a CD-ROM of tables and spreadsheets for data entry, the book show educators how to:

• Encourage discussions about educational equity
• Create a realistic picture of a school's cultural and economic diversity
• Initiate authentic systemic change
• Effectively respond to NCLB mandates

Product Details

ISBN-13:	9781412926027
Publisher:	SAGE Publications
Publication date:	02/20/2008
Edition description:	With CD Rom
Pages:	256
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.

Email – [e-mail]
Website - CCPEP.org
Twitter - @RBLindsey41

Cynthia L. Jew, Ph.D. is a professor at California Lutheran University in Thousand Oaks, CA. Dr. Jew teaches in the Counselor Education program focusing on Field Experiences and School Systems as she prepares School Counselors. She is co-author of Culturally Proficient Inquiry: A Lens for Identifying and Examining Education Gaps (Corwin, 2008) and Culturally Proficient schools: All means All. (Corwin 2017) She also serves as a consultant to the Santa Clarita Valley International Charter schools focusing on the areas of Student Support and Inclusiveness. She is a Licensed Psychologist and Certified School Psychologist. She has two daughters, Kiera and Jordyn, who is Deaf and wears Cochlear Implants.

Table of Contents

Foreword
Preface
Acknowledgments
About the Authors
Part I. Creating Culturally Proficient Schools
1. The Unfolding of the Democracy as a Moral Imperative
2. The Tools of Cultural Proficiency
Part II. Knowing the Demographics of Your School
3. NAEP Data Show the Way, With Limitations
4. The Peer Group Model: Achievement and Access Data
5. Planning the Cultural Proficiency Inquiry
6. Rubrics as Keys to the Cultural Proficiency Inquiry
Part III. The ABC Case Study School and Your School
7. Data Set #1: Finding Meaning in Achievement Data
8. Data Set #2: Finding Meaning in Student Access Data
9. Data Set #2 (Extended): Finding Meaning in Access Data Unique to Secondary Schools
10. Data Set #3: Profiles of Educator Conversations About Your Students
11. Advocacy for Social Justice
Appendix
References
Index

Editorial Reviews

"The culturally proficient inquiry model provides us with a process for examining the strategies and practices that support or prevent equitable access to learning. Understanding what it means to be culturally proficient and becoming culturally proficient places of learning is fundamental to student success and achievement. "

Sharon List

"The authors have created the ultimate practical resource for determining how to make cultural proficiency work in our organizations. A must-have for those of us who are seriously and genuinely committed to going on a journey toward cultural proficiency! "

Tina Small

"Finally, a publication that makes cultural proficiency understandable for school leaders and teaching staffs and provides the practical means for leaders to address cultural proficiency in schools, districts, and communities. A useful how-to guide for this critically important work. "

Joseph Condon

"What is best about this remarkable book is its constant reminder that the courage to do what is just and right for the 'underserved' comes to those who face the 'brutal facts,' listen to the difficult questions, and seek support and guidance from the educators in the field. This book is an inspiring companion needed now more than ever. "

Sidney Morrison

"The authors take a comprehensive approach to educational reform, one that fosters schools' cultural proficiency in four broad areas: assessment and accountability, curriculum and instruction, home-school relations, and teacher professional development. They manage to both convey the magnitude and complexity of the problem of schools underserving their constituencies and illuminate a path to positive change. "

Elise Trumball

"The authors effectively empower educators with the knowledge, will, and skill to close educational gaps. This book takes educators on a thorough journey of learning and reflection, examining data, presenting information, discussing best practices, and posing questions. It provides the tools, rubrics, and matrices to help educators review, revise, and measure their practices and progress toward cultural proficiency. "

Liebe Geft

"A change in the rhetoric from underperforming stakeholders (be they students, parents, teachers, or staff) to underserved stakeholders is critically needed. Educators can change the rhetoric and shift the sense of responsibility onto the adults in the system who can do something about closing gaps and thereby educate others on how the deficit model of blaming those who are underperforming does nothing to transform the system to better serve all stakeholders."

Beverly LeMay

"Provides the information and tools needed to create powerful learning communities in which the academic and co-curricular needs and the well-being of all students are addressed through purposeful inquiry and culturally proficient practices. This text is a must-read for educational leader preparation programs and for all educational leaders who want to make a difference. "

Linda Purrington

"A change in the rhetoric from underperforming stakeholders (be they students, parents, teachers, or staff) to underserved stakeholders is critically needed. Educators can change the rhetoric and shift the sense of responsibility onto the adults in the system who can do something about closing gaps and thereby educate others on how the deficit model of blaming those who are underperforming does nothing to transform the system to better serve all stakeholders. "

Beverly Le May

"An outstanding field manual. It provides the context, framework, and tools for district and school staffs to have 'fierce conversations' about institutional and personal responsibility for closing the achievement gap. A must-read for those serious about educating all students. "

General Davie