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Social Justice Outreach
Winter Roundtable Presentations at Columbia Univeristy
2006 Roundtable on Cultural Psychology and Education
Title: “Disaster Relief: International and National Social Justice Efforts”
Presenters: Gargi Roysircar, Ph.D., Anders Goranson, Hannah Lord, Wendy Vincent
View audience feedback (PDF 352K)
2005 Roundtable on Cultural Psychology and Education
Title: “Mentoring Language Minority Individuals Through Community Outreach”
Presenter: Gargi Roysircar, Ph.D.
View audience feedback (PDF 349K)
2003 Roundtable on Cultural Psychology and Education
Title: “Interviews with Culturally Diverse Individuals: Live Training in Cultural Competencies”
Presenters: Gargi Roysircar, Ph.D.
View audience feedback (PDF 29K)
Handbook for Social Justice in Counseling Psychology
Leadership, Vision, and Action
More information...
Development of Counseling Trainees' Multicultural Awareness Through Mentoring ESL Students
Antioch University New England
- Gargi Roysircar
- Gregory Gard
- Robert Hubbell
- Marilyn Ortega
In press (January 2005) Journal of Multicultural Counseling and Development
Editor's Note. John C. Carey and Paul B. Pedersen served as the action editors for this article.
Abstract
A mixed-methods study reports the development of trainees' (N = 67) multicultural awareness through a content analysis of their reflections on mentoring ESL students. Identified themes changed over time. Themes showed relationships with the Multicultural Counseling Inventory (Sodowsky, 1996) and White Racial Identity Attitudes Scale (Helms, 1990). Results suggested that guided experiential components of multicultural training can be effective.
Research Questions
The first purpose of the study was to conduct a content analysis of trainees' process notes; the second purpose was to examine if the themes derived through the content analysis changed over time; and the third purpose was to quantify and validate themes derived from this content analysis. The three purposes called for a mixed-methods design. The qualitative method illustrated trainees' open-ended articulation of alliance and cultural self-awareness. The quantitative method's utility was that it provided the means to examine outcome. For the qualitative method, we broadly asked:
- Will trainees' cultural self-awareness indicate bonding with ESL students?
For the quantitative method, our questions were specific:
- Will expressions of bonding difficulties decrease and bonding successes increase within each session over time?
- Will there be significant pre-post differences with regard to bonding?
As practitioners, we wanted to know specifics about session differences, specifically between pairs of sessions. We asked:
- Would a particular session in the first half (e.g., Session 1) be different from a particular session in the second half (e.g., Session 5)?
To examine initial validity support for the bonding/alliance construct, we asked:
- Will process notes themes correlate significantly with trainee self-reports on multicultural competence and racial identity?
Comments Included in the Conclusion
This was an important study on a topic that is critically important to better meet the needs of culturally and linguistically diverse clients in our nation's schools, as well as on experiential training that can lead to better training of counseling professionals for the development of multicultural competencies. The evaluation of experiential training is sparse, and the study addressed the prevalent gap. The collaboration between a counseling psychology program and a public school system was innovative primarily because of counseling psychology's major interest in adult prevention work.
Howard C. Reiche Community School
Frankie E. Plymale
2nd year Clinical Psychology Doctoral Student
Antioch University New England
Abstract
The primary purposes of this paper were to assess the multicultural competence of Howard C. Reiche Community School, to briefly explore the problems that occur when English as a second language (ESL) is taught in schools, and to relate the author's personal tutoring experiences in a fifth grade ESL classroom. Dana, Behn, and Gonwa's study (1992) was used as a framework to assess the cultural competence of Reiche School. The author found that Reiche School was culturally competent based on guidelines supplied by Dana et al.'s study. The author also found that the fifth grade ESL classroom structure at Reiche followed sound practice, as described by some educators. The author increased her own cultural self-awareness as a result of the tutoring experience.
Howard C. Reiche Community School
In this paper, I will describe the multicultural demographic profile, policies, procedures, and services of Howard C.Reiche Community School, Portland, Maine, where I tutored in a fifth grade English as a second language class (ESL) for ten weeks. I will give a brief history of the development of the ESL program at Reiche and I will discuss educators' thoughts on the current problems facing ESL classrooms today. I will use Dana, Behn, and Gonwa's study (1992) to provide a foundation for reviewing the school's cultural competence. I will also use information from my observations of the school and classroom to assess the multicultural competence of Reiche. I will use an interview with the ESL teacher to assess the school's cultural competence. I will discuss two critical incidents that affected my cultural self-awareness and professional relationship. I will relate the feedback I received from a Reiche student's parent regarding this paper and finally, I will discuss my thoughts about the parent's feedback.
Description of the School
Demographic Profile
The enrollment of Reiche is 515 students for grades kindergarten through five (K. Kunin, personal communications, April 29, 2004). Sixty percent are ethnic and linguistic minority students. Eighty-eight percent of the students receive free or reduced lunch. Thirty-six percent of students at Reiche school transfer in or out of Reiche school during each school year. There are 27 different language groups in the school. The most prevalent home languages other than English are Arabic, Spanish, Somali, Khmer, Vietnamese, Servo-Croatian, and Acholi.
Policies and Procedures
The policy at Reiche is as follows: the community, teachers, parents, and staff work together with a common goal of helping all children, regardless of ethnicity, learn and play together respectfully (K. Kunin, personal Communications, April 29, 2004). The Reiche school house is used year round and is open seven days a week from early morning until well into the evening to facilitate this goal.
The procedure for an immigrant family to enroll their child in school is to go to the citywide multicultural office. The office assigns the child to the school located near his or her home. A case worker escorts the immigrant child and family to the school and helps with the enrollment process. An interpreter accompanies the case worker and family to the school if the family does not understand English.
Once at the school, the child is assigned to an ESL classroom and introduced to the school schedule. Within the first few days, the child is assessed for language and math skills. The teachers strive to educate the new student with a focus on aiding the child to obtain a level of proficiency that meets the standard for his or her grade.
Services
The services offered at Reiche are extensive (K. Kunin, personal communications, April 29, 2004). There were 135 volunteers during the school year of 2002-2003. These volunteers generated 10,000 hours of service to the students and their families. There are currently eight foster grandparents providing services to students at Reiche. A project call Safe and Smart provides tutors and support to ESL students daily for two hours after school (I. Demers, personal communications, May 4, 2004). The Portland Recreation Department supervises before - and -after school intramural sports programs throughout the school year. On Fridays after school, volunteers teach interested students knitting. Big brother and big sister programs have ongoing activities one day a week after school. The Reiche Health Station offers temporary aid to sick school children until they can go to their regular doctor. Reiche is linked with community partners such as Mercy Hospital and People's Heritage Bank who financially support special projects including a clothes closet for students who need coats and mittens.
History of ESL at Reiche
The history of ESL at Reiche School began with the first ESL class in 1981 (K. Kunin, personal communications, April 14, 2004). The class was the first in the city. It was necessary because there was an influx of immigrants from Asia that year that needed services. Most of the families settled in the neighborhood around Reiche because of the low rent apartments and proximity to city services. The school had only one ESL classroom teaching all grades for the next few years. Slowly, several other ESL classrooms were added. In 1999, another wave of immigrants came to Portland and other ESL classes were formed. In one year, 2,000 immigrants came to Portland. Today, there are ten ESL Classes at Reiche, three at other elementary schools, and two in the middle schools.
Educators' Thoughts on the Problems with Teaching ESL
Problems with ESL in the Classroom
Goldberg (1996) wrote that the United States has not been successful in teaching language-minority children in the school system. Some researchers wondered if the problem was related to inadequate instruction (Baca & Cervantes, 1989; Campos & Keatinge, 1988; Chamot & O'Malley, 1994; Fradd & Correa, 1989; Garcia, 1994; Gay, 1993; Ortiz & Ramirez, 1989, as cited in Arreaga-Mayer & Perdomo-Rivera, 1996). Other studies suggested that language-minority students had less opportunity to learn in the classroom (Arreaga-Mayer & Greenwood, 1986; Oaks, 1985; Ortiz & Yates, 1983; Ortiz, Yates, & Garcia, 1990; Willig, Swedo, & Ortiz, 1987, as cited in Arreaga-Mayer & Perdomo-Rivera, 1996). Some theorists noted that an emphasis in the classroom on grammar and syntax to the exclusion of more interactive and less formal verbal exchanges among students and teachers contributed to the problem (Cummins, 1989; Ellis, 1986; Krashen, 1982; Richard-Amato, 1988, as cited in Arreaga-Mayer & Perdomo-Rivera, 1996).
Possible Solutions
Mayer-Rivera (1996) offered one possible solution to improve ESL students' performance. They assessed the learning environment of classrooms in their study. They found, for best results, classrooms should provide numerous opportunities for students to use oral and written language with peers and teachers to increase their English competence. Students should have an opportunity to read aloud, ask and answer questions, and practice expressing themselves in small groups and one on one. In this way, ESL students can avoid the possible shyness and embarrassment of whole class activities.
Another solution to aid ELS students in the classroom was offered by Goldenberg (1996) and Anderson and Roit (1996). All three educators suggested that immigrant students should use their native language and English to advance their studies in the classroom. They thought that children can learn knowledge in their native language while they are learning to speak and understand a second language.
Assessment of Reiche's Cultural Competence
Dana, Behn, and Gonwa's Assessment of Cultural Competence
I assessed Reiche's cultural competence by adapting and using Dana et al.'s (1992) definition of cultural competency for agencies. I substituted the word principal for practitioner and the word agency for school. The ideas are similar and the substitutions make the multicultural competence theory viable for assessing Reiche's cultural competence.
Dana et al. defined cultural competence as agencies' ability to provide services to meet the needs of culturally diverse individuals. Two components were considered important in measuring cultural competence. The first component is that the principal and staff must have knowledge competence of (a) the minorities' history, (b) cultural-specific beliefs regarding what is considered healthy and unhealthy by the culture, (c) culturally acceptable symptoms, and (d) culturally specific and sensitive interventions. The second component is that the school must exhibit culturally competent practices shown by providing (a) an avenue for multicultural self-assessment for personnel, (b) opportunities for hiring minority staff, (c) multicultural training, and (d) input in community policy making.
Dana, Behn, and Gonwa's Study Applied
I will assess the principal's cultural competence using the four criteria outlined by Dana et al. for the knowledge component. The four criteria include (a) the principal must have a knowledge of the minorities' history, (b) the principal must have knowledge of cultural-specific beliefs regarding what is considered healthy and unhealthy by the culture, (c) the principal must have knowledge of what are culturally acceptable symptoms, and (d) the principal must have knowledge of culturally specific and sensitive interventions. Mr. Kunin, the principal, is knowledgeable about the history of most of the cultures represented at Reiche School. He seemed well informed about culturally-specific beliefs regarding what is considered healthy and unhealthy by different cultures. He mentioned a few specific examples of culturally acceptable symptoms in one culture that are not culturally acceptable in another. He told me about a specific intervention he made with an African family that seemed sensitive and caring. He said the intervention was successful. Mr. Kunin meets all four criteria for competence in cultural knowledge.
I will assess Reiche's cultural competence in the second component, using the four criteria outlined by Dana et al. According to Mr. Kunin, (personal communications, April 29, 2004) the staff has in-service multicultural training but does not provide the staff opportunities for multicultural self-assessment. Reiche employs 15 staff members who are bilingual, 3 who are trilingual, and 16 who are bicultural. Bicultural is defined by Mr. Kunin as individuals who were born and spent some time as a child or adult in one culture and then moved to another culture. Mr. Kunin and the assistant principal are very active in the community. Next month, Mr. Kunin is chairing a meeting designed to increase multicultural awareness among Portland educators. Reiche school meets three out of the four criteria for cultural competence in the second component.
Observations of School's Display Materials
I observed a multicultural awareness in the school based on the physical presentation of displayed material. In the front hallway there was a bulletin board with “hello” written in 27 different languages. There was a collection of student-made large paper maché Indian elephants in the front display case. Colored photographs of students, their names, and the names of their native countries lined one of the inside walls. These displays communicated the idea that Reiche is interested in other cultures.
Observations of Classroom
In my ten weeks of tutoring at Reich, I carefully observed the teachers, students, and teaching materials. I found the teachers to be well organized, pleasant, and strict. They expected the students to be quiet, orderly, and to follow the rules. They used small groups for reading and allowed the students to ask and answer questions freely. For reading, the ratio was approximately three students for one adult. I was told by a teacher that they utilize the small group format throughout the day for all subjects. According to some educators, Reiche is facilitating the ESL students' growth by using this structure. However, some educators would say Reiche is not utilizing the best ESL teaching methods because they did not encourage the students to use their native language to build a general knowledge base.
The students were attentive and well behaved. They seemed focused on their work. There was very little giggling or talking with each other during group time. It seemed the newer students were quiet and as time passed they began to talk more in the groups and also with each other. When I first tutored Glenna, a girl from Sudan, she had been in the United States for only two weeks. As I observed Glenna with her peers and with me, she appeared to become more relaxed over the ten week period. She talked and smiled more frequently.
The teaching materials consisted of short simple books that had pictures of people from many different cultures. Mimeographed papers were also used to teach the alphabet and simple words. I wondered if it might have been helpful for the students to have tactile experiences of letters, numbers, and words. It seems sandpaper letters, a sand tray or the use of finger paints could facilitate the early learning process of ESL.
Interview with ESL Teacher
I interviewed Glenna's ESL teacher, Ms. Gendron, about her teaching experience at Reiche. Ms. Gendron (personal communications, March 11, 2004) explained that her job is fulfilling and worthwhile because she likes the students. She feels supported by the parents and the principal. Mr. Kunin is leaving on sabbatical next year and she is concerned about the program after he leaves. He started the Safe and Smart Project, the clothes closet, the involvement of local businesses in the school, and many other ESL projects in the school. Ms. Gendron is frustrated in her job because of the transient nature of the students. She said the parents move because they do not have money for the rent and sometimes Ms. Gendron does not get to say good-bye. The child just does not show up for school one day. She wishes something could be done so that if the parents move across town, the students could continue in her classroom.
Multicultural Critical Incidents
First Incident
I will relate two critical incidents that affected my cultural self-awareness. I will first name the incidents and then I will relate my thoughts about the incidents. The first incident occurred during a tutoring session with a Russian boy named Alan. He had been in the United States for two weeks. We were struggling to understand each other, and I was at a loss as to how to effectively communicate with him. The classroom facilitator, a teacher that speaks multiple languages, realized the problem and explained the assignment in Russian to Alan. I saw the relief on Alan's face as he heard his native language.
Second Incident
The second incident actually happened many times in different ways. For nine of the ten weeks I tutored at Reiche, I worked with Glenna. From the first session I wanted to bring her gifts. I noticed her sweater was torn and I thought she should have a new one. I wanted to buy her scented markers. I wanted to buy her ice cream one day and chocolate cake another.
Self-Reflection on the First Incident
I had heard from time to time that people who spoke English thought everyone should speak their language. I had never given that criticism much thought. It seemed to not pertain to me. When I saw Alan's body relax and the relief on his face when the facilitator spoke to him in Russian, I had a new awareness of my narrow view of the world. I was one of those people who expected others to speak to me in English. When I met immigrants in this country, the burden was on them to communicate with me in English.
I do not think of myself as self-centered, but it is self-centered to think others should speak my language and it is self-centered to not be aware that I think that way. I am not saying that I will take a class in Russian. I am saying that I will appreciate the efforts others make to communicate with me because of my inability to speak more that a few phrases in Spanish.
Self-Reflection on the Second Incident
I could think that I am a nice person because I want to give Glenna presents. Maybe there is some niceness in the thought, but I must wonder if I am being patronizing. If I give Glenna gifts, would she feel humiliated? What would her parents feel about my gifts? How do I know that Glenna does not like her torn sweater? What makes me think that Glenna cannot buy her own ice cream? It is difficult to tease out my motives. I wonder if I truly want to see her smile and be happy or do I want to give her something so she will like me? Do I want to give her something because I think of her as poor simply because she is an immigrant? Do I think I know what she needs and wants? Do I want to introduce her to this land of plenty?
I think I have so many questions because I have not spent enough time in self-reflection about my own culture and the culture of others. I think if Glenna were White, it would be easier for me to understand my motives. At the same time, while I was working with Glenna, I became aware that I was having so much fun simply because she was a child. Her ethnicity did not matter to me. Emotions are complicated. I want to live with the questions and not find it necessary to have answers. I want to continue self-reflecting about my multicultural competence.
Feedback on This Paper
Parent's Feedback
Ms. Buxton, a Reiche school parent, read this paper and gave feedback. She agreed with my understanding of the multicultural school dynamics in general and she felt the paper helped her see in a more cohesive way how the ESL program works (K. Buxton, personal communications, May 17, 2004). She also found in her own ESL tutoring experience that the students were very respectful and attentive to the teachers and to their work. She pointed out that the problems with the high transient rate reach into the non-ESL classrooms. Her daughter's teacher was frustrated with the changing population in her classroom. She echoed the teacher's concerns that next year may be difficult with Mr. Kunin on sabbatical. She felt I failed to notice that some students stay in the ESL classroom when their English language skills are very good. She thinks this is because the school receives federal funding for each child enrolled in ESL. She thinks the positive aspect of this is that the competent ESL student models good language skills for the other students. The negative for the competent student is that it slows his or her academic progress. If the ESL student joined a non-ESL classroom, he or she would be exposed to more solid academic subjects. The more competent ESL student probably needs little or no time spent in the classroom learning ELS and more time spent broadening and expanding his or her knowledge in general.
My Response to Parent's Feedback
I felt appreciative that Ms. Buxton took the time to read this paper. It was interesting to get her feedback and to learn more about her involvement in the school. In response to Ms. Buxton's comment on the competent ESL student staying too long in the ESL classroom, I spoke with a former public school teacher to ask her opinion (S. Smith, personal communications, May 18, 2004). She agreed with Ms. Buxton. She also thought it was a matter of funding and shared Ms. Buxton's concerns about the welfare of the competent ESL Student.
Conclusion
Howard C. Reiche Community School provides a culturally competent environment for students in kindergarten through fifth grade to learn ESL skills. The principal is well informed, the community is involved, and the school programs are designed to promote success for the students. The strengths of the ESL program seem to be the large numbers of volunteers, the commitment of the teachers, the support of the principal, the availability of facilitators in the classrooms, and the use of small groups for learning. The weaknesses may be the system of funding that informs poor decisions and in a system where parents cannot earn enough money to support their families and must frequently move. Next year, there may be other weaknesses when Mr. Kunin is not at Reiche supporting all the programs, teachers, students, and families. Given the obstacles, I think Reiche currently does a fine job of providing services to ESL students and their parents.
References
Anderson, V., & Roit, M. (1996). Linking reading comprehension instruction to language development for language-minority students. The Elementary School Journal, 96, 295-309.
Arreaga-Mayer, C., & Perdomo-Rivera, C. (1996). Ecobehavioral analysis of instruction for at- risk language-minority students. The Elementary School Journal, 96, 246-258.
Dana, R.H., Behn, J. D., & Gonwa, T. (1992). A checklist for the examination of cultural competence in social service agencies, Research on Social Work Practice, 2, 220-233.
Goldenberg, C., The education of language-minority students: Where are we, and where do we need to go?, The Elementary School Journal, 96, 353-361.
Child Survivor of War: A Case Study
Gargi Roysircar
The history of a Bosnian survivor of war living in the U.S. is examined using the extended case method. Clinical issues related to acculturative stress, posttraumatic stress disorder, and identity are analyzed. Suggested treatment includes existential therapy and its cognitive-behavioral applications, didactic education on trauma, client screening, and treatment effectiveness.
Roysircar, G. (2004). Child survivor of war: A case study. Journal of Multicultural Counseling and Development, 32(3), 168-180.
A Step Toward Multicultural Competencies:
Listening to Individuals with Multiple Sclerosis and Cerebral Palsy
Samantha G. Sweet and Meghan Estey, 4th yr. clinical psychology doctoral students, Antioch University New England
Multicultural competence is an important topic in professional psychology. Many professionals agree the best way to gain understanding and cultural skills to work with people who are from other cultures is through direct interaction with them (see Roysircar, Sandhu, & Bibbins, 2003). In an effort to gain understanding of what it means to have a physical disability, one psychology trainee (Samantha Sweet) had conversations with Jon, a 30-year-old man who has been coping with multiple sclerosis (MS) for 7 years. Another psychology trainee (Meghan Estey) had meetings with James, who has had cerebral palsy (CP) since birth; this trainee focused on her personal experiences and growth that occurred through interactions with him. The trainees refer to their interviewees' themes of being misunderstood, coping with a disability, and adapting to various aspects of their lives. By integrating the stories of Jon and James with their respective knowledge of MS and CP, and by monitoring their responsiveness to disability concerns, the trainees have taken steps toward becoming multiculturally competent counselors.
Sweet, S., & Estey, M. (2003). A step toward multicultural competencies: Listening to individuals with multiple sclerosis and cerebral palsy. In G. Roysircar, P. Arredondo, J. N. Fuertes, J. G. Ponterotto, & R. L. Toporek. (2003). Multicultural Counseling Competencies 2003: Association for Multicultural Counseling and Development (pp. 103-120). Alexandria, VA: AMCD.
Multicultural Interactions with Jewish American Adolescents
Beth DeFrino, 4th yr. clinical psychology doctoral student, Antioch University New England
As a first-year doctoral student in clinical psychology, I had the opportunity to engage in live interaction projects with 2 Jewish American adolescents in my community. The projects were part of my diversity training in order to help me, as a Roman Catholic, Italian American woman, know the experience of individuals in my community who belong to a minority group. Over the course of a semester, I met with Kelly and David and experienced the realization that their identities as members of a religious minority caused them to know first-hand what it feels like to be prejudged. I also came to realize that this identity does not afford them the many privileges that I enjoy as a member of a religious majority group in the same community. After the last project concluded, I reflected on my experience and hoped that I had been able to empathically hear Kelly and David's stories and value the discipline and compassion upheld by their Jewish religion. However, I realized that I would never be able to fully understand what it is like to walk in Kelly or David's shoes and know first-hand their experience of lacking certain privileges while adaptively coping and concentrating on opportunities.
DeFrino, B. (2003). Multicultural interactions with Jewish American adolescents. In G. Roysircar, P. Arredondo, J. N. Fuertes, J. G. Ponterotto, & R. L. Toporek. (2003). Multicultural Counseling Competencies 2003: Association for Multicultural Counseling and Development (pp. 121-130). Alexandria, VA: AMCD.
A Counselor Trainee's Conversations with a Colombian Immigrant Woman
Cheryl Wilczak, 5th yr. clinical psychology doctoral student, Antioch University New England
As part of a multicultural experiential assignment, the author interviewed a 39-year-old Latina who immigrated to the United States from Colombia at age 24. The interviews consisted of 10 weekly 1-hour sessions. Terms and concepts pertinent to the Colombian interviewee's culture are presented, followed by a case study that addresses criteria for multicultural family assessment, as put forth by Sodowsky, Kuo-Jackson, and Loya (1997). Finally, interactions between the interviewer and interviewee are analyzed from the perspectives of both participants.
Wilczak, C. (2003). A counselor trainee's conversations with a Colombian woman. In G. Roysircar, P. Arredondo, J. N. Fuertes, J. G. Ponterotto, & R. L. Toporek. (2003). Multicultural Counseling Competencies 2003: Association for Multicultural Counseling and Development (pp. 89-101). Alexandria, VA: AMCD.
Multiculturalism and Immigrants
Jane Uchison, 4th yr. clinical psychology doctoral student, Antioch University New England
This chapter describes a semester-long multicultural interaction project for increasing cultural awareness and sensitivity. It was completed as part of doctoral training. The author met informally with a first-generation female immigrant from Poland; listening empathically was an integral part of the meetings. The project was mutually empowering and thus provided reciprocal learning.
Uchison, J. (2003). Multiculturalism and immigrants. In G. Roysircar, D. S. Sandhu, & V. E. Bibbins, Sr. (Eds.), Multicultural competencies: A guidebook of practices (pp. 129-138). Alexandria, VA: ACA.
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