Courageous Conversations: Addressing Cultural Awareness and Implicit Bias to Create a Culturally Inclusive School Environment
Format
Individual Presentation
First Presenter's Institution
Stephen F Austin State University
First Presenter’s Email Address
uriegasb@sfasu.edu
First Presenter's Brief Biography
Dr. Uriegas is an Assistant Professor in the Department of Human Services and Educational Leadership at Stephen F. Austin State University where he teaches in their M.Ed. and Ed.D. programs. Prior to his arrival at SFA, Dr. Uriegas spent 17 years as a teacher, coach, and principal in Texas public schools. Dr. Uriegas holds a doctorate in Educational Leadership from Texas A&M University-Kingsville. Brian’s research interests are centered on rural education with foci on post-secondary readiness, students of poverty, career and technical education, diversity, equity, and inclusion, school leadership and advancement for Latinx students and faculty in higher education. Dr. Uriegas recently completed his term as Chair of the SFA Faculty Senate.
Second Presenter's Institution
Stephen F. Austin State University
Second Presenter’s Email Address
summer.pannell@sfasu.edu
Second Presenter's Brief Biography
Dr. Summer Pannell currently serves as Associate Professor of Educational Leadership at Stephen F. Austin State University and as Director of the National Institute for Restorative Discipline. She has over two decades of experience as an educational leadership faculty member and P-12 administrator and teacher. During her tenure as principal, she received a Champion of Change Award for her school closing achievement gaps and served on collaborative committees to develop statewide principal and teacher evaluation systems. Dr. Pannell holds superintendent, principal, and teacher certification in multiple states and is a certified trainer in Restorative Discipline Practices, Neuro-Linguistic Practitioner (NLP), and Behavior Threat Assessment.
Third Presenter's Institution
Georgia Southern University
Third Presenter’s Email Address
jmcbrayer@georgiasouthern.edu
Third Presenter's Brief Biography
Dr. Juliann Sergi McBrayer is an Associate Professor in Educational Leadership at Georgia Southern University and Co-Director of the National Youth Advocacy and Resilience Research Center centered around scholarly practitioner and interdisciplinary research via community partnerships. She holds a Doctorate and Educational Specialist from Georgia Southern University, a Master’s degree from Ohio University, and a Bachelor's degree from SUNY College at Buffalo. She has served over 20 years as an educational leadership associate and assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher, and teacher leader. As a scholarly practitioner, her research interests include the development, implementation, and assessment of educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning and programming to ensure effectiveness and accountability while emphasizing community partnerships.
Location
Session Seven Breakouts ( Ballroom D)
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Home: Family & Community Engagement
Relevance
Many educational professionals work with highly diverse student populations, and while many appreciate and value diversity, educators are often underprepared. This session will equip participants with the knowledge and skill to address diverse populations in and outside the classroom.
Brief Program Description
This session will examine implicit bias and its impact on decision-making in schools and classroom settings. Participants will participate in cultural awareness activities, understand implicit bias and microaggressions that affect teaching and learning and explore the facilitation of culturally inclusive school environments.
Summary
Inclusion is a core element for successfully achieving diversity. Inclusion is achieved by nurturing the climate and culture of the institution through professional development, education, policy, and practice. The objective is to create a climate that fosters belonging, respect, and value for all and encourages engagement and connection throughout the institution and community. To achieve this type of inclusive climate, it is equally, if not more, important that we focus on an educator mindset. According to Greenwald and Benaji (1995), much of our social behavior is driven by learned stereotypes that operate automatically—and therefore unconsciously—when we interact with other people. Zajonc (1980) noted that we are either unaware of, or mistaken about, the source of these thoughts or feelings. One harmful outcome of these implicit biases is microaggressions directed at those we perceive as different from us. Sue (2010) asserts these microaggressions are similar to carbon monoxide - invisible, but potentially lethal and contends that continuous exposure to these types of interactions can be a sort of death by a thousand cuts to the victim. We must look at our own thinking and how we approach our interaction with others and find ways to interrupt biases–both personal and structural– to foster inclusive environments in which all members of the education community can thrive.
This session will examine implicit bias and its impact on decision-making in schools and classroom settings. Participants will participate in cultural awareness activities, understand implicit bias and microaggressions that affect teaching and learning and explore the facilitation of culturally inclusive school environments.
Evidence
Students are coming to the classroom with life experiences their teachers may not understand or know how to address. Students who experience trauma are more vulnerable, which can undermine their learning and academic progress. Students may also have a difficult time connecting to their peers and adults. Additionally, our political and economic landscape makes many students feel less safe! To effectively address these issues in the school setting, educators must reflect on their own beliefs, have courageous conversations about culture and cultural inclusivity, and be equipped with strategies to foster an inclusive school setting.
Learning Objective 1
Explain implicit bias and identify the origins of biases
Learning Objective 2
Identify microaggressions and strategies to effectively confront them
Learning Objective 3
Identify best practices in creating a culturally inclusive school environment
Keyword Descriptors
cultural competence, inclusion, diversity
Presentation Year
2023
Start Date
3-7-2023 2:45 PM
End Date
3-7-2023 4:00 PM
Recommended Citation
Uriegas, Brian; Pannell, Summer; and McBrayer, Juliann, "Courageous Conversations: Addressing Cultural Awareness and Implicit Bias to Create a Culturally Inclusive School Environment" (2023). National Youth Advocacy and Resilience Conference. 15.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2023/2023/15
Courageous Conversations: Addressing Cultural Awareness and Implicit Bias to Create a Culturally Inclusive School Environment
Session Seven Breakouts ( Ballroom D)
This session will examine implicit bias and its impact on decision-making in schools and classroom settings. Participants will participate in cultural awareness activities, understand implicit bias and microaggressions that affect teaching and learning and explore the facilitation of culturally inclusive school environments.
