Overview

"An introspective response with LGBT communities for positive change A Culturally Proficient Response to LGBT Communities is a guide for educators to collaboratively combat issues of discrimination, inequity, and bullying through the review of current policies, practices, and deeply held assumptions about Lesbian, Gay, Bisexual, Transgendered (LGBT) communities. This inside-out approach carries readers through a personal journey of reflection to action by using the Tools of Cultural Proficiency to examine their values, beliefs, and assumptions about how LGBT communities are served educationally. Creating safe and welcoming schools includes both setting effective and appropriate policies and the inside-out analyses of one's own beliefs and values. Resulting cultural proficiencies, steeped in self-reflection, boost empathy and improve learning environments. On this simple, powerful premise, readers will find: Inside-out growth through personal stories and case-studies Reflection through activities and prompts appropriate for individuals and teams Insight into current responses to bullying Using this first step for positive systemic change, school leaders can elevate understanding and propel schools toward safe and diverse-friendly environments. ""This book provides essential tools for educators who want to make schools safe and welcoming for all students. I could not put this book down. In my nearly 25 years of education I have not come across a resource that handles the needs of LGBT students as sensitively and supportively as these authors have using the tools of Cultural Proficiency."" -Gunn Marie Hansen, Assistant Superintendent of Educational Services Orange Unified School District, CA"

Full Product Details

Author:   Randall B. Lindsey ,  Richard M. Diaz ,  Kikanza Nuri-Robins ,  Raymond D. Terrell
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Dimensions:   Width: 17.70cm , Height: 1.30cm , Length: 25.40cm
Weight:   0.400kg
ISBN:  

9781452241982

ISBN 10:   1452241988
Pages:   184
Publication Date:   12 August 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.

Table of Contents

Foreword by Timothy Kaltenecker Acknowledgments About the Authors Introduction I. Introduction--Background, Challenges, and Opportunity 1. Setting the Context Getting Centered Going Deeper 2. The Tools of Cultural Proficiency Getting Centered Going Deeper 3. Equality and Equity Are Both Important, Just Not the Same Getting Centered Going Deeper 4. Understanding Our History Helps Shape Our Future Getting Centered Going Deeper II. Westfield Unified School District 5. Creating Safe Space: Moving From Compliance to Advocacy 6. Assessing Cultural Knowledge Getting Centered Valuing Diversity Westfield Unified School District Case Story Going Deeper 7. Valuing Diversity Getting Centered Valuing Diversity Westfield Unified School District Case Story Going Deeper 8. Managing the Dynamics of Difference Getting Centered Managing the Dynamics of Difference Westfield Unified School District Case Story Going Deeper 9. Adapting to Diversity Getting Centered Adapting to Diversity Westfield Unified School District Case Story Going Deeper 10. Institutionalizing Cultural Knowledge--You, Your School, and Your Community Getting Centered Institutionalizing Cultural Knowledge Professional Learning for General Educators Going Deeper III. Next Steps 11. Moving From Bystander to Ally Why We Do This Work Resources Resource A1 – Book Study Guide Resource A2 – The Apps of Cultural Proficiency Resource B – Quick Glossary Resource C1 – Sexual Orientation Questionnaire Resource C2 – Unpacking the Knapsack of Sexual Orientation Privilege Resource D – Community Resources Resource E - Cultural Proficiency Books’ Essential Questions Cultural Proficiency Books Matrix References Index

Reviews

A Culturally Proficient Response to LGBT Communities is one of the most authentic books I have ever read on how to be more inclusive and equitable to the LGBT school community. The reflection, dialogue, and going deeper sections provide educators with the opportunity to do the inside-outside work necessary to be a culturally proficient educator inclusive of LGBT colleagues, students, and parents/community members. This book contains numerous practical applications written in the context of the cultural proficiency framework, guiding principles, tools, and continuum that make it immediately applicable and user friendly for schools. -- Tracey DuEst, Diversity and Inclusion Consultant 20130306 With the goal of genuine inclusion and equity for the LGBTQ community, this is a timely and superbly written book for educational leaders striving to support personal transformation and social change in their schools and beyond. -- Chris Brown, Assistant Professor 20130327 Culturally proficient persons are urgently needed who will take the initiative to change prejudicial beliefs and educational practices, biased interactions, discrimination, or bullying directed toward anyone in the LGBT or broader community. This text enhances the critical reflection, will, and skills needed to help make cultural democracy a reality for all. -- John Robert Browne II, Education Consultant and author of Walking the Equity Talk 20130327 Cultural competence as a construct requires a commitment to address more than race, ethnicity, gender, disability and socioeconomics. LGBTQ students are often bullied or excluded, are statistically over-represented among teen suicides, and have lower graduation rates overall. Because of fear, shame, and peer pressure, they often suffer in silence. The needs of these students are often overlooked because educators are unaware, uncomfortable, or poorly informed. The culturally competent school is proactive in its awareness of the needs of these students, its willingness to intervene, and its skills in working with LGBTQ issues. -- Nicelma King, Youth and Family Development Specialist 20130327 LGBT students want to be respected and understood as individuals; not just as a member of a demographic group or other impersonal category. Our schools and districts should be a safe, healthy, secure and inclusive environment for all employees and students. We need to ensure that there is a teacher in every classroom who cares that ALL students are treated with respect. -- Jeff Chancer, Superintendent 20130402 This book provides essential tools for educators who want to make schools safe and welcoming for all students. Utilizing the conceptual framework of Cultural Proficiency, the authors expertly discuss a case analysis and practical example of one school district delving into providing equity and inclusion for their LGBT community. Throughout the book there are discussion sections and personal reflection opportunities to engage educators in dialogue about school responses to LGBT students - including bullying, adult perceptions, engaging bystanders, and providing resources. The glossary of terms that relate to LGBT communities is also exceptionally helpful in framing conversations and creating an understanding of this important topic for educators. I could not put this book down; in my nearly 25 years of education I have not come across a resource that handles the needs of LGBT students as sensitively and supportively as these authors have using the tools of Cultural Proficiency. -- Gunn Marie Hansen, Assistant Superintendent of Educational Services 20130404 The authors of this text apply their proven expertise of the deeply relational notions of Cultural Proficiency to the needs of school children marginalized by homophobia and heterosexism. Discussions of sexual orientation and gender identity are only rarely and controversially included in educational discourse, even while students such as Zac--quoted in the book's introduction--notes that, 'I did not feel safe in my own school, a place where I am supposed to be able to be myself and learn who I am.' In this text, the authors make it absolutely clear that school is the place for addressing issues of equity and for advancing a more generous and accepting society. Most of us have seen messages from the It Gets Better campaign, a project designed to bring attention and commitment to providing hope for lesbian, gay, transgender, bisexual and other bullied human beings. In this inspiring text the authors show how it gets better. And just as importantly, they explain why it must get better--because, according to Zac, the bigotry and intolerance 'hurt me and it hurts everyone.' -- Sheri Leafgren, Associate Professor 20130405

Author Information

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 – randallblindsey@gmail.com Website - CCPEP.org Twitter - @RBLindsey41 Richard M. Diaz Ms.Ed., is director of the Riordan Leadership Institute a program of the Los Angeles Junior Chamber of Commerce. Richard helps train business professionals become board members of nonprofit agencies in the Greater Los Angeles area. Through his work Richard has assisted many nonprofits to bring in new and diverse leadership to their organizations. Richard also consults with local nonprofits and their boards. He assists boards to review their mission and vision. Richard began his career as an elementary and middle school teacher and later supervised student teachers for Immaculate Heart College. He is a world traveler and lives with his partner, Gerry, of 23 years. Kikanza Nuri-Robins helps people to close the gap between what they say they are and what they actually do.  Whether she is in a corporate boardroom, the fireside room of a retreat center, or a convention center auditorium, Kikanza uses her skills and insights to help people and organizations that are in transition – or ought to be.  She shares her observations and recommendations with clarity and candor, while gently encouraging them to face the difficult situations that challenge their skill sets and their values.  She leads people to this growing edge with unswerving focus, an understanding heart, and laughter that rises from the seat of her soul.   Since 1978, Kikanza has worked as an organizational development consultant in a variety of settings includ­ing education, health care, criminal justice, and religion, focusing on leadership development, change management, and cultural proficiency. Her clients range from school districts, to university faculty, to government offices and non-profit organizations.  The connecting thread is her passion for working with people who want to making a difference for others.   Kikanza studied at Occidental College, the University of Southern California, and the San Francisco Theological Seminary.  She is the author of many articles and five books, including: Cultural Proficiency and Culturally Proficient Responses to the LGBT Communities. Kikanza lives in Los Angeles where she spends her discretionary time as a textile artist. Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford< Ohio. He previously worked at California State University, Los Angeles where he served as Professor of Educational Administration and for five years he was the Dean of the School of Eduction. His journey in education began in a public school district where he taught English to junior and senior high students;. He also was a principal and an assistant superintend in the same district. Dr. Terrell is co-author on a number of books including , Cultural Proficiency: and a A Manual for School Leaders, Cultural Proficient Leadership. His books and numerous articles and life’s work have all focused  on issues of equity and inclusion Dr. Delores B. Lindsey retired as Assistant Professor of Educational Leadership at California State University San Marcos; however, she has not retired from the education profession. Her primary focus is developing culturally proficient leaders. She helps educational leaders examine their organizations’ policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on viewing, creating, and managing socially just educational practices, culturally proficient leadership practice, and diversity as an asset to be nurtured. Her favorite reflective question is: Are we who we say we are? Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. Her most recent publication, which is on the Bestseller list from Corwin, is Leading While Female, A Culturally Proficient Response for Gender Equity, with Trudy Arriaga and Stacie Stanley.

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