Culturally Competent Headers Responding to Diverse Student Populations

EPPL 642 / 586 / 587

Culturally Competent Leaders Responding to Diverse Student Populations

School Self-Assessment

Directions: Read each statement and decide how much you agree or disagree with that statement. Circle the letter that corresponds to your answer, using the following key:

A = Agree strongly; B = Agree somewhat; C = Disagree somewhat; D = Disagree strongly.

A. Curriculum

1. Multicultural education is a part of the school’s curriculum goals. A B C D

2. People of color are portrayed accurately throughout the curriculum. A B C D

3. History, perspectives, and contributions of people of color are

included in the curriculum, across all disciplines. A B C D

4. The library includes books by and about people of color.A B C D

5. Available media materials are representative of the cultural

diversity within the school. A B C D

6. Teachers and students are aware of available multicultural library

and media materials. A B C D

7. Curriculum decisions are made with consideration of cultural

diversity. A B C D

B. Instruction

1. Teachers have an understanding of the cultures which are

represented in their classrooms.A B C D

2. Teachers and supervisors are aware of local ethnic learning styles.A B C D

3. Teachers’ expectations for students of color are the same as those

for Anglo students.A B C D

4. Teachers in the school make conscious efforts to engage all students

in learning activities within the classroom.A B C D

5. Teachers make conscious efforts to give equivalent attention and

encouragement to all students. A B C D

6. Staff development programs are provided which help teachers better

understand the cultures of their students.A B C D

7. Staff development programs address multicultural education issues.A B C D

8. Staff members are assisted in identifying racial and cultural biases

in themselves, students, and curriculum materials.A B C D

9. Teachers use methodology that fosters integration

(e.g., cooperative learning).A B C D

10. Instruction and methodology do not conflict with the cultural

beliefs of any of the students in the school. A B C D

11. Teachers use a variety of tasks, measures and materials to assess

the competence of students.A B C D

C. School Policies

1. The school has philosophy and mission statement that refer to

cultural pluralism as an educational goal. A B C D

2. The school has stated policies which indicate that racism will not

be tolerated. A B C D

3. Consequences for those guilty of racism are clearly delineated. A B C D

4. The School Board supports racial tolerance.A B C D

5. Students from a variety of ethnic groups are recognized with awards

and honors.A B C D

6. The ethnic composition of the School Board reflects that of the

school’s student population. A B C D

7. Standardized testing is used to judge or sort students. A B C D

8. The school does not practice “tracking”. A B C D

9. Students of color are more frequently referred for disciplinary problems

than Anglo students. A B C D

10. The school district calendar accommodates cultural differences.A B C D

D. Staffing

1. The staff of the school reflects the cultural diversity of the student

population. A B C D

2. Certain positions are identified with certain cultures.A B C D

3. The school recruits staff members from all cultures.A B C D

4. The school encourages students of color to enter the teaching profession. A B C D

Adapted from Wyman, S. L. (1993). How to respond to your culturally diverse student population.Alexandria, VA: Association for Supervision and Curriculum Development.