Indiana University Northwest
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School of Education

School of Education

Identity

Identity (Cultural Awareness)

1. Self Awareness

  • Evaluates how personal background and experiences creates biases and assumptions that impact how a teacher interacts with students in creating a learning environment.
  • Reflects on, evaluates and acknowledges own cultural identity, knowledge, experiences he or she brings to the learning environment (and how they differ from students’).
  • Understands the power of teacher biases, attitudes, and beliefs about diversity.

2. Awareness of Students’ Cultural Identities 

  • Tries to see cultural schema from the view/perspective of a native of the culture.
  • Sheds stereotypical views of culture and values all students.
  • Recognizes that students from culturally and linguistically diverse backgrounds may be at different levels of acculturation and identity development.
  • Respects that gender roles may vary among different cultures.
  • Understands the value of linguistic differences and their role in cultural identity.
  • Understands how chronic poverty might place poor children on life trajectories that differ from the trajectories of children not living in poverty
3. Advocacy
  • Seeks information from a variety of sources to analyze and evaluate conditions and policies that shape communities and schools.
  • Evaluates conditions, policies, and implementation of services related to a school environment (e.g., student characteristics, student achievement, discipline policies and actions, and resource levels). 

4. Instuction

  • Utilizes reflection and experiential learning as tools for student-centered learning.
  • Models appropriate behaviors, speech, and attitudes that show respect for the rights and concerns of others (includes person-first terminology).
  • Avoids imposing values that may conflict or may be inconsistent with those of others’ cultures or ethnic groups.
  • Plans instruction around student’s experiences, interests, and cultural competencies.