New Running head: COMMUNITY CULTURAL WEALTH · 2018. 9. 10. · Multicultural competence is having the awareness, knowledge, and skills needed to do effective, meaningful, and productive

Running head: COMMUNITY CULTURAL WEALTH

Community Cultural Wealth

Final Group Project

Victoria Benavides, Theresa Brostowitz, Doug McAcy

Seattle University

Professor Erica Yamamura

11/29/12

COMMUNITY CULTURAL WEALTH 2

Lesson Plan for Undergraduate Participants

Running head: COMMUNITY CULTURAL WEALTH

Introduction

Multicultural competence is having the awareness, knowledge, and skills needed to do

effective, meaningful, and productive work with others who are culturally different and the same

as oneself (Pope, 2004).

Key Topics

Because Community Cultural Wealth (Yosso, 2005) encompasses many facets, we

focused on three individual components: familial and social wealth, aspirational wealth, and

linguistic wealth. We chose these topics because we felt these are the most applicable for student

volunteers working with the specific population located in the Seattle University Youth Initiative

catchment area. It supports student volunteers in effectively engaging with their mentees and

creating a framework for meaningful interaction.

Participant Assumptions

It was safe for our group to assume that the undergraduate student participants had little

to no formal development in the areas of knowledge, awareness, and skills as they apply to

multicultural competence development prior to this workshop.

Connections to Best Practices and Research Literature

The topics were bred from Pope and Reynold’s (2004) multicultural competence

development model and Yosso’s (2005) research on Community Cultural Wealth viewed

through the lens of critical race theory. Furthermore, we implemented activities in the workshops

based on Kolb’s Theory of Experiential Learning (as cited in Evans, Forney, Guido, Patton &

Renn, 2010) in order to deliver instruction to a wide range of learners.

The research consulted to inform the linguistic wealth content focused primarily on best

practices for inclusion of English language learners in the classroom. Community Cultural

COMMUNITY CULTURAL WEALTH 4

Wealth in the classroom heavily reflects student development theory surrounding self-

authorship, identity development, and student involvement. When a student’s cultural identity is

affirmed in the classroom, literacy learning is enhanced (Peterson & Heywood, 2007). The

research suggested interweaving rather than highlighting the primary language and culture of all

students. This research will form the primary learning objective for this section of the lesson.

The section on familial and social wealth was primarily derived out of research that

details academic performance and success as positively linked to a student’s familial

commitment or social network (Liou, et. al., 2009; Zambrana & Zoppi, 2002; Martinez, 2012;

Larrotta & Yamamura, 2011). This research has placed an emphasis on a student’s ability to

establish mentors outside of the classroom as well as utilizing their parents’ aspirations as

personal motivators (Liou, et. al., 2009). Research in this area also brings to light different

developmental models showcasing the various needs in education today due to the institutional

disadvantages faced by culturally and linguistically diverse (CLD) students (Chu, 2011).

Activities will be based on the preceding research as it relates to Yosso’s (2005) cultural wealth

viewpoint as opposed to a deficit-thinking viewpoint on students’ educational styles.

Yosso’s (2005) introduction of the community cultural wealth model provides an

epistemological shift in how and what value we give students. Aspirational capital is described

as the ability to maintain hope despite encountering challenges and barriers (Yosso, 2005;

Burciaga, R., & Erbstein, N., 2010). The question that arises then- how does our group empower

student volunteers at Bailey Gatzert Elementary School to recognize, welcome, and empower

students to maintain aspirational capital and other forms of capital? Various authors have

provided insight on this topic. Franquiz, M.E. & Salazar, M. (2004) reveal the influential impact

families and extended kinship play in supporting Black students academic success. They assure

COMMUNITY CULTURAL WEALTH 5

that family and extended kinships provide a network and learning forum for such aspiration to

prevail. Bartolome (1994) argues for a humanizing pedagogy that honors students’ culture,

knowledge and skills while simultaneously creating a learning context where student and teacher

share power, which offers such students a source of inspiration. This humanizing pedagogy, thus,

can be an approach adopted by Bailey Gatzert Elementary School volunteers to fuel students’

aspirations and academic success despite the challenges and barriers they encounter.

Description of Activities and Goals

This lesson plan merged the introductory and advance levels into one document. Assume all

information is the same for both lessons unless indicated by italics or listed below. The italics

showcase additions or variations made to the lesson plan to challenge the advance group. The

breakdown of differences showcased between introductory and advance level workshops are as

follows:

Agenda for introductory level and advance level workshops can be found in Appendix A.

Goals for advance group are showcased in italics.

The advance level definitions for community cultural wealth, linguistic wealth,

aspirational wealth, and familial wealth are in italics in the section labeled Activity B and

seen in Appendix C.

The Ice Breaker is offered solely to the introductory level group.

Activity D, the case study, is offered to the advance group. Activity D should be done

prior to Activity C in the advance level workshop.

Running head: COMMUNITY CULTURAL WEALTH

Tree of Community Cultural Wealth Activity

Goals/Objectives of

Each Activity

Activities Connection to

Theory

Time

Allotment

Goals for

Introductory

Lesson Plan o Undergraduate

s recognize we

all have

community

cultural wealth

(CCW).

o Undergraduate

s feel

empowered to

recognize

wealth in their

students and

within

themselves

Goals for

Advance Lesson

Plan o Undergraduat

es recognize

we all have

community

cultural

wealth

o A working

knowledge of

linguistic,

aspirational,

and familial

wealth

o Undergraduat

es feel

empowered to

recognize

wealth in their

students and

within

themselves

Introduction o Today we are creating a tree together to

showcase some of our strengths as students,

volunteers, and leaders in our community.

This engaging activity will be a learning

opportunity for us (presenters, and

participating undergraduates) to play the role

of both teacher and student.

We are

encouraging our

participants to be

critical thinkers

who reevaluate

traditional

notions of

education as

teachers holding

wisdom and

students

consuming it,

which is labeled

banking

education by

Freire (1993). We

approached this

workshop from a

problem-posing

education

framework and

invested

ourselves in

honoring the

community

cultural wealth

brought by

participants

(Freire, 1993;

Yosso, 2005)

2-3

minutes

Objective(s) of

Ice Breaker o Help student

learn names

and begin to

Ice Breaker: Name Game o Instructions for activity

Introduce your name

Find the name of an animal that starts

with the same first letter.

10 minutes

COMMUNITY CULTURAL WEALTH 7

feel more

comfortable

Assign a motion to the animal you have

chosen.

Say your name, the animal, and do your

motion simultaneously.

An examples is

My name is (insert name) and an

animal that starts with (first letter of

name) is (insert animal and motion).

Do motion of animal.

Objective(s) of

Activity A o Participants

will be asked

question

about their

experiences.

Such

questions will

be aligned

with differing

forms of

community

cultural

wealth

(aspirational,

familial, and

linguistic).

Activity A: o Show participants the tree with 6 branches

(see Appendix B for Community Cultural

Wealth Tree).

o Ask students to take 3 leaves, one of each

color, as they are passed around the

classroom. The leaves will be color-coded to

help presenters and students identify

differing forms of CCW.

When students are done taking leaves,

please give the presenters a thumb-up to

signal we can move on.

Presenter will give the following

instructions:

○ We will be asking a series of 3

questions. One question per leaf.

The leaf colors are listed below.

○ Please be sure to write, draw,

doodle, and somehow creatively

show your response to the

question on the leaf. Go with your

first instinct and share quickly on

your leaf.

○ You will be given 3 minutes to

show your response.

○ Upon completing the response to

question on one leaf, we will

move on to the next leaf and

question.

● Leaf colors and their corresponding form

of CCW is listed below.

○ Yellow = linguistic wealth

○ Red = familial wealth

○ Green = Aspirational wealth

● CCW questions to ask participants for

each leaf are the following:

○ Announce the aspirational wealth

question—Share about a time

you overcame an obstacle to

achieve something important to

you.

Activity A

allows students to

participate in

building

multicultural

awareness about

the self and

others in the

workshop. While

using Pope and

Reynold’s

multicultural

competency

model as a lens of

reference, we

start the activity

by encouraging

“the belief that

differences are

valuable and that

learning about

others who are

culturally

different is

necessary and

rewarding”

(2004, p. 18).

The first stage of

Kolb’s cycle of

learning is

concrete

experience. We

have offered

participants the

opportunity to

engage in

concrete

experience

learning by

sharing their

experiences in an

10 minutes

COMMUNITY CULTURAL WEALTH 8

■ Trainer will give a

personal example of a

response to the question.

■ Restate the question and

give participants 3

minutes to document their

response.

○ Announce the linguistic wealth

question—What are some

unique words or phrases that

you possess due to your culture,

hobbies, or interests?

■ Repeat instructions for

aspirational wealth

○ Announce the familial wealth

question—What is one

significant lesson your family

(whatever this means for you)

has taught you?

■ Repeat instructions for

aspirational wealth

● Thank participants for sharing their

experiences on their leaves. Let them

know we will be talking more about these

experiences shortly.

● The following is suggested transition for

the presenter to move into CCW model.

○ All of the questions we asked

were to help us identify experiences,

knowledge, and skills that we have

and often do not recognize or name as

wealth. We often think of wealth as

simply money, a formal education,

and things that we own. We

encourage you all to think of yourself

as wealth, as well as the students we

work with.

unbiased

environment.

(Evans et al.,

2010). We use

Kolb’s (as cited

in Evans et al,

2010) cycle of

learning stage of

reflective

observation when

we ask

participants to

share their

experiences with

others in the

workshop. They

are able to hear a

variation of

experiences while

simultaneously

being encouraged

to think of their

experience from

differing

perspectives. (as

cited in Evans et

al., 2010)

Objective(s) of

Activity B o Presenters will

connect the

participants’

experiences to

CCW theory.

Activity B: o A suggested introduction to the theory—

Author Tara Yosso’s community cultural

wealth model recognizes the strengths we

have as diverse communities and encourages

us to recognize our experiences, skills, and

knowledge as positive contributors to our

school and community.

● Present definitions of CCW and forms of

wealth (aspirational, linguistic, and

familial) one at a time.

● See Appendix C for Introductory level

Definitions

By introducing

Yosso’s (2005)

Community

Cultural Wealth

model, we are

engaging our

participants in

Kolb’s abstract

conceptualization

learning stage (as

cited in Evans et

al., 2010). We

propose a theory

and connect or

10 minutes

COMMUNITY CULTURAL WEALTH 9

● See Appendix C for Advance Level

Definitions

● Here are potential instructions to connect

their experiences documented on their

leaves to each form of wealth.

○ We just learn this information and it

connects to our leaves. Each leaf can

demonstrate a form of CCW.

○ Remind students to look at definitions

of CCW and different forms of wealth

posted on the wall.

○ Uncover the trunk of the tree that will

be labeled Tree of Community

Cultural Wealth.

○ We will use this tree to help us

identify our forms of wealth.

○ Does anyone have an example on

their leaves that show aspirational

wealth?

○ Take 2 responses and actively help

student explain how it connects to this

form of wealth.

○ Uncover aspirational wealth label

written on branch and have student

place that leaf on that corresponding

branch.

○ Repeat question, response, and

connecting theory to experience for

linguistic and familial wealth.

● As leaders who work with students of

color and diverse communities at Bailey

Gatzert Elementary [substitute the name

of appropriate leadership community],

you have the power to inspire these

students [insert appropriate community]

to believe in themselves. You have the

opportunity to recognize their strengths

and use them to help them be better

students and community members.

Community cultural wealth shifts the way

we think about wealth and assets and

assures our students and ourselves that no

matter the barriers encountered, we bring

many positive skills and experiences.

● Thank participants for their engagement

in the activity.

integrate that

theory into the

participants’

experiences. We

model the

connection

between theory

and personal

experience.

By asking

students to

identify which of

their experiences

or leaves

showcase the

different forms of

community

cultural wealth,

we are using

Kolb’s active

experimentation

learning stage (as

cited in Evans et

al., 2010). This

allows for

students to

incorporate the

new theory they

have learned and

attach it to their

personal stories.

(Evans et al.,

2010)

Activity B

continues to build

students

multicultural

awareness about

themselves and

others.

Objective(s) of

Activity C o Allow for

participants and

Activity C:

o We appreciate you sharing and engaging in

this workshop with us. For our closing we

will do a quick reflection activity called

In Activity C, we use Kolb’s

(as cited in

Evans et al,

10 minutes

COMMUNITY CULTURAL WEALTH 10

presenters to

reflect on what

they just learned

“Head, Heart, and Feet.”

The instruction for the activity are as

follows:

o Pass out the “Head, Heart, and

Feet” handout.

o Advise students to fill out the

questions listed on the handout.

o After students have filled out

handout, ask students if they

would like to share one of their

responses with the large group.

Thank the participants again for their

participation and engagement and

conclude the workshop.

2010) cycle of

learning stage of

reflective

observation by

ask participants

to reflect on

what they have

learned with us

in the workshop.

This also helps

make this

learning

opportunity

more concrete

for participants.

Objective(s) for

Activity D o Have

participants

practice using

what they have

learned on a

case study.

Activity D:

o Case Study

o Pass around case study, which provides a

scenario in which students decipher various

forms of wealth present.

o Instruct students to pair off and read

through handout and answer three questions

at bottom of handout.

o Once a few minutes pass, bring students

back to whole group to discuss findings.

o Have students identify forms of wealth by

writing on leaves as in earlier activity

Activity D

encourages

participants to

enhance their

multicultural

knowledge and

practice their

multicultural

skills (Pope

&Reynolds,

2004). It further

emphasizes the

value placed on

unique

characteristics

brought by each

student (Yosso,

2005.

10 minutes

Conclusion

Preparing the workshop on Community Cultural Wealth required our group to narrow

down three different perspectives of the theory into a simple working definition; we were then

able to establish learning objectives. We found the concept of Community Cultural Wealth to be

better explained through teaching the different types of wealth, but then had to decide which of

the six types of wealth presented in Yosso’s (2005) Community Cultural Wealth were most

important to the common definition.

COMMUNITY CULTURAL WEALTH 11

One discussion our group had was what terminology to use as we defined Community

Cultural Wealth and the different types of wealth. We dialogued about the implications and

connotations of terms such as capital, assets, and wealth and had to agree upon the message we

wanted to send to the students. This was a learning experience for us, and made us think more

about why Yosso used the diction she did in her article.

Our group came to realize, especially once we had the participant perspective in the

workshop, that the different types of wealth are overlapping and complimentary, but also, the

understanding of each type of wealth is more unique and individual than we initially understood

it to be. Just as we each had a different idea of how to define Community Cultural Wealth, each

one of our students had different interpretations of the different types of wealth and how they

related them to their own backgrounds.

It was an interesting opportunity to translate theory to practice with only rudimentary

knowledge of the theory. Our group had to be open to learning as we taught, and I think our

understanding of Community Cultural Wealth expanded while we presented our workshop.

We learned to present in a fluid and dynamic situation and be open to deviations from the lesson

plan in order to engage students and respond to what they were finding to be interesting. This

allowed each person in the workshop to be a teacher and a student. The students we worked with

brought a rich perspective of Community Cultural Wealth and helped us to connect it in new

ways. Although we had not discussed it in the workshop planning, we were all open to our ideas

and definitions being challenged.

One discussion our group had was what terminology to use as we defined Community

Cultural Wealth and the different types of wealth. We dialogued about the implications and

COMMUNITY CULTURAL WEALTH 12

connotations of terms such as capital, assets, and wealth and had to agree upon the message we

wanted to send to the students. We also decided to create beginning and advanced definitions.

One of the greatest strengths of our workshop was that we were all open to challenges to

our own perspectives of Community Cultural Wealth and embracing dissonance as an important

part of the learning process. Again, this was not something we discussed as a group; we never

talked about what our response would be if someone challenged what we were teaching. In the

moment though, we all felt that it was a benefit to our workshop that students participated in

active learning through creatively interpreting the information we were presenting.

Using a visually engaging format with colors, textures, and opportunities for kinesthetic

learning was one of our biggest strengths in the facilitation of our workshop. Students were able

to connect reflection and new ideas to a tangible learning objective. We were also moving

around the space and engaging the students instead of standing in front of them the entire time

maintaining a very obvious and rigid power dynamic. The high level of interactivity coupled

with personal reflection lead to higher levels of participation and involvement than other parts of

the workshop and inspired students to share about themselves.

Our group found it beneficial to have other graduate students interacting with the

undergraduates and engaging them in conversation. The breakout sessions were particularly

successful when there was a graduate student paired with an undergraduate student. However,

this was only as successful as it was because the graduate students took a passive and supportive

role instead of dominating the conversation.

Our group believes that if there were more students participating in the workshop, there

would be more opportunity for varying perspectives and engagement. We think with the

COMMUNITY CULTURAL WEALTH 13

participant personalities involved in this workshop, the small number of students did not lend the

stimulating and energetic environment that would have better supported our teaching methods.

In retrospect, we would have done a pre-test to assess where students were in their

understanding of the major concepts before the workshop. This way we could have done more

customization to ensure that each student was being challenged where they were. We would have

also offered more background about why we as presenters are invested in the topic in order to

make it more humanistic and make a more emotional connection for the participants.

In regards to the delivery of the material, if we were to present this workshop again, we

would minimize walking back and forth in front of the group to hang things up in order to cut

back on unnecessary distractions and minimize the aesthetics that make it seem like a classroom

lecture and more like group dialogue session. We would also set up students in a circle to make

the group seem more comfortable and organic. Giving students the opportunity to move around

more and into different groups could have also been more effective at eliciting participation.

Overall, we are very pleased with the creativity we were able to employ in the delivery of

our workshop content. We feel satisfied both with what we learned as facilitators and also with

how we feel our information was understood by our participants.

Running head: COMMUNITY CULTURAL WEALTH

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COMMUNITY CULTURAL WEALTH 18

Appendix A

Agenda for Introductory and Advance Level Workshops

Agenda for the introductory level workshop:

o Introduction

o Ice Breaker

o Activity A

o Activity B

o Activity C

Agenda for the advance level workshop:

o Introduction

o Activity A

o Activity B

o Activity D

o Activity C

COMMUNITY CULTURAL WEALTH 19

Appendix B

Community Cultural Wealth Tree

COMMUNITY CULTURAL WEALTH 20

Appendix C

Introductory Level Definitions and Advance Level Definitions

Introductory Level Definitions

○ Community Cultural Wealth: every person brings knowledge, value, skills, and

intelligence to the table based on their culture and life experiences.

○ Aspirational Wealth: the skills and knowledge one has which helps them overcome

societal roadblocks.

○ Linguistic Wealth: knowledge and experience once has based on the language(s) one

knows

○ Familial Wealth: the support, knowledge, and skills one has from family to overcome

obstacles and succeed

Advance Level Definitions

○ Community Cultural Wealth: recognizes the values and skills that diverse students

bring to the classroom from their homes and communities.

○ Aspirational Wealth: the ability to maintain hopes and dreams for the future even in

the face of both real and perceived barriers.

○ Linguistic Wealth: includes the intellectual and social skills attained through

communication experiences in more than one language/style.

○ Familial Wealth: those cultural knowledge nurtured among familia (kin) that carry a

sense of community, history, memory, and cultural intuition.