ASSET-BASED APPROACH TO WORKING WITH STUDENTS OF COLOR

Cat Aurelio, Colette Casavant, Katie Dabbs, & Brendon Soltis

Foundational Theory

Delgado, R., Y Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press. Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-82. (aspirational, navigational, social, linguistic, familial, and resistant capital)

Workshop Goals/Learning Outcomes

Tutors will identify a variety of cultural strengths that they possess; Tutors will identify a variety of cultural strengths that their students possess; Tutors will identify how to integrate this knowledge into their tutoring.

Workshop Introduction/IceBreaker

Name Superhero power you wish you had today or your favorite super hero First name of student youre working with, grade, subject you tutor

The Case Study

A brief story of a student possessing cultural capitals but falling behind in class Small group discussions about Wills supports and challenges Goal is to get participants to begin to view Will through the assets based approach

Kolb (1984) learning styles: Concrete Experience/Active Experimentation

Puzzle Reflection

6 puzzle pieces, each with a question relating to a different cultural capital Instructed to answer questions on the back of the puzzle pieces Put the puzzle together to see how all of these cultural aspects inform ones educational experience Everyones journey is different

Kolb (1984) learning style: Reflective Observation

Fountain of Wealth

Reflect on cultural strengths in students at Bailey-Gatzert.

How

did that example of wealth show up?

Write the strengths on coins. Place the coins on the fountain poster. Goal is to get participants transitioning to reflect on their students and have a visual representation of wealth.

Kolb (1984) Learning Style: Abstract Conceptualization

One-Minute Paper

Designed to help students reflect on the workshop

New

topics and ideas learned Ways to incorporate into their own work

Assessment tool
How

well is the concept understood? Did the activities exemplify the concept? What did participants learn? Kolb (1984) Learning Style: Active Experimentation

Areas of Improvement

Varying levels of Multicultural Competency

Gauging

competency Engaging various levels of competency

Difficult to measure Learning Outcomes Including a Best Practices component

Skills

Necessary to Implement theory

Strengths of the Workshop

Diverse range of Activities

Employed

all of Kolbs (1984) Experiential Learning Strategies

Flexibility
Different

size groups Varying levels of participation

Increased understanding of the value of the asset-based approach model

Student Voices

Thinking about what assets my students bring to the table is valuable- so often in schools, teachers focus on what their students have difficulties in or where they are lacking- the focus is rarely on what students are doing well in classes. I realized that access is a huge issue so finding ways to really provide opportunities is important. I like the idea of looking for assets as opposed to looking at deficits because if students feel secure in their abilities they will be able to learn more and succeed more.

References

Ajayi, L. (2011). How ESL teachers sociocultural identities mediate their teacher role identities in a diverse urban school setting. Urban Rev, 43, 654-680. Chu, S. (2001). Perspectives in understanding the schooling and achievement of students from culturally and linguistically diverse backgrounds. Journal of Instructional Psychology, 38(3), 201209. Coetzee, S. S., Ebershn, L. L., & Ferreira, R. R. (2009). An asset-based approach in career facilitation: Lessons for higher education training. South African Journal of Higher Education, 23(3), 537-560. Delgado, R., Y Stefancic, J. (2001). Critical race theory: An introduction. New York, New York: University Press. Evans, N. J., Forney, D. S., Guido, F., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc. Lubbe, C., & Eloff, I. (2004). Asset-based assessment in Educational Psychology: Capturing perceptions during a paradigm shift. California School Psychologist, 9, 29-38. Rose, H. A. (2006). Asset-based development for child and youth care. Reclaiming Children & Youth, 14(4), 236-240. Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-82.