Arizona Alliance of Black
Becoming Culturally Responsive: Starting with Me
Explore how personal reflection can lead teachers & staff to identify and plan concrete steps to create and maintain a culturally inclusive educational environment. Cultural inclusiveness starts with how we treat one another. Educators serve as role models for the students, and we set the standards for our schools. This has a ripple effect into the community. Creating culturally inclusive educational environments and communities will help foster our students’ social and emotional development, as well as create a safe learning environment. For this reason, culturally inclusive practices encompass professional development, curriculum and instruction, as well as school climate/environment. It is after personal reflection, specifically through Mezirow’s transformative learning, that educators can truly understand how implicit bias works. Participants will critically reflect on and challenge their own biases and assumptions, and then engage in rational discourse about how those assumptions may be affecting behavior.
Lynnette Brunderman is a Professor of Practice in the Department of Educational Policy Studies and Practice at the University of Arizona. Dr. Brunderman coordinates the Master’s program in Educational Leadership, and oversees the principal and superintendent certification programs. She works across the state with leadership development and capacity building in high-poverty, low-performing schools. Additionally, Dr. Brunderman has served as a team member with AdvancED since 2014, as well as on the Arizona Executive Council for that organization, participates with Arizona School Administrators-Higher Ed Division, and represents the University of Arizona with the Education Coalition. She attained her doctorate in Educational Leadership and through her work, Dr. Brunderman seeks to prepare K-12 educational leaders to understand and navigate the political, social and cultural climate to ensure positive student outcomes and sustain educational change. Dr. Brunderman has conducted research with both successful and underperforming schools to look at leadership practices that build school capacity, ultimately resulting in improved outcomes for students. Through her career in education, Dr. Brunderman has taught in both regular and special education classrooms, as well as serving as a building principal and central office director. She has presented her work at local, state, national and international conferences.
"Closing achievement gaps is a critical issue. The performance of Blacks is systematically different from that of other racial and ethnic groups. Decreasing gaps in student achievement means that we must increase the learning gains of Blacks."
- National Education Association
"The gap between teachers and students of color continues to grow. Over the past three years, the demographic divide between teachers and students of color has increased by 3 percentage points, and today, students of color make up almost half of the public school population. But teachers of color are just 18 percent of the teaching profession."
- Center for American Progress
"African-American students, particularly males, are far more likely to be suspended or expelled from school than their peers. Black students make up 18% of the students in the CRDC sample, but 35% of the students suspended once, and 39% of the students expelled."
- U.S. Department of Education
Arizona Alliance of Black School Educators
1334 E. Chandler Blvd., Ste. #5-D32
Phoenix, AZ 85048
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AzABSE pledges to continue serving as educational advocates for children who have been poorly served in the past. We further pledge to ensure that African-American and all other diverse students are effectively educated in the present and are accorded priorities for the future. We pledge to lead the way through the creation of a concrete model that demonstrates the goals of academic and cultural excellence.