Content Analysis for Cultural Competency PDF

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Benchmark assignment for course EDU 330, cultural competency essay and resources listed in APA format. Social Justice for Educators...

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Content Analysis for Cultural Competency The children’s book I chose includes a sense of Chinese culture in it. I wouldn’t say deep culture is present in this children’s book, but the culture is by telling of their cultural values such as their family’s priority to education, a better life, and the importance of family. I have applied each guideline to evaluate the text for bias in order to create more relevant learning experiences for all students. I have found the text to include a small quantity of bias such as tokenisms, the book includes only one Chinese girl in the story. The pictures do represent a range of people by describing a variety of American students in her classroom. The bias in the story line is the female that is the center of the storyline. Messages about different lifestyles show by including family structure and living environment is diverse by living in china and America (Derman-Sparks, 2013). The story is relatable, and children can easily make connections of being in a new environment for the first time, so the story considers the effects of self and social identification in children. The story shows children and adults engaging in action for change and also working together for a better life outside of China. The author illustrates backgrounds and perspective by writing from a cultural point of view, her attitude in the story is positive and the pictures represents real people from her personal experience. The story includes no loaded words, and the author did not include generic use of any words. After reviewing the copy right date, which was in 1996, the story is old and does not accurately represent current struggles in diversity. However, the book appeals to young children by using bright colors in illustration and includes non-fictional characters that the book is based on. The story included a traditional book at the end of the story.

Although the story included a few bias characteristics I see this story on the “Cultural pre-competence” level. Reason being it works at being inclusive by representing a diverse classroom through illustration, and it shows a need for improved services to poorly served populations. Positive outcomes were represented in the story by working with the authors family (Adapted from Terry L. Cross, et., at., 1989). The text analysis helped reveal my own bias such as creating a library of books that mainly show woman as the lead or main point of the story. I have noticed a lack of diversity in my home library of children’s books. While reading about the nine guidelines to identify bias in children’s books I have used the resources offered at the end of the guidelines. While doing so I have found two additional sources to help improve my understanding of cultural, ethnic, gender, learning differences. Actions I would take when addressing a student’s struggle in the classroom due to cultural differences is learning their language, communicating with their families to help get to know them better. Next, I would ask to attend any of their extra-curricular activities to show that student my support. During the process of understanding my students’ culture in a deeper way I will communicate with school staff, to welcome any strategies.

Resources (Adapted from Terry L. Cross, et., at., 1989), Coleman/Pellitteri 2000 & Updated 2/4/13 http://www.eri-wi.org/download/conference/2013-conference/20_h_WhyDoesntEveryone_chart.pdf

Creating an Anti-Bias Library. Social Justice Books. (2017, April 19). https://socialjusticebooks.org/creating-an-anti-bias-library/. Developing Critical Literacy. Teaching for Change. (2019, April 17). https://www.teachingforchange.org/books/critical-literacy. Guide for Selecting Anti-Bias Children's Books. Teaching for Change. (2019, April 17). https://www.teachingforchange.org/selecting-anti-bias-books.

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