Dr. Sheldon Eakins [00:00:00]:
I've been doing some research for a upcoming project. Now if you know if I do solo episodes I normally I'm cooking something you know I'm cooking something so today is a solo episode. I'm going to share some of my research some of my thoughts for a project that I'm working on. We're gonna be talking about classroom dynamics individualism versus collectivist perspective. Now walk with me for a second. See in most homes within the United States the refrigerator stands out as more than just an appliance. See, it's a silent witness to the character and values of the family that fills them. Growing up, my refrigerator was no different.

Dr. Sheldon Eakins [00:00:43]:
It was a place to keep our food cold but it was also a snapshot into my family's daily life and cultural values. See I I grew up vegetarian and was raised not to eat certain types of meat such as pork and shellfish. My siblings and I were taught that they were unclean and even though I'm not as religious anymore I continue to abstain from pork and shellfish to be honest I mean I've probably have had pork I can count on one hand. And, honestly, those were accidents. Either I didn't know it was pork or something like that, but I never intentionally have eaten pork. And the same thing goes for your crabs, lobster, shrimp, crawfish. I've never had any of those things, and I could. I just I just never had a desire to eat it.

Dr. Sheldon Eakins [00:01:31]:
Now you might be sitting there listening like, yo, shit. I I don't know how you can survive life without eating pork, but yeah. Or you you never you never had a crawfish boil how could you live life like how do you call yourself human I know I know but I digress I digress okay let me get back to the subject one thing that stands out about my childhood and the refrigerator was that we were blessed to have it always filled with food. However, each item had a specific purpose. My mom was very particular about what was in the refrigerator and how those items were allocated. Each item served an individualistic purpose. She would tell us don't touch this it's it's for dinner tonight or that snack is for your brother. Of course, I had my favorites like shoot.

Dr. Sheldon Eakins [00:02:19]:
I love orange juice. I really love orange juice and peanut butter. And so the rest of the family knew those were the items I would favor. But even the items that I loved came with boundaries. It got to the point where I was drinking so much orange juice, my mom would be like, Sheldon, you can have one glass of juice per day and just a taste of peanut butter. No more. Stop making a bunch of sandwiches. See these rules weren't just about rationing food.

Dr. Sheldon Eakins [00:02:48]:
They were lessons in personal boundaries and ownership, respect for individualism, and structured order and responsibility. Now fast forward. I'm an adult now. I begin my own family journey. One of the things that I noticed was I began to realize that our refrigerator played a different role within the household. See the fridge became a communal space where everything was up for grabs reflecting a shift from the structured individualism of my childhood to a more collective shared setting. As an adult in our household nothing is off limits. The rule is very simple.

Dr. Sheldon Eakins [00:03:35]:
If you're hungry eat whatever you can find. In our household nothing is off limits. There's a sense of shared ownership. So when I go to the store and I buy groceries I buy them for everyone. The same rules apply to guests. You come over to my house you see a bag of chips that you want. Sure. You don't even have to ask.

Dr. Sheldon Eakins [00:03:56]:
Of course, if I know you, of course, it is a lot easier, you know. If this is your first time, then, yeah. You might wanna ask me. But if you're a regular, come to the crib, you ain't gotta ask if you want something. You see some Skittles, some lemon heads, bag of Lay's, Doritos, blue, of course, you can have it. There is no, oh no, don't touch those chips. These belong to somebody else. No.

Dr. Sheldon Eakins [00:04:20]:
Everyone is entitled to that bag of chips. If you're hungry and want a snack, you can have it. There's no need to put a label or name on that food. You just know it's for everyone. Welcome to the Leading Equity Podcast. My name is doctor Sheldon l Akins. And for over a decade, I've helped become better advocates for their students. What is an advocate? An advocate is someone who recognizes that we don't live in a just society.

Dr. Sheldon Eakins [00:04:50]:
Advocates aren't comfortable with the status quo and are willing to speak up on behalf of others. No matter where you are in your journey towards ensuring all of your students are equipped with the resources they need to thrive, I'm here to help you build your knowledge and confidence to ensure equity at your school. I'm gonna introduce you to individualism versus collectivism and how it relates to cultural norms. Educators, listen up. The difference in how we use something as ordinary and silent as a refrigerator speaks volumes about the cultural differences between individualism and collectivism. While my childhood home prioritized boundaries and individual portions, my adult home operated on shared resources and collective ownership. Now you might be thinking to yourself, why is he talking about refrigerators? I thought this was a equity show. Who cares? But let me connect this to your teaching.

Dr. Sheldon Eakins [00:05:49]:
Just like the refrigerator in our homes, the way we organize and manage our classrooms reflects certain cultural values. These values shape how we design our assignments, how we interact with students, and how we set expectations. It impacts how we interact with individuals as well. How we talk to our peers, colleagues, partners even in our professional development spaces. So in this episode I'm gonna set the proverbial table why it's important to understand these cultural nuances because they extend beyond our homes and into our classrooms. Also in this episode I'm gonna provide some examples of traditional assessments we give that are more individualistic and some examples of assignments that are collectivist. I'm gonna highlight some of the dangers of being too heavy on one side and provide strategies of approaching your instructional practice in a more balanced way. Let's start with some professional development teacher end service conferences how do you prefer to learn now some of us favor to attend a session sit and listen just teach me what I don't know Right? I just want to sit.

Dr. Sheldon Eakins [00:07:01]:
I don't wanna do nothing. I just want to sit down and I want you to stand in front of me. Provide those slides. Maybe give me a worksheet or some sort of pdf something that I can take home and I can continue my own learning. Others might prefer to work in small groups, collaborate and learn together. Maybe you prefer to move around and interact and engage with a nice icebreaker or oh man this this session was just so memorable for me because we just did so many different things. We ran around and we worked in groups and we did this and then facilitated. Some of y'all like that.

Dr. Sheldon Eakins [00:07:35]:
It's no different than in the classroom. Your students have similar values and norms they prefer. You'll have students who are like just give me the worksheet. Just tell me the assignment, the details, all I need. Okay. 10 pages, 12 inch font, double space. Got it. When's it due? 2 weeks from now? On it.

Dr. Sheldon Eakins [00:07:56]:
And then you'll have some students who are fine with the assignment but need to work in a group. Pair me up with my best friend and we'll get this done together or put me in a small group and let's figure this out together. Same assignment, however, you may notice depending on how you assess your students, you may receive different outcomes. Let's look at an example of what this could look like in a real life situation. Here's a scenario. Miss Thompson, middle school math teacher, hands out a worksheet to her students at the start of class. Assignment is simple, designed for her to do a formative assessment to see if the students grasp what they were taught the day before. She tells the class, okay, class.

Dr. Sheldon Eakins [00:08:40]:
Listen. Work on these problems independently and silently. After you're done, we'll grade the papers together. Now as the students begin working, miss Thompson notices Jason, one of her more energetic students. He doesn't seem to be focused on his worksheet. Instead, he gets out of his desk, starts moving around and asks his classmates, hey. What'd you get for number 5? Some of his classmates whisper back, well, I got 7. Someone else says, I got 316.

Dr. Sheldon Eakins [00:09:11]:
Maybe another student says I chose 8. While others appear distracted by his presence and say, yo. Go away. The teacher told you to work by yourself. Why are you out here out of your seat? You're distracting me. Now miss Thompson walks over to Jason, quietly taps him on the shoulder and says, hey, Jason. I need you to return to your desk and finish that worksheet on your own. Jason complies.

Dr. Sheldon Eakins [00:09:37]:
He goes back to his seat. He sits there working on his problem for about 2 to 3 minutes, but But it's clear after those 2 3 minutes that he isn't engaged with the assignment at all. His pencil starts tapping, he starts fidgeting, maybe he starts making a little noise at his desk. Coincidentally, the lead on his pencil breaks and now he has to get out of his seat to go sharpen it. Fidget some more. Glasses around the room and seems to be off in space somewhere else. Clearly clearly disengaged. Now this scenario regarding Jason and miss Thompson is a very common challenge many educators face.

Dr. Sheldon Eakins [00:10:17]:
Student who struggles to remain seated and complete their work. The can't sit still child. Depending on the time of day, how our day is going as educators, or our relationship with the student, a typical response to that behavior might involve some form of disciplinary action. Perhaps we give them a stern look. Write their name on the board, take away their privileges, tell them pull a card, or worse, move them from the classroom. But what happens when a child misses instructional time? It hurts us more because the next day, we must spend time try to reteach and get Jason caught up. Sadly, sometimes kids like Jason fall between the cracks because the reinforcement or check-in the next day or any type of restorative practice never actually happens. So what happens to Jason starts to get further and further behind.

Dr. Sheldon Eakins [00:11:10]:
Not only that, there's a possibility that Jason becomes labeled as a troublemaker as he goes through the rest of that school year or even to the next grade with that label following him. His next teacher comes to you and says hey I have this kid Jason in our class tell me about him. Oh opportunity for miss Thompson to go in on Jason. Oh my. Let me tell you about Jason. So what happens to Jason when he shows up on the 1st day of school the next year? Teachers already been told Jason is a troublemaker. See how that cycle can continue on and it follows Jason throughout his academic k twelve experience. Many kids in Jason's position who arguably need the most attention and support continue to be disengaged are more likely to drop out of school and embrace the quote, unquote, troublemaker label.

Dr. Sheldon Eakins [00:12:04]:
Ultimately, fallen by the wayside. Now I talk about the horns bias or horns effect and leading equity becoming an advocate for all students. Go ahead and get your copy if you haven't gotten it already. I talk about the dangers of allowing those biases to affect a student who has been labeled a troublemaker. These students who need the most support and care fall by the wayside because they weren't adhering to a teacher's rules regulations or protocols. Let's go back a bit. Maybe there's a different approach miss Thompson could have taken that could have changed the trajectory of Jason's educational experience. Why isn't Jason staying in his seat? Why does he seem disengaged or restless? Perhaps Jason finds the material too difficult causing frustration and a lack of confidence in his ability to complete the task by himself.

Dr. Sheldon Eakins [00:12:58]:
Or maybe the worksheet isn't engaging enough to hold his attention leading him to seek stimulation elsewhere. These are questions that we may ask to find the root of the problem. But have we considered Jason's cultural values? Jason appears to come from a collectivist background. And if miss Thompson was aware of this key characteristic, she could have adjusted her assessment approach to meet his needs.

Speaker B [00:13:27]:
Author of the best selling book, Leading Equity, becoming an advocate for all students, doctor Sheldon l Aiken is a highly sought after speaker and trainer. I would know it because that's my dad. For booking, check out leading equitycenter.com/consulting, or use the link in the show notes.

Dr. Sheldon Eakins [00:13:46]:
Looking through a lens of a collectivist cultural background here's a couple suggestions miss Thompson could consider as alternatives to discipline in a more constructive way. One strategy could have been providing group work. Instead of having Jason work by himself knowing that he's a very social high energy type of student, miss Thompson could assign him to a small group where he can collaborate with his friends and classmates channeling that energy into more productive interaction. Many teachers fear this strategy. I get it. Because they believe this may open opportunities for further disruption and disengagement. For example, will putting Jason in a small group increase the likelihood of multiple students becoming off tasks? Possibly without setting up the proper protocols for small group work. And if this format is rarely used there may end up being some challenges.

Dr. Sheldon Eakins [00:14:46]:
That's why it's important and essential to create those small groups and model how those small groups should take place. See group work is ideal for a student who values a collectivist culture because it involves working with peers in a supportive environment where they help each other figure out the answers. There's no individual competition about who finishes the worksheet first or who gets all the answers correct. They're working as a team. In collectivist cultures these group activities such as project based learning, working in pairs, and cooperative learning provide opportunities for collaboration, relationship building, and achieving a common goal. Jason may feel more motivated and engaged when allowed to work in a group setting where teamwork is encouraged. For instance, if Jason knew the answer to number 5 but struggled with number 6 and he's being told that he can't ask for help from his classmates, so he wants to ask his teacher but his teacher's busy with another student so now he gets frustrated. However, if he were in a group setting, his peers could help him with number 6.

Dr. Sheldon Eakins [00:15:57]:
You know what? He might have helped them with number 5. Here's another strategy that miss Thompson could've used. If she recognized that Jason comes from a collectivist cultural background, she might say, okay. Jason just needs to take a break every now and then. So she might allow brief breaks by giving him classroom tasks or jobs such as passing out papers or sharpening pencils. Leading the class in short physical activities such as stretching or some light exercise or writing answers on the board could be another option. But giving him a class job in which he's encouraged to move around in a more structured manner movement breaks can reflect the communal and relational aspects of a collectivist culture by allowing Jason to interact and engage with his classmates in a manner relevant to his cultural needs. Having him go to the front of the board to write answers as students share their responses for example helps him feel like part of the team.

Dr. Sheldon Eakins [00:16:59]:
Physical activity and movement can often be communal in nature like your team sports or or dance, which involve interaction cooperation. Allowing Jason to take movement breaks especially those that involve helping others or participating in group task, can help channel his energy in a way that resonates with his cultural values. Additionally, movement breaks could include tasks like passing out materials, helping the teacher, or simply leading a class activity of 20 jumping jacks and 5 push ups, satisfying Jason's need for motion while reinforcing his connection to the class. By approaching Jason's behavior with empathy and a problem solving mindset, miss Thompson can address the root cause of his restlessness while keeping him engaged in the learning process. So why are these two options important? Because Jason comes from a collectivist cultural background and he prefers group harmony, interdependence, and community over individual achievement. Offering group work and movement breaks are examples of closely responsive and relevant practices. Raise your hand if you buy that book by doctor Sheldon Akins. Put your hand down.

Dr. Sheldon Eakins [00:18:23]:
Looking for an engaging speaker for your next event? Whether it's webinars, workshops, keynotes, or 1 on 1 coaching, I'm here to help you. Our students live in 2 different worlds often. The norms in their community and then the norms within their school. And they often aren't the same. For more information, go to leadingequitycenter.com/consulting or click on the link in the show notes and let's work together. Integrating cultural awareness in the classroom. Recognizing and integrating Jason's collectivist cultural background into classroom strategies allows miss Thompson to create a learning environment that not only addresses Jason's behavioral needs but also respects and leverages his cultural values. This approach can enhance Jason's engagement, reduce his restlessness, and ultimately support his academic success in a way that feels natural and respectful to his cultural identity.

Dr. Sheldon Eakins [00:19:20]:
Now you might be wondering well why does he keep mentioning collectivism and what does that mean and what does it have to do with culture? Let me introduce you to a little bit of research. The Hofstede's cultural dimensions model So there was a scientist named doctor Hofstede who published his cultural dimensions model in the late 1970s. Doctor Hofstede researched IBM employees in more than 50 countries He began publishing his work in the late 19 seventies of what he called the cultural dimensions. Based on his studies, he determined that there were traits that could distinguish between one culture from another. These dimensions are power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance, long versus short term orientation, and indulgence versus restraint. We're gonna be talking about the 2nd culture dimension in Hofstede's framework which is individualism versus collectivism, which essentially measures the degree to which individuals are integrated into groups. In an individualistic society, there's an emphasis on personal achievements, individual rights, competition, and independence. In contrast, a collectivist society emphasizes group loyalty and prioritizes group goals over individual goals.

Dr. Sheldon Eakins [00:20:46]:
Now if you're following me you can see how that knowledge alone translates into the classroom. I'll give you a few more examples. Someone that favors individualism prefers self reliance. Personal goals are prioritized. Their emphasis on individual rights, independence valued, personal achievements highlighted, direct communication, and individual decision making. On the other end, a collectivist prefers group reliance, group goals prioritized, emphasis on community and harmony, interdependence values, group achievement highlighted, indirect communication, and a consensus decision making. Now what's interesting about the individualism versus collectivism is that the United States ranks the highest among those 50 countries Halstead studied. We had a 91 out of a 100 scale scoring.

Dr. Sheldon Eakins [00:21:41]:
It makes sense that our education in the United States tends to favor individualism. So here's something I want you to think about. Have you considered your current teaching practices? Do you tend to favor individualism over collectivism? We work in a diverse educational environment which includes students with unique characteristics, languages, talents, and brilliance. It's important to consider whether our cultural orientations whether individualistic or collectivist influence our expectations and perceptions of student behavior and learning styles. I encourage you to do some self reflection. Ask yourself some of these questions. How does your cultural orientation affect how you get along with others? How does your orientation align or conflict with your current work environment? The last question I want you to think about is how can you use a moment of self reflection on your current assessment and teaching practices to enhance your effectiveness in collaborative or independent settings? I talk about this all the time but anytime you're looking for change if you're you're looking to improve in your practices it starts with self. It requires us to take an honest look at our current methods.

Dr. Sheldon Eakins [00:22:59]:
So whether you're a veteran teacher, 1st year, or somewhere in between there's always room for growth. But it must start from you taking the time to reflect on how your cultural orientation impacts the way you interact with others and ultimately the way you lead your classroom. Furthermore, doing a self reflection on your current practices can significantly benefit your instructional practices in the following ways. It can increase your cultural awareness so you can start understanding your biases and become aware of your cultural bias which can affect how you interact with students. We all have bias and don't always recognize them. So having a grasp on whether we favor individualism or collectivism helps you think about how these tendencies might influence your expectations, communication, and classroom management. Increasing your culture awareness also supports a sense of belonging. By understanding your cultural orientation you can better appreciate your students diverse identities.

Dr. Sheldon Eakins [00:24:03]:
And this helps you create a classroom where every student feels accepted supported and included. Another benefit is now you have tools to adapt your teaching strategy. You can tailor your instruction. Every grading period should look different. Although you may have set standards and objectives, you still have the flexibility to create a unique learning experience for your students. Knowing your own cultural orientation allows you to adjust your teaching methods to better meet the needs of students with different cultural values. For instance, if you value independence, you might add more group work to support students who prefer collaboration. Now you have an opportunity to balance those activities.

Dr. Sheldon Eakins [00:24:48]:
So strive to balance activities that are responsive to both individualistic and collectivist students. This means mixing solo tasks with group projects so everyone can thrive in ways that align with their cultural preferences. Another benefit is you get to engage your students more effectively. Make your content relatable. When you're aware of your cultural orientation and how it might differ from your students, you can design lessons that are more engaging and relevant to their diverse backgrounds. This fosters a student centered classroom and reinforces placing their individual needs first. Many teachers, including myself, prefer to teach the way that we were taught or based on our preferences. Providing more opportunities for student assessments may be as simple as offering choices between solo and group assignments.

Dr. Sheldon Eakins [00:25:37]:
You can also communicate effectively. Understanding your communication style whether it's more direct which is common in individualistic cultures or indirect which is common in collectivist cultures helps you adjust your communication to better connect with students who may have different cultural communication norms. Another benefit can form stronger bonds with your students. Develop that empathy. Self awareness leads to greater empathy for students who might experience the classroom differently. It may also mitigate some of the frustration you experience with connecting with students that have different personalities. By understanding your cultural orientation, you can build stronger more trusting relationships with students from diverse backgrounds. Which leads me to my last point, decrease disproportionality.

Dr. Sheldon Eakins [00:26:28]:
Now you can make fair judgments. Recognizing your cultural orientation helps you ensure your expectations are fair and not based on assumptions towards students who share your cultural values or the opposite. This may lead to fairer grading, feedback, discipline, and better opportunities for all students.

Speaker B [00:26:50]:
Author of the best selling book, Leading Equity, becoming an advocate for all students, doctor Sheldon l Aiken is a highly sought after speaker and trainer. I would know because that's my dad. For booking, check out leadingequitycenter.com/consulting, or use the link in the show notes.

Dr. Sheldon Eakins [00:27:10]:
As I mentioned earlier on, the United States is primarily an individualistic culture. This transfers into our classrooms and schools where there's often a strong sense of competition. Many of our classrooms are set up to emphasize working silently, alone, independently with little opportunity for group work or collectivist activities. It is not uncommon to walk into a classroom and see individual desks set up in rows in which students sit within their own space. Now you might be saying, well, look. I don't I don't have desks in my classroom. May maybe I have tables set up in my classroom, and I hear you. And that's a great strategy.

Dr. Sheldon Eakins [00:27:54]:
I commend you for that. I just have a few questions. Are those tables set up in a way for students to occupy both sides or all sides of the table? Do you have access to round tables as well? And lastly, do those tables create opportunities for students to move around and work in various groups? Or is the seating assigned in a way that students spend the majority of their time sitting next to the same student? See when group work is offered it may negatively impact individualistic students. However, because most classrooms lean so heavily on individualism misunderstandings can arise. For example, a teacher who's unaware of collectivist cultural norms might misinterpret a student's natural desire to work in groups during individual tasks like silent reading as disruptive behavior or lack of focus rather than recognizing it as a cultural norm of shared learning. And on the flip side, misinterpreting individualistic behavior may occur when a classroom activity requires collaboration. A student from an individualistic background might prefer to work alone or take charge of the group doing all the work and feeling frustrated that no one else contributed. This student might be viewed as dominant or uncooperative.

Dr. Sheldon Eakins [00:29:16]:
But in reality, they are simply accustomed to environments where individual effort and leadership are more highly valued. Alright we're gonna wrap things up with some strategies like I said usually if I'm doing a solo episode it's because I'm cooking something up like I can't share what I'm cooking yet because it's in the beginning stages but best of the boys working on something okay I'm a give you some strategies because you might be thinking no matter what I do, shoot, I'm gonna favor one way or the other, and somebody's gonna get left out. I'm a help you tap into some some of the greatness of each student that they bring to the table in a way that shows each student they are valued members within your classroom community. But to create a stronger sense of belonging within your classroom environment, you need to be aware of these cultural dimensions and adjust your teaching practices accordingly. I hope that last sentence sunk with you. So I'll say it again. To create a stronger sense of belonging within your classroom environment you need to be aware of these cultural dimensions and adjust your teaching practices accordingly. Can I get amen? Especially my teachers who have been teaching the same things, given the same assessments, and structure the same lessons for years.

Dr. Sheldon Eakins [00:30:32]:
Now I'm asking you to look into your practices and validate areas that require tweaking to ensure that you have a well rounded approach in your instructional practice. So here's 4 things that you can do immediately. 1, balance individual and group work. Review your current unit and and lesson plans and create a list of the assessments you plan to assign. Count how many are individualistic and how many are collectivist. What are some changes that you can make to ensure that your curriculum includes a mixture of assignments that cater to both individualistic and collectivist learning styles? For example, pair personal essays with group projects to give all students the opportunity to shine in different context. Number 2, intentionally teach collaboration skills. Especially for students who are more familiar with individual work.

Dr. Sheldon Eakins [00:31:27]:
Provide strategies, skills and guidance on how to collaborate effectively in groups. Build in some scaffolding time on how to work in small groups and practice these strategies to help students develop these skills. They are skills they will need to learn in the future anyway. So you might as well help them with getting a head start. This might include teaching skills like active listening, compromise, and shared decision making which are crucial in collectivist settings. Number 3, create culturally sensitive assessments. When giving out tests and quizzes, consider both the group's overall performance and the individual contributions. When you're giving out group assignments, consider grading both the group's overall performance and individual contributions.

Dr. Sheldon Eakins [00:32:18]:
So maybe you have a small group and there's 4 people to a group and each group member has a specific role. So now you can grade them as a team and also grade each member on their assigned role in contribution. This allows students from both cultural backgrounds to feel fairly evaluated and understood. Number 4, encourage reflection on cultural norms. Take time to teach your students about individualism and collectivism. Invite your students to think about their own cultural backgrounds and how these influence their learning preferences. Facilitate classroom discussions or reflective writing assignments that help students understand themselves and learn about their classmates' cultural preferences. Let them learn about each other what their preferences are.

Dr. Sheldon Eakins [00:33:09]:
In conclusion, just like how you might approach managing your refrigerator in a way that relates to your cultural values, the way we design our classrooms and interact with our students can significantly impact their learning experiences. Recognizing the culture dimensions of individualism and collectivism and your teaching practices allows you to create a stronger sense of belonging and supportive learning environment. By being mindful of balancing individual group activities and being sensitive to the diverse cultural backgrounds of your students, you can help every student feel valued and capable of succeeding in your classroom. I'll be sharing more information soon but that's all I have for you today. Remember the words of doctor Martin Luther King Junior. If you can't fly, then run. If you can't run, then walk. But if you can't walk, then crawl.

Dr. Sheldon Eakins [00:33:58]:
But by all means, keep moving. Let's continue to be a voice. We met. This episode was brought to you by the Leading Equity Center. For more podcast interviews and resources, head on over to leading equitycenter.com.

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