Reducing Dropout Among Culturally and Linguistically Diverse Students

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Webcast Details

Aired on: May 9th, 2017

3:30–4:30 p.m. (ET)

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Our Guest(s) This Week

Emily E. Mupinga

Emily E. Mupinga is a doctoral candidate in Counselor Education and Supervision and is a lecturer in the School of Lifespan Development and Educational Sciences at Kent State University. Mrs. Mupinga holds a Certificate in Education from Gweru Teacher's College (Zimbabwe), a BS in Psychology, an MS in Human Ecology (Child & Family Sciences concentration) from Louisiana State University, and an MS in Clinical Mental Health Counseling from Indiana State University. She is a member of the National Council on Family Relations, the American Counseling Association, the Ohio Counseling Association, and the Zimbabwe Counseling Association. Mrs. Mupinga teaches human development and cultural diversity courses. Her research interests are in intercultural competencies and the education and adjustment experiences of culturally and linguistically diverse students.

Davison Mupinga, PhD

Davison Mupinga, PhD, is an associate professor in the Career and Technical Teacher Education program at Kent State University, specializing in the preparation of career and technical teachers/instructors and trainers. He has conducted workshops and presented at national and international conferences on assisting disadvantaged populations in schools, including conferences in Zimbabwe, Kenya, Lesotho, Uganda, and South Africa. Dr. Mupinga has held faculty positions at the University of Zimbabwe, State University of New York, Oswego, and Indiana State University. His research interests are in global competencies and multicultural education.

This Week's Topic

Our American society is more diverse now and the numbers of culturally and linguistically diverse (CLD) students is on the increase. A National Center for Education Statistics 2014 estimate (Education Week, 2014) has minority schoolchildren making up approximately 50.3% of school enrollment. This means that the culturally and linguistically diverse student who used to be in the minority is now part of the majority.

As the numbers of CLD students in our education systems increase, their presence has a significant impact on teaching. These students have unique needs that require skilled educators who can differentiate instruction and provide culturally appropriate resources and learning opportunities to support their learning. Unfortunately, many CLD students face multiple barriers to academic achievement, high school completion, and postsecondary attainment. Practitioners, administrators, researchers, and others need to develop and utilize various strategies to address the challenges CLD students face. This will in turn work to reduce the number of students dropping out of our education systems.

This webcast, based on data collected from Ohio, describes the characteristics of CLD students and the approaches some veteran teachers are using to effectively teach and engage CLD students in order to ensure that they graduate. This presentation will:

  • discuss characteristics and needs of CLD students,
  • discuss challenges experienced by teachers and students in CLD classrooms,  and
  • share helpful strategies for teaching and engaging CLD students.

Questions/Comments and Suggestions:
Email Davison M. Mupinga (dmupinga@kent.edu) or Emily E. Mupinga (emupinga@kent.edu).
Comment or start a conversation on the dropoutprevention.org discussion board below.
Join a Twitter conversation @NDPCn #NDPCn #SolutionsToTheDropoutCrisis
Post to the National Dropout Prevention Center/Network Facebook page @NDPCN

Presentation PowerPoint

Additional Resources
Culture in the classroom. (2017). Teaching Tolerance: A Project of the Southern Poverty Law Center. Retrieved from http://www.tolerance.org/culture-classroom
Daniel, J., & Friedman, S. (2005, November). Preparing teachers to work with culturally and linguistically diverse children. Beyond the Journal: Young Children on the Web. Retrieved from http://www.naeyc.org/files/yc/file/200511/DanielFriedmanBTJ1105.pdf
Deardorff, D. K. (2009). How do I approach my role in teaching students with very different cultural backgrounds? Retrieved from University of North Carolina website: http://soe.unc.edu/news_events/news/2009/090917_esl_workshop/2_Model_of_intercultural_competence.pdf
Kotkin, J. (2010, August). The changing demographics of America. Smithsonian Magazine. Retrieved from http://www.smithsonianmag.com/40th-anniversary/the-changing-demographics-of-america-538284/?page=2
Maxwell, L. A. (2014, August 19). U.S. school enrollment hits majority-minority milestone. Education Week. Retrieved from http://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html
National Association for the Education of Young Children. (1995). Responding to linguistic and cultural diversity recommendations for effective early childhood education. (A position statement adopted November 1995.) Retrieved from https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF
Ross, L. (n.d). Connect with kids and parents of different cultures: Develop positive relationships with today’s diverse families, grades pre-K, 1–2, 3–5, 6–8. Retrieved from Scholastic website: http://www.scholastic.com/teachers/article/connect-kids-and-parents-different-cultures-0#
Terry, N. P., & Irving, M. A. (2010). Cultural and linguistic diversity: Issues in education. In Colarusso, R., & O’Rourke, C. M. (Eds.), Special education for all teachers (5th ed.) (pp. 109-132). Dubuque, IA: Kendall Hunt Publishing Company.

Link also to multiple self assessments and tools from the National Center for Cultural Competence at Georgetown University’s Center for Child and Human Development at https://nccc.georgetown.edu/resources/assessments.html#