CULTURAL COMPETENC

EPresented By: Faye Roberts

Compiled By: Faye Roberts & Phianna Lee

Fall 2013

Objectives Ground Rules Silent Introductions What is Cultural Competence? Models of Cultural Competence Carol’s Story Race, Ethnicity, Culture Worldview: Western VS. Non-western Oppression, Racism, Power Strategies for Developing Cultural Competence Questions? Resources

OVERVIEW

The training must be participatory

Reflect our values of the agency

Carried forward into our programs in our Conversation sessions, mentorships and events

Build on the knowledge sharing of our newcomers to our volunteers and beyond in to the community

To identify the knowledge, skills and attitudes our volunteers have to communicate across cultural boundaries

To put the values of respect and diversity into practice in our everyday lives

OBJECTIVES

Share knowledge Be open Show respect Listen to each other One person speaks at

a time Honest with feedback Give feedback in

writing BE YOURSELF!!!

GROUND RULES

No one should make the claim of being educated until he or she has learned to live in harmony with people who are different.

- A. H. Wilson

SILENT INTRODUCTIO

NS

OBJECTIVES:

To understand the inaccuracies & hurtful impact of assumptions & stereotypes

To understand how stereotypes stigmatize an entire group

To identify sources that perpetuate stereotypes

To identify strategies for eliminating negative stereotypes and assumptions

ASSUMPTIONS & STEREOTYPES

ACTIVITY DESCRIPTION:

Choose a partner with someone whom you do not know

Without soliciting input from partner, each person answers following questions about your partner:

Where is your partner from? Did your partner grow up poor, working-, middle-, or upper-

class? What is your partner’s religious affiliation?

For how many generations has your partner’s family been in this country?

What is your partner’s ethnic origin? What is your partner’s marital status?

How much formal education do your partner’s parents have? How many children does your partner have?

ASSUMPTIONS & STEREOTYPES

After completion of the above, please…

Share assumptions with partners Explain why & how you generated these

assumptions Correct any erroneous statements made

about him/her Describe how it felt to hear these Discuss what factors contribute to the

stereotypes & how they originated

ASSUMPTIONS & STEREOTYPES

WHAT IS CULTURAL

COMPETENCE?

A set of congruent attitudes, practices, policies & structures that come together in a system/agency to enable professionals to work more effectively with members of culturally distinct groups in a manner that values & respects the culture & worldview of those groups

CULTURAL COMPETENCE IS…

Identify & understand the impact of various identities in a given situation

Understand & effectively manage intergroup dynamics to ensure effective communication

Understand & challenge the assumptions/

policies/politics in the system that impact on identities & interactions

CULTURAL COMPETENCE IS…

Knowing everything about every culture/needing to abandon own cultural identity, rather it means a respect for differences & a willingness to accept the idea that there are many ways of viewing the world

CULTURAL COMPETENCE DOES NOT MEAN…

MODELS OF CULTURAL

COMPETENCE

Mason et al.’s (1996) 5-stage model of cultural competence:

1. Cultural destructiveness - Acknowledgement of differences is refused

2. Cultural incapacity - Differences are widely ignored

3. Cultural blindness: - Cultural differences are not viewed as important

4. Cultural precompetence – The need for cultural competence is recognized

5. Cultural competence – Differences are acknowledged & organizations explore issues of equity, viewing people’s

backgrounds as resources

MODEL #1

Pedersen’s 3-stage model of cultural competence:

1. Awareness – of own attitudes & biases as well as the sociopolitical issues that confront culturally different youngsters

2. Knowledge – accumulation of factual information about different cultural groups

3. Skills – integration of awareness competencies to positively impact others from culturally distinct groups

MODEL #2

CAROL’S STORY

Carol is a supervisor of a data-processing unit in a large securities firm. Her department includes employees of several different nationalities. She has had a recurring problem dealing with unique management issues when these cultures clash…

“It is difficult keeping harmony in the department. Each culture seems to form cliques. You can see it when you look in the cafeteria at lunch time – the West Indians sit over here, the Portuguese over here, and the Filipinos and East Indians in the other two corners.

It’s hard to develop a team spirit, especially when most of the time they speak to each other in their mother tongue. Today, for example, Sheena refuses to work beside Mohammed because she claims he put a curse on her. How am I supposed to manage that?”

RACE & ETHNICITY

Originally the term race was used to sort races on basis of phenotypic/permanent physical characteristics; therefore, many racial distinctions were determined on basis of physical differences

Currently, race operates as a social construction that frequently refers more to social & political interactions & dynamics that subordinate nonwhite groups than to skin colour, genetic/biological features

Race as a Construct Related to Cultural Competence

Ethnicity describes groups in which members share a cultural heritage from one generation to another

Attributes include a group image & a sense of identity derived from contemporary cultural patterns (e.g. values, beliefs & language) & a sense of history)

Ethnicity as a Construct Related to Competence

Many similarities between race & ethnicity

Race Broad encompassing term reflects physical characteristics & social status

Ethnicity Often refers to nationality & country of origin

What is the difference between race and ethnicity?

Asians represent a racial group on basis of their skin color and physical features

Varying ethnic groups among Asians (Koreans, Hmongs, Japanese, Vietnamese)

People of same ethnicity may have different racial origins

Latinos may share similarities in geographical origin, but represent various racial backgrounds (Caucasian, African, Indian)

EXAMPLE…

[16] What is Culture? (pp. 53-55)

ACTIVITY: What is Culture?

Culture sum total of ways of living developed by a group of human beings to meet biological & psychosocial needs

Includes patterns of thought, behaviour, language, customs, institutions & material objects

Integrated pattern of human behavior, which includes thoughts, communication, action, customs, beliefs, values & instructions of a racial, ethnic, religious/social group.

Culture as a Construct Related to Competence

Cultural differences between groups frequently result in cultural conflict because dominant cultural group often assumes that its way of thinking, behaving & responding to the world is superior & even universally standard

Must recognize & accept reality that various cultural groups have vastly different fundamental beliefs & philosophical orientations

Culture as a Construct Related to Competence

Often someone who has not been initiated into a particular culture has little knowledge of the more deep-seated aspects of culture:

◦ Patterns of thought◦ Perceptions about male-female relationships◦ Notions of ability & disability◦ Dictates governing children’s role in the family

Culture as a Construct Related to Competence

WORLDVIEW: WESTERN VS. NON-WESTERN

GROUP ACTIVITY

[14] Personal Influences (pp. 45-47)

PERSONAL INFLUENCES

Provides helpful framework for understanding how different cultural groups make sense of & interpret their experiences and worlds

Worldviews consist of one’s attitudes, values, opinions, concepts, thought & decision-making processes, as well as how one behaves & defines events

Worldview as a Construct Relatedto Cultural Competence

To understand various cultural worldviews, must make 2 distinctions:

◦ 1) Western cultural orientation people of various European ancestries & usually approximates a White, middle-class norm

◦ 2) Non-Western cultural orientation culturally distinct groups of African, Asian, Latino & Indian ancestry

WESTERN VS. NON-WESTERN

WORLDVIEWS: Western VS. Non-Western

Cultural Orientations

OPPRESSION

Oppression: A system that allows access to the services, rewards, benefits & privileges of society based on membership in a particular group

Umbrella term that captures all forms of domination & control (racism, sexism, heterosexism & classism)

Recognizing & Responding to Oppression

as a Form of Cultural Competency

People can experience single/multiple forms of oppression

African-American female receiving special education services may experience:

◦ Racism = representative of a culturally different group◦ Sexism = result of her gender◦ Linguicism = does not speak Standard English◦ An internalized sense of shame & embarrassment,

because of stigma associated with a diagnosed learning disability

Recognizing & Responding to Oppression as a Form of Cultural

Competency

RACISM

GROUP ACTIVITY

Personal Barriers (p. 117)

PERSONAL BARRIERS

1. Overt & covert racism

2. Institutional racism

3. Societal racism

4. Civilizational racism

TYPES OF RACISMS

Overt racism:

◦ Intentional & deliberate form of racism purposely enacted to inflict pain solely on basis of race

Covert racism:

◦ Unplanned & unintentional, yet yields consequences similar to overt forms of racism

E.g. When a child of colour registers for class in a new school

Assumed, on basis of skin colour & perhaps social class, he/she requires a class for children with low abilities

In reality, child may have a stellar academic record & be eligible for gifted education services

TYPES OF RACISMS

Institutional racism:

◦ Policies & practices within an organization that penalize members of a particular group on basis of race

Societal racism:

◦ When social & cultural assumptions of 1 group are favoured over norms & dictates of another

E.g. Definition of a “model” nuclear family = 2 heterosexual parents & their offspring(s)

Deviations from this dominant cultural dictate = aberrations & consequently, devalued

TYPES OF RACISMS

Civilizational racism:

◦ Functions as a broad construct deeply embedded in how people think

Different groups = different orientations toward the world

Dominant groups/civilizations often assign subordinate status to the values & viewpoints of groups as lower in societal hierarchy

Values & viewpoints of dominant groups often prevail as superior forms of functioning & become deeply embedded in fabric of society (seldom questioned)

Based on many forms of scientific thought & often assume prevalence in popular culture & behaviour

TYPES OF RACISMS

POWER

GROUP ACTIVITY

http://www.youtube.com/watch?v=p56b6nzslaU (9:31 mins) http://www.youtube.com/watch?v=bHoP-WnTXkk (10:35 mins)

Describes what happens when a person who is perceived as different enters a new group setting

Uses symbols rather than actors to avoid making specific references to culturally different groups

By using Os to represent those in the minority & Xs represent the dominant group, emphasis is placed on issues as opposed to people

Promotes understanding & cooperation

Discuss your reactions Discuss the extent to which these dynamics occur when people

interact Discuss examples of feeling different in their personal lives &

examples of how we observe & respond to difference when it occurs in reality

The Tale of “O” on Diversity

What happens when “X”s and “O”s are people?

How do “O”s feel in a group setting in which they are a numerical minority?

What are some personal examples of feeling different in your own life?

The Tale of “O” on Diversity

Function of power & powerlessness when individuals from different racial & cultural groups interact

Power: a sociopolitical process that effects change & wields influence over others, especially in a manner that diminishes one’s own sense of personhood

Inability of a person to effect change & influence the outcomes in her/his life

Status differentials exist between an individual with more power & 1 with less power

Recognizing & Responding to Power & Privilege as a Form of Cultural

Competency

Embedded in values of individualism, personal mastery, competition & acquisition of material goods are notions that individuals must exercise control, dominion & authority

Power can be exercised justly & equitably, too frequently power is abused so that individuals with less power are manipulated, controlled & coerced > themselves & others

Be used for self-enhancement to reinforce another individual’s sense of powerlessness & inadequacy

POWER DYNAMICS

Conformity – person prefers aspects of the dominant culture to her/his own culture

Dissonance – person challenges previously held beliefs & attitudes

CONFORMITY vs. DISSONANCE

STRATEGIES FOR DEVELOPING

CULTURAL COMPETENCE

Class, race, sexuality, general—and all other categories by which we categorize and dismiss each other—need to be excavated from the inside. - Dorothy Allison

GROUP ACTIVITY

[13] Ups & Downs (pp. 43-44)

UPS & DOWNS

1. Valuing diversity2. Engaging in cultural self-assessments

3. Understanding the dynamics of difference4. Developing cultural knowledge

5. Adapting to culture, especially to its deep structural aspects6. Establishing cultural reciprocity

6 BASIC PRINCIPLES

1) Valuing diversity: acknowledging & celebrating diverse values & viewpoints

2) Cultural self-assessments: self-assess one’s own identities, attitudes, values & beliefs, if done critically, allow individuals & systems to determine what areas to address & change = “cultural therapy”

Individuals & organizations must examine their cultural attitudes, assumptions, worldviews, values, prejudices & biases

Generally reluctant to engage in this self-assessment process

6 BASIC PRINCIPLES

3) The Dynamics of Difference: include stereotypes we all bring to any interaction, which affect interacting with others & should bridge cultural schisms that currently impede mutual acceptance & understanding between culturally different groups

When 2 individuals from different cultures interface, both bring aspects of this dyad & their assumptions & stereotypes about someone from the other group

Often results in cultural conflicts & misunderstandings

6 BASIC PRINCIPLES

4) Developing Deep Cultural Knowledge: of culture of self & others enhances interaction

Being willing to ask for & seek out information from others

If truly interested in learning about the “other,” opened-hearted questioning of others usually reveals much useful information:

◦ Reading extensively◦ Engaging in public education◦ Using media materials◦ Personally experiencing these groups

6 BASIC PRINCIPLES

5) Adapting to cultural differences: process in which individuals & systems include, analyze & infuse funds of cultural knowledge & artifacts into organization, structure & processes

Valuing cultural & other forms of difference & including these forms of difference in the routines of teaching & learning exemplify this principle

Adapting to diversity can be awkward, but can use people’s differences as a bridge from which to grow & increase knowledge

6 BASIC PRINCIPLES

6) Cultural Reciprocity:

Represents shared & mutual process of collaboration involving individuals, families/other institutions

Involves a willingness to consider the assumptions that culturally diverse individuals & families have that could impact the educational process for children

Focus on people’s perspective

6 BASIC PRINCIPLES

INDIVIDUAL EXERCISE

Cultural Competence: Self-Assessment Form from “Diversity Mosaic” on pg. 37 + Scoring Categories on pg. 41

CULTURAL COMPETENCE:

SELF-ASSESSMENT

http://www.doe.virginia.gov/special_ed/tech_asst_prof_dev/self_assessment/disproportionality/cultural_competence_manual.pdf

RESOURCES