WHAT IS CULTURAL PROFICIENCY? Dr. Richard A. Gregory Educational Leadership & Policy Studies

The Beginnings 1989, Dr. Terry Cross, Executive Director of National Indian Child Welfare Association, Portland, OR Monograph, “Toward a Culturally Competent System of Care,” Mental health Behavior, practice and policies are focus areas, can be applied to organizational and individual practices DIFFERENCE- Most diversity programs are used to explain the nature of diversity or process of learning about or acquiring new cultures. Inside-out approach allows responding to the environment shaped by its diversity. Lindsey, Robins & Terrell further develop the concept as Cultural Proficiency for K-12 Schools.

Definitions Comparisons Cultural Proficiency is a way of being that enables both individuals and organizations to respond effectively to people who differ from them (Lindsey, Robins, Terrell, 2003,2009) Similar to Nieto (2004) the definition of culture is broad, encompassing race, ethnicity, language, gender, sexual orientation, abilities and other differences. In addition CP is informed by the works of Nieto (2000, 2004), Ogbu (1978, 1992), Obiakor (2001) and Banks (1999, 2001, & 2004) Cultural Competence is behavior that is aligned with standards designed to gain cultural proficiency. Lindsey, et. al. (2003,2009) has identified Four tools of cultural competence.

Four Tools of Cultural Competence The Barriers: Three caveats in resistance to change: 1) presumption of entitlement , 2) unawareness of the need to adapt and, 3) systems of oppression The Guiding Principles: Underlying values The Continuum: Provides terms that identify healthy and unhealthy values, policies, practices and behaviors- individuals & organizations The Essential Elements: five behavioral standards measuring growth to proficiency

Barriers The presumption of entitlement ( belief that all of the personal achievements and societal benefits that one has were accrued solely on one’s merit & character) Unawareness of the need to change (others need to change or adapt to them) Systems of Oppression- systems of institutionalized racism, sexism, heterosexism, ageism and ableism. These systems are supported and sustained without the permission and knowledge of the people they benefit. Domination of individuals and groups is perpetuated through the systems of oppression present in the organization.

Six Points of the Continuum Cultural Destructiveness Cultural  Blindness Cultural  Competence Cultural Incapacity Cultural Precompetence Cultural Proficiency

Bifurcation of the Continuum: Unhealthy & Healthy The first three points of the continuum (destructiveness, incapacity & blindness) emerge from the barriers- unhealthy values, behaviors, practices and policies- TOLERATE The last three points of continuum (precompetence, competence, proficiency) are informed by guiding principles and healthy values, behaviors, practices and policies- TRANSFORMATIVE

The Essential Elements Name the differences: Assess culture Claim the differences: Value Diversity Reframe the differences: Manage the dynamics of difference Train about the differences: Adapt to diversity Change for differences: Institutionalize cultural knowledge

The Guiding Principles Culture is a predominant force; you cannot NOT be influenced by culture People are served in varying degrees by the dominant culture It is important to acknowledge the group identity of individuals Diversity within cultures is important; cultural groups are neither homogeneous nor monolithic Respect the unique cultural needs that members of dominated groups may have

Principles (cont’d) The family, as defined by each culture, is the primary system of support for education of children Marginalized populations must be at least bicultural & schools must be equipped to respond Cross-cultural dynamics must be acknowledged and accepted Schools must incorporate cultural knowledge into practice and policymaking

An Historical Perspective Before 1950s: Segregation 1950s: Desegregation 1960s: Integration, equal access, equal rights 1970s: Equal Benefits, multiculturalism 1980s: Diversity 1990s: Cultural competence 2000s: Cultural Proficiency

Culture Defined Is more that just ethnicity and race Includes all human characteristics: age, gender, geography, ancestry, art, law, traditions, language, mores, language, history, religion, sexual orientation, physical abilities, occupations, affiliations and more. Each person may belong to several different cultural groups

Benefits of Cultural Proficiency Enhance students’ ability to learn and teachers’ ability to teach Prepare students to find their own places in the global community they will enter when they leave school Promote positive community relations Prepare students for outstanding citizenship in the global community Foster effective leadership Positively impact the achievement gap

Findings Toward Receptivity of Cultural Proficiency Comparison of pre and post group means of graduate students shows significant scale score growth after exposure to the Cultural Proficiency approach. Junior High School teachers displayed a “middle” scale score mean; while the administrators in the same school returned a receptivity scale score nearly 10 points higher than the teacher group mean.