1. cultural and linguistic competence:
a compelling need in higher education
Tawara D. Goode
Assistant Professor
Director, National Center for Cultural Competence
Associate Director, University Center for Excellence in Developmental Disabilities
Center for Child and Human Development
Georgetown University
June 3, 2014
National Center
for Cultural Competence

2. OBJECTIVES Participants will:
Describe a conceptual framework for a cultural competence model.
Delineate how to advance and sustain such practices at both individual and organizational levels.
Explore the implications of these concepts to the mission and goals of HERC and MnCUPA-HR and their respective academic institutions.
Slide Source:© National Center for Cultural Competence

3. Cultural and Linguistic Competence in Higher Education
Reasons to Address
Cultural and Linguistic Competence in Higher Education
The formal education of many faculty and staff has not prepared them to incorporate cultural and linguistic competence into their core responsibilities (e.g., teaching, research, counseling, human resources, faculty and student support services, community engagement)
To facilitate workforce diversity, both for its reflection of the population served and for its inherent strengths
To serve the institution’s best interests by providing a competitive edge in (1) recruiting and retaining faculty, staff, and students; and (2) obtaining grant funding for teaching, service, research, community engagement and other university initiatives
T.D. Goode
Slide Source:© National Center for Cultural Competence

4. Cultural and Linguistic Competence in Higher Education
Reasons to Address
Cultural and Linguistic Competence in Higher Education
To ensure that students develop prerequisite areas of awareness, knowledge, and skills in cultural and linguistic competence within the contexts of their chosen fields of study
To prepare the future workforce to thrive in a multicultural environment
To respond to legislative, regulatory, and accreditation mandates
T.D. Goode
Slide Source:© National Center for Cultural Competence

5. Cultural and Linguistic Competence in Higher Education
Reasons to Address
Cultural and Linguistic Competence in Higher Education
Demographic changes in the U.S., its territories, and tribal communities.
Slide Source:© National Center for Cultural Competence

6. What are demographic trends for the USA
Slide Source:© National Center for Cultural Competence

7. A demographic reality
A series of projections from the U.S. Census Bureau estimates:
in the year 2046 the nation will become “majority-minority” (all people except for those that are non-Hispanic, single-race white).
the population under 18 years of age will reach this status by 2018 or 2019.
the working-age population is projected to become majority-minority between 2036 (high series) and 2042 (constant series).
Data Source: U.S. Census Bureau. Retrieved on 5/25/14 from
Slide Source:© National Center for Cultural Competence

8. DEFINITION OF LEGAL PERMANENT RESIDENT
A legal permanent resident or “green card” recipient is defined by immigration law as a person who has been granted lawful permanent residence in the United States.
Permanent resident status confers certain rights and responsibilities. Legal Permanent Residents may live and work permanently anywhere in the United States, own property, and attend public schools, colleges, and universities.
Legal Permanent residents may also join certain branches of the Armed Forces and apply to become U.S. citizens if they meet certain eligibility requirements. (p. 1/6)
Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report,
Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years
Slide Source:© National Center for Cultural Competence

9. Top 10 Countries of Birth of Legal Permanent
Residents in the United States in 2012
Total ,031,631
Mexico
China, People’s Republic
India
Philippines
Dominican Republic
Cuba
Vietnam
Haiti
Colombia
S. Korea
146,406
81,406
66,434
57,327
41,566
32,820
28,304
22,818
20,931
20,846
14.2%
7.9%
6.4%
5.6%
4.0%
3.2%
2.7%
2.2%
2.0%
Data Source: U.S. Department of Homeland Security, Office of Immigration
Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report,
Randal Monger & James Yankay. Table 3-Flow by Region and
Country of Birth, Fiscal Years
Slide Source:© National Center for Cultural Competence

10. Legal Permanent Resident Flow by Metropolitan Area of Residence 2012
Total ,031,631
New York-Northern New Jersey-Long Island [NY, NJ, PA]
Los Angeles-Long Beach-Santa Ana [CA]
Miami-Ft. Lauderdale-Pompano Beach [FL]
Washington-Arlington-Alexandria [DC, VA, MD, WV]
Chicago-Joliet-Naperville [IL, IN, WI]
Houston-Sugar Land-Baytown [TX]
San Francisco-Oakland-Fremont [CA]
Boston-Cambridge-Quincy [MA, NH]
Atlanta-Sandy Springs-Marietta [GA]
Other
179,011
81,505
66,153
39,365
34,898
31,738
28,010
25,042
21,289
495,881
17.4%
7.9%
6.4%
3.7%
3.4%
3.1%
2.9%
2.4%
2.1%
48.1%
Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report, Randal Monger & James Yankay. Table 5- Legal Permanent Resident Flow by Metropolitan Area of Residence, Fiscal Years
Slide Source:© National Center for Cultural Competence

11. American Community Survey One-Year Population Estimates for 2012
Total Population = 313,914, One Race = 304,840,426
White……………………………………………………..
Hispanic or Latino (of any race)……………………….
Black or African American …………………………….
American Indian and Alaska Native…………………..
Asian …………………………………………………….
Native Hawaiian and Other Pacific Islander ………...
Two or more races ……………………………………..
Some Other Race ……………………………………...
231,992,377
52,961,017
39,623,138
2,563,505
15,555,530
543,198
9,073,614
14,562,678
Data Source: U.S. Census Bureau, American Fact Finder, 2012 ACS, 1 Year Estimates , DP05
Slide Source:© National Center for Cultural Competence

12. Getting on the Same Page:
Definitions and Conceptual Frameworks
Cultural Competence
Linguistic Competence
Slide Source:© National Center for Cultural Competence

13. Are we on the same page? culturally aware cultural humility culturally
relevant
culturally competent
linguistically appropriate
cultural
sensitivity
culturally & linguistically competent
multicultural competence
culturally appropriate
linguistically
competent
culturally effective
cultural
proficiency
culturally relevant
cultural responsiveness
T.D. Goode
Slide Source:© National Center for Cultural Competence

14. CULTURAL COMPETENCE
policies
practices
behaviors
structures
attitudes
…requires that organizations have a clearly defined, congruent set of values and principles, and demonstrate behaviors, attitudes, policies, structures, and practices that enable them to work effectively cross-culturally.
(adapted from Cross, Bazron, Dennis & Isaacs, 1989.
Slide Source:© National Center for Cultural Competence

15. Five Elements of Cultural Competence individual level
acknowledge cultural differences
understand your own culture
engage in self-assessment
acquire cultural knowledge & skills
view behavior within a
cultural context 1 2 3 4 5
(Cross, Bazron, Dennis and Isaacs, 1989)
Slide Source:© National Center for Cultural Competence

16. Five Elements of Cultural Competence
organizational level 1
value diversity 2
conduct self-assessment 3
manage the dynamics of difference 4
institutionalize cultural knowledge 5
adapt to diversity (values, polices, structures & services)
(Cross, Bazron, Dennis and Isaacs, 1989)
Slide Source:© National Center for Cultural Competence

17. ESSENTIAL ELEMENTS IN A CULTURALLY COMPETENT SYSTEM
These five elements must be manifested at every level of an
organization or system including:
policy making
administration
practice & service delivery
patient, family, consumer
community
and reflected in its attitudes, structures, policies, practices, and services.
Adapted from Cross, Bazron, Dennis, & Isaacs, 1989
Slide Source:© National Center for Cultural Competence
Slide Source:© National Center for Cultural Competence
These five elements must be manifested at every level of an organization including:
policy makers
administration
practice & service delivery
patient/family/consumer
community
and reflected in its attitudes, structures, policies, practices, and services.

18. Cultural Competence Continuum
(Cross, Bazron, Dennis and Isaacs, 1989)
Cultural Proficiency
Cultural Competence
Cultural Pre-Competence
Cultural
Blindness
Cultural Incapacity
Cultural Destructiveness
Slide Source:© National Center for Cultural Competence

19. ME!!! look like, talk like, move like, think like, believe like,
As a culturally competent _________
I am capable of interacting positively with
people who do NOT
look like,
talk like,
move like,
think like,
believe like,
act like,
love like...
live like...
ME!!!
Source Multnomah County Department of Health.
Modification from Mike Magy,
Massachusetts Department of Mental Health, November
Slide Source: The National Center for Cultural Competence, 2014

20. Getting on the Same Page:
Definitions and Conceptual Frameworks
Linguistic Competence
Health Literacy
Slide Source:© National Center for Cultural Competence

21. What are the demographic trends in languages spoken in the
Slide Source:© National Center for Cultural Competence

22. Languages Spoken at Home in the U.S. in 2012
Total Population 5 years and over ,003,714
English only ,262,934 (79%)
Total other languages ,740,779 (20%)
Speak Spanish or Spanish Creole ,325,155
Speak Indo European languages ,034,625
(French [Patois, Cajun], French Creole, Italian, Portuguese, Portuguese Creole, German, Yiddish, Other West Germanic languages, Scandinavian languages, Greek, Russian, Polish, Serbo-Croatian, Other Slavic languages, Armenian, Persian, Gujarathi, Hindi, Urdu, Other Indic languages)
Speak Asian and Pacific Island languages ,752,336
(Chinese, Japanese, Korean, Mon-Kymer, Cambodian, Miao, Hmong, Thai, Laotian, Vietnamese, Tagalog, other Pacific Island language)
Other Languages ,756,099
(Navajo, Other Native American languages, Hungarian, Arabic, Hebrew, African languages, other unspecified languages)
Data Source: U.S. Census Bureau, American Fact Finder, American Community Survey-1 Year Estimates, Table S1601
Slide Source:© National Center for Cultural Competence

23. What is Linguistic Isolation?
Linguistic isolation refers to households in which no person over the age of 14 speaks English at least very well
Linguistically Isolated Households in the United States in 2012
All households %
Households speaking--
Spanish %
Other Indo-European languages 15.5%
Asian and Pacific Island languages 26.7%
Other languages %
Data Source: U.S. Census Bureau, American FactFinder,
2012 American Community Survey- 1 Year Estimates, Table S1602
Slide Source:© National Center for Cultural Competence

24. What is linguistic competence?
What should you know about linguistic competence in your role or position?
Slide Source: National Center for Cultural Competence

25. Linguistic Competence
is the capacity of an organization and its personnel to
communicate effectively, and convey information in a
manner that is easily understood by diverse groups
including persons of limited English proficiency, those
who are not literate or have low literacy skills,
individuals with disabilities, or those who are deaf or
hard of hearing
requires organizational and provider capacity to
respond effectively to the health literacy and mental
health literacy needs of populations served
ensures policy, structures, practices, procedures
and dedicated resources to support this capacity
Slide 7- provides the written version of the NCCC’s conceptual framework and definition of linguistic competence. Click and scroll down for full definition guiding values, and principles The audience is sometimes asked how this definition relates to the services and supports provided by their agency or organization; additionally, some audience members share with the group how their agency implements linguistic competence.
Goode & Jones, Revised 2009, National Center for Cultural Competence
Slide Source:© National Center for Cultural Competence

26. What are the legal mandates, guidance, or standards related to linguistic competence and language access
Slide Source:© National Center for Cultural Competence

27. SEC. 601 TITLE VI--NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS
Title VI - Civil Rights Act of 1964
SEC. 601 TITLE VI--NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS
Title VI of the Civil Rights Act of Sec. 601 ensures –nondiscrimination in Federally Assisted programs and states that “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”.
Sec. 601 is the broad non-discrimination statement with respect to race, color and national origin, but it does not offer anything specific with respect to language access requirements under Title VI. See: HHS LEP Guidance at 68 Fed. Reg. 153,
In fact, Title VI and implementing regulation speak to national origin discrimination and are silent on the issue of LEP accessibility.
When recipients refuse to come into compliance, federal funding can be terminated, and /or the case is referred to the DOJ for enforcement actions
First, OCR can begin proceedings to suspend or terminate FFA from providers who are found non-compliant with Title VI. 45 CFR Sec et. Seq. See at:
Second, OCR can refer a case to DOJ for enforcement action when a recipient refuses to take corrective actions to remedy a violation finding. Id.
However, in most cases recipients comply voluntarily once OCR points out compliance concerns.
Data Source: Civil Rights Act of 1964, P.L
Slide Source: © National Center for Cultural Competence 27

28. Who Does Title VI Protect?
EVERYONE!
Title VI states that:
“no person shall be discriminated against on the basis of race, color, or national origin. Section 601 and 42 USC 2000d et. Seq.
Title VI protects persons of all colors, races, and national origins.
Title VI protects against national origin discrimination and are not limited to U.S. citizens.
Point #2 includes immigrant access. Important to note that in the case of states where state law indicates that the state’s only language is English “English Only States”, Federal law trumps state law.
Example: Applications for public benefits are open to anyone- some state employees feel that they can not share applications with someone that is believed to be undocumented
Data Source: Civil Rights Act of 1964, P.L
Slide Source: © National Center for Cultural Competence 28

29. Linguistic Competence: LEGAL MANDATES & GUIDANCE
Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons
The HHS Guidance and CLAS are tools to use to help providers and organizations address access.
Although the CLAS standards, particularly the communication standards, do not represent statutory requirements, failure by a recipient of Federal financial assistance to provide services consistent with the communication standards could result in a violation of Title VI of the Civil Rights Act of 1964 implementing regulation (Title VI). See 42 USC 2000d et. Seq. and 45 CFR Part 80.
Therefore, although the CLAS communication standards do not represent legal requirements in all cases, implementation of these goals will help ensure that health care organizations and individual providers serve persons of diverse backgrounds in a culturally and linguistically appropriate manner and in accordance with the law.
With current technology, it should be possible for health care organizations and providers to provide language assistance services in a cost-effective manner.
Health care organizations and individual providers are encouraged to seek technical assistance from the HHS Office for Civil Rights or review the “HHS’ Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons” to assess whether or to what extent language access services must be provided in order to comply with the Title VI requirement to take reasonable steps to provide meaningful access to their programs by LEP persons.
Slide Source:© National Center for Cultural Competence

30. Who is Covered Under Title VI?
Recipients of HHS assistance may include, for example:
Hospitals, nursing homes, home health agencies, and managed care organizations
Universities and other entities with health or social service research programs
State, county, and local health agencies
State Medicaid agencies
State, county and local welfare agencies
Programs for families, youth, and children
Head Start programs
Public and private contractors, subcontractors and vendors
Physicians and other providers who receive Federal financial assistance from HHS
Under Title VI, Federal financial assistance includes, among other things, grants and loans of Federal funds, training, use of equipment and donations of surplus property.
Slide Source: © 2014 National Center for Cultural Competence

31. Characteristics of Culturally and Linguistically Competent Systems, Organizations & Personnel
Slide Source:© National Center for Cultural Competence

32. Characteristics of Culturally and Linguistically Competent Organizations and Systems
Philosophy
Mission statement
Policies, Structures, Procedures, Practices
Diverse Knowledgeable Skilled Workforce
Dedicated Resources & Incentives
Community Engagement & Partnerships
Conduct of Research with and for Diverse Communities
Publish and Disseminate
Advocacy (disparities, equity, social justice)
Slide Source:© National Center for Cultural Competence

33. Implications for the Upper Midwest HERC and MnCUPA-HR
Slide Source:© National Center for Cultural Competence

34. CANNOT ACHIEVE THE SOLE AIM OF THE UMW HERC
AND THE PURPOSE OF THE MnCUPA-HR
WITHOUT CULTURAL AND LINGUISTIC COMPETENCE
sole aim is to help the most diverse and qualified candidates find the right jobs at our institutions
improve its recruitment and retention efforts through greater regional and national exposure for your open positions
gain access to a highly educated and unusually diverse pool of jobseekers
offer free professional development opportunities to faculty and staff
capitalize on the purchasing power that comes with pooled resources
Slide Source: National Center for Cultural Competence,2014

35. Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR
Comprehensive regional and national higher education jobs websites
Member collaboration on facilitating dual-career employment and state-of-the art dual-career search technology
Partnerships with associations, societies, and publications that serve women and minorities
Website structure - appeal, images, language
University philosophy and campus climate
Diverse array of institutional partnerships coupled with personal relationships
T.D. Goode
Slide Source:© National Center for Cultural Competence

36. Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR
National advertising campaigns to promote the HERC websites
Conference attendance to reach out to women and minority jobseekers with a special emphasis on STEM professionals
Campaign design and audiences of focus
Place emphasis on community engagement in addition to or instead of outreach
Slide Source:© National Center for Cultural Competence

37. Differentiating Community Outreach from Community Engagement
The NCCC asserts that there is a distinct philosophical difference between outreach and engagement, particularly as it relates to the values and principles of cultural and linguistic competence. Outreach implies a unilateral or one-way approach from the organization or agency to the community, whereas engagement implies the bilateral or two-way exchange.
Slide Source:© National Center for Cultural Competence

38. Differentiating Community Outreach from Community Engagement
Community outreach is defined as the act of reaching out by a program or other entity for extending assistance or services to the community, especially as an act of charity or goodwill.
Retrieved from and adapted
on 11/16/12.
Slide Source:© National Center for Cultural Competence

39. Differentiating Community Outreach from Community Engagement
Community Engagement is “the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people.”
Retrieved from Principles of Community Engagement, Center for Disease Control and Prevention: on 11/16/12
Slide Source:© National Center for Cultural Competence

40. Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR
Professional development opportunities for members, including regional member conferences and webinars
HERC member discounts with key higher education vendors
Professional development that taps into topics such as conscious and unconscious biases, inequities, “the ISMs,” LGBT, conflict resolution, changing the culture of campus climate, understanding difference,
Vendors are representative of diverse populations in the U.S., its territories, and tribal communities
Slide Source:© National Center for Cultural Competence

41. Taking the next steps

42. National Center for Cultural Competence
CONTACT US
National Center for Cultural Competence
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