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

2. 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.

3. 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.

4. 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

5. 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.

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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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.