CULTURAL COMPETENCE

1. CULTURAL COMPETENCE

2. OVERVIEW • 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

3. OBJECTIVES • 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

4. GROUND RULES • 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!!!

5. 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

6. Silent Introductions

7. Assumptions & Stereotypes 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

8. 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?

9. 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

10. WHAT IS CULTURAL COMPETENCE?

12. CULTURAL COMPETENCE IS… • 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

13. 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

14. CULTURAL COMPETENCE DOES NOT MEAN… • 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

15. MODELS OF CULTURAL COMPETENCE

16. MODEL #1 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

17. MODEL #2 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

19. CAROL’S STORY

20. 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…

21. “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?”

22. RACE & ETHNICITY

24. Race as a Construct Related to Cultural Competence • 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

25. Ethnicity as a Construct Related to 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)

26. What is the difference between race and ethnicity? • Many similarities between race & ethnicity • Race Broad encompassing term reflects physical characteristics & social status • Ethnicity Often refers to nationality & country of origin

27. Example… • 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)

28. ACTIVITY: What is Culture? • [16] What is Culture? (pp. 53-55)

29. Culture as a Construct Related to Competence • 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.

30. 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

31. 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

32. WORLDVIEW: WESTERN VS. NON-WESTERN

33. GROUP ACTIVITY

34. PERSONAL INFLUENCES • [14] Personal Influences (pp. 45-47)

35. Worldview as a Construct Relatedto Cultural Competence • 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

36. WESTERN VS. NON-WESTERN • 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

37. WORLDVIEWS: Western VS. Non-Western Cultural Orientations

38. OPPRESSION

39. Recognizing & Responding to Oppression as a Form of Cultural Competency • 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)

40. 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

41. RACISM

42. GROUP ACTIVITY

43. PERSONAL BARRIERS • Personal Barriers (p. 117)

44. TYPES OF RACISMS • 1. Overt & covert racism • 2. Institutional racism • 3. Societal racism • 4. Civilizational racism

45. 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

46. 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

47. 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

48. POWER

49. GROUP ACTIVITY

50. The Tale of “O” on Diversity • 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