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Cultural Competence in Academic Advising

Cultural Competence in Academic Advising. What is cultural competence?. The ability to effectively interact with people from different cultural backgrounds. Cultural competence is comprised of four main components : ( a) Awareness of one's own cultural worldview.

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Cultural Competence in Academic Advising

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  1. Cultural Competence in Academic Advising

  2. What is cultural competence? • The ability to effectively interact with people from different cultural backgrounds. • Cultural competence is comprised of four main components: • (a) Awareness of one's own cultural worldview. • (b) Attitude towards cultural differences. • (c) Knowledge of different cultural practices and worldviews. • (d) Cross-cultural skills.

  3. Why is cultural competence important? • Increased diversity is already present: • 1/5 of students in the public schooling system are immigrants or children of immigrants. • By the year 2050, European Americans will no longer be the numeric majority. • Colleges today embody a multitude of ages, cultures, races, ethnicities, sexual orientation, languages, nationalities, etc.

  4. New reality for Academic Advisors • Academic Advisors will be working with increasingly diverse student populations. • Advisors need to be able to respond appropriately to their needs. • How can we learn to do this? • Through cultural competence training…

  5. Cultural competence training • Can be used to… • Raise awareness (of self and others). • Gain knowledge about diverse student populations. • Learn skills to adjust/adapt behavior. • For more information about cultural competence training and cross-cultural issues in advising, check out this NACADA webpage

  6. Developmental Model of Intercultural Sensitivity

  7. Developmental Model of Intercultural Sensitivity • Denial -- The inability to construe cultural difference. • Defense -- Recognition of cultural difference coupled with negative evaluation of most variations from native culture -- the greater the difference, the more negative the evaluation. • Minimization -- Recognition and acceptance of superficial cultural differences such as eating customs, etc., while holding that all human beings are essentially the same. • Acceptance -- Recognition and appreciation of cultural differences in behavior and values. • Adaptation -- The development of communication skills that enable intercultural communication. • Integration -- The internalization of bicultural or multicultural frames of reference.

  8. References Bennett, M. J. (1993). Towards Ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.). Education for the intercultural experience. Yarmouth, ME: Intercultural Press. Cardenas, V., Ajinkya, J., & Leger, D. G. (2011). Progress 2050: New ideas for a diverse America. Retrieved from: http://www.americanprogress.org/issues/2011/10/ pdf/progress_2050.pdf Martin, M., & Vaughn, B. (2007). Strategic diversity & inclusion management. San Francisco, CA: DTUI Publications Division.

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