Cultural Competency is NOT Treating Everyone the Same

1. Cultural Competency is NOT Treating Everyone the Same Peter Mastroianni, Jeanene Robinson-Kyles, Lacey Carter

2. HK 2020: Health Disparities and Social Determinants of Health • Focus on all SDES department accessibility concerns • Literature review Hundreds of articles from sources such as World Health Organization, U.S. Department of Health and Human Services, American College Health Association, the National Institute of Health, and Georgetown’s National Center for Cultural Competence • Informal SDES Survey SDES department preliminary survey results

3. College campus specific reasons for unequal access may include: • Perceptions of discrimination and insensitivity • Relationships/communication with providers/educators • Safety-perceived accessibly to culturally sensitive care • Culture and views towards health and health care • Social norms re: food, exercise, use of physical and mental health resources, help-seeking • Recognition of the importance of sleep • Definitions of beauty • Ways of dealing with stress • Use of appropriate media/messaging • Language and literacy • Availability and accessibility of healthy foods, which includes the marketing, pricing and social norms related to them • Safe and affordable housing • Physical accessibility/ transportation • Opportunities for physical activity that meet the needs of the individual

4. Best Practices and Recommendations • Consistent demographic data collection across departments (veteran, disability, sexual orientation, gender identity expression, religion, non-traditional students, etc.) to track utilization rates and to collaborate efforts with other departments/organizations to increase them. • In general there seems to be underutilization of health care services for males, multiracial, native American, and Latino/a students. • Increase targeted programming towards underserved populations or those with known health disparities and retention rate disparities • Increase partnerships with diverse student organizations • Allow students to rate departments on their level of culturally competent service on the departments’ student satisfaction surveys • Institute on-going staff training on cultural competency, specific to the services that the office provides • Consider diversifying departmental staffing

5. Best Practices and Recommendations • Departmental committee on sensitivity • Ask for accessibility assessments from Diversity Initiatives to accommodate diverse students (i.e. services, office space, forms, marketing images) • Serve as student group advisors as a way to build relationships with targeted student groups • Partner with Student Disability Services to bring interpreters to events and to assess accommodations • Incorporate improvements in cultural competency into strategic plans • Diversity policy of department on the website • Satellite offices set up to meet the student where they are • Review office forms and documents to ensure cultural inclusivity • Routine review of policies to examine impact on specific target populations • Web-based services and resources to reach students who may not visit the office • Gender neutral bathrooms

6. RWC Diversity and Inclusion • Diversity Statement • The University of Central Florida (UCF) Recreation and Wellness Center (RWC) aspires to create an environment in which we celebrate the differences we share across the spectrum of human diversity. Diversity is vital to an individual's holistic development and the social fabric of the university. We are committed to creating an inclusive environment through hiring and developing culturally competent staff members, outreaching to under-served populations and providing facilities and programs that support all members of the UCF community. Our expectation of the RWC community is to embrace an open-minded and respectful attitude toward individual differences. • One of the Four Goals of the RWC • Cultivate Diversity and Inclusiveness

7. RWC Diversity and Inclusion • Diversity Committee • Work with diversity partners at UCF and other universities to gather information on various topics related to diversity and inclusion. Use the information to develop activities that are tailored to our student employees. Activity outlines will be posted on SharePoint, so staff members can quickly access and present at individual area trainings (developing culturally competent staff members) • Engage in, and contribute to campus-wide diversity initiatives (outreaching to under-served populations) • Continuously review programs and facilities to find areas of improvement with an overall goal of becoming a place where all UCF students feel included (providing facilities and programs that support all members of the UCF community)

8. RWC Diversity and Inclusion Diversity Committee • Hiring • Reaching out to underrepresented populations • Training Modules • Challenging Stereotypes • Power and Privilege • Communication and Active Listening • ASL interpreter • Leadership/All Staff Training • Once a semester trainings for each department • Special Events • LGBTQ History Month • Diversity Week Event • Black History Month • Women’s History Month

9. RWC Diversity and Inclusion at a Glance • Facilities/Equipment • Gender Neutral Restrooms • Lactation Room • Accessibility Door • Pool Lift • Haul Safe System for use at the Ropes Course/Climbing Tower • Adaptive Fitness Equipment • Private Circuit Room • Sport Wheel Chair • Programs • Student Assisted Workout • Inclusive Recreation Expo • International Week World Cup • Sitting Volleyball • Wounded Warrior Camp • Cultural Dance Series • Women on Weights

10. Where do I start? • The HK 2020: Health Disparities and Social Determinants of Health subcommittee is here to help. • As the chair, your SDES department representative can email Jeanene Robinson-Kyles to request an in-service to assist with improving culturally competent services in your department and to decrease utilization disparities across different demographics. • The in-service would include methods of infusing questions into student satisfaction surveys and informal staff evaluations in order to assess the level of cultural competency of the department.

11. Progress in Cultural Competency Award • This award is meant to provide incentive to departments to engage in initiatives that improve the ability of the department to provide culturally sensitive care or service.

12. Description of Progress in Cultural Competency Award The award will go to the department that demonstrates a commitment to the provision of culturally competent care, service, programming, or staff development as demonstrated by a specific procedure/training/ or program. Commitment to Cultural Competency may be demonstrated by any of the following: • Intentional staff recruitment to address the needs of specific student populations • Building or office accommodations • Program planning, outreach or marketing • Client satisfaction Measurement • Training or supervision that enhances culturally competent care or programming • Informal staff evaluation that addresses cultural competency • Efforts to create an environment welcoming to diverse student populations • Policy or procedures that consider the needs of diverse populations • A strategic plan that includes cultural competency goals