Dichotomy

1. Dichotomy In examining issues that affect cross-cultural collaboration between families and providers, the American culture itself presents a difficulty. The U.S. is a country of extraordinary diversity. A number of specific characteristics are considered part of the American culture. One is that America values individual achievement and success. Individual achievement is fostered through competition, winning, and being the best. A competitive culture, structured around winning and losing, can be an impediment to collaboration. Collaboration is a function of shared power. Because many diverse groups have never held equal political power, status, or economic clout as the American culture, these groups view themselves and others from a different perspective than is true in the American megaculture. This difference can create problems for collaboration as a process among equals. Some parents may not feel that they are �equal� members of an IEP team because they are not education providers and do not understand educational jargon. Others see that their cultural values are not reflected in how meetings are organized and run. Still others may believe that their child will face the same lack of success they had as students. The cultural preferences of agencies and institutions affect the individuals who receive services. Attention to diversity must be given in how agencies are structured, how they operate, and what their expectations are for children and families using their services. Strategies to help parents feel welcomed and accepted can make a great difference in parent�s willingness to share information about their children.In examining issues that affect cross-cultural collaboration between families and providers, the American culture itself presents a difficulty. The U.S. is a country of extraordinary diversity. A number of specific characteristics are considered part of the American culture. One is that America values individual achievement and success. Individual achievement is fostered through competition, winning, and being the best. A competitive culture, structured around winning and losing, can be an impediment to collaboration. Collaboration is a function of shared power. Because many diverse groups have never held equal political power, status, or economic clout as the American culture, these groups view themselves and others from a different perspective than is true in the American megaculture. This difference can create problems for collaboration as a process among equals. Some parents may not feel that they are �equal� members of an IEP team because they are not education providers and do not understand educational jargon. Others see that their cultural values are not reflected in how meetings are organized and run. Still others may believe that their child will face the same lack of success they had as students. The cultural preferences of agencies and institutions affect the individuals who receive services. Attention to diversity must be given in how agencies are structured, how they operate, and what their expectations are for children and families using their services. Strategies to help parents feel welcomed and accepted can make a great difference in parent�s willingness to share information about their children.

2. There are many different attitudes about the importance of diversity in America. When differences are viewed as strengths upon which to build success, appreciation for differences leads to increased learning about diversity. This strengths-based approach provides a foundation upon which to build good parent and professional partnerships, and has the potential to create learning climates where all children feel supported and successful.There are many different attitudes about the importance of diversity in America. When differences are viewed as strengths upon which to build success, appreciation for differences leads to increased learning about diversity. This strengths-based approach provides a foundation upon which to build good parent and professional partnerships, and has the potential to create learning climates where all children feel supported and successful.

3. When one assumes that cultural differences are unimportant, and that all children should be treated the same (this is not the same as saying that all children should be treated equally), there may be resentment about being asked to modify practices or communication skills. Yet the failure to make accommodations for difference often results in mistrust by those families who do not feel they are being treated as equals, and can lead to negative outcomes for children. Regardless of the provider�s intent, the result is to estrange families at a time when their participation is critical. When providers act on the belief that all children should be treated the same, some families will assume that such behaviors are a result of their child�s race or culture. Even though this may not have been the intent, the effect is the same. The failure to accommodate to different needs may be seen by families as a reflection of overt disrespect or as deliberate racism.When one assumes that cultural differences are unimportant, and that all children should be treated the same (this is not the same as saying that all children should be treated equally), there may be resentment about being asked to modify practices or communication skills. Yet the failure to make accommodations for difference often results in mistrust by those families who do not feel they are being treated as equals, and can lead to negative outcomes for children. Regardless of the provider�s intent, the result is to estrange families at a time when their participation is critical. When providers act on the belief that all children should be treated the same, some families will assume that such behaviors are a result of their child�s race or culture. Even though this may not have been the intent, the effect is the same. The failure to accommodate to different needs may be seen by families as a reflection of overt disrespect or as deliberate racism.

4. What Is Culture? Integrated pattern of human behavior including: Thoughts Communication Actions Customs Beliefs Values Institutions There are a number of current, popular definitions for the term �culture.� The one here has been adapted from �A Culturally Competent System of Care for Children with Emotional Disturbances,� by Terry Cross and the Minority Initiative Resource Committee at Georgetown University. Culture is a force that shapes lives. Individuals are immersed in their own culture. It encompasses the ordinary and daily experiences of people, as well as the extraordinary celebrations and rituals that define a group. It solidifies bonds between similar people and instills a sense of worth that arises from identifying with others. Cultural identity also confers recognition on its members as part of a group (belonging). Through rituals and celebrations, culture also provides ongoing recommitment to the group. Like individuals, agencies and institutions also have cultures. Most schools in the United States are based on mainstream American cultural values. These include the obedience of children, standards for polite behavior, respect for formal education, a preference for direct communication, a focus on linear time, an expectation for competition, and a focus on the importance of individual achievement. When family belief systems conflict with the cultural expectations of agencies, good working relationships with families are often impaired. It is important that providers acknowledge and respect cultural differences as a preferred way for families to meet their needs. There are a number of current, popular definitions for the term �culture.� The one here has been adapted from �A Culturally Competent System of Care for Children with Emotional Disturbances,� by Terry Cross and the Minority Initiative Resource Committee at Georgetown University. Culture is a force that shapes lives. Individuals are immersed in their own culture. It encompasses the ordinary and daily experiences of people, as well as the extraordinary celebrations and rituals that define a group. It solidifies bonds between similar people and instills a sense of worth that arises from identifying with others. Cultural identity also confers recognition on its members as part of a group (belonging). Through rituals and celebrations, culture also provides ongoing recommitment to the group. Like individuals, agencies and institutions also have cultures. Most schools in the United States are based on mainstream American cultural values. These include the obedience of children, standards for polite behavior, respect for formal education, a preference for direct communication, a focus on linear time, an expectation for competition, and a focus on the importance of individual achievement. When family belief systems conflict with the cultural expectations of agencies, good working relationships with families are often impaired. It is important that providers acknowledge and respect cultural differences as a preferred way for families to meet their needs.

5. Everyone has a culture

6. Cultural Competence Set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enable them to work effectively in a cross-cultural situation Toward a Culturally Competent System of Care, Cross, et al One definition of cultural competence, (Cross, et al), is a �set of congruent behaviors, attitudes and policies that come together in a system agency or among professionals that enable them to work effectively in a cross-cultural situation.� Cultural competence is a process. Cultures are dynamic and changing; as soon as a list of specific characteristics is used to define a group, that group will, through assimilation, rediscovery, and dynamic interactions no longer fit the description. Degrees of assimilation into the American culture will also affect cultural practices and values. Cultural competence refers to the ability to develop internal and external adaptations that make it possible to work successfully with people from different cultures. Competence begins with understanding one�s own culture as a preferred way of thinking, feeling, or behaving. These patterns of thinking, feeling, or behaving are simply behaviors that have been learned. They do not represent a �correct� or �normal� way that all people should think, feel, or behave; instead, they reflect individual choices about preferences and practices. Different beliefs, practices, or behavior systems are equally valid from different cultural perspectives. Parents and families need to understand how agencies function, their structure, policies and practices, and how to negotiate those differences. This kind of information gathering helps to reduce cultural misunderstandings so that families are comfortable in advocating for services that fit their needs.One definition of cultural competence, (Cross, et al), is a �set of congruent behaviors, attitudes and policies that come together in a system agency or among professionals that enable them to work effectively in a cross-cultural situation.� Cultural competence is a process. Cultures are dynamic and changing; as soon as a list of specific characteristics is used to define a group, that group will, through assimilation, rediscovery, and dynamic interactions no longer fit the description. Degrees of assimilation into the American culture will also affect cultural practices and values. Cultural competence refers to the ability to develop internal and external adaptations that make it possible to work successfully with people from different cultures. Competence begins with understanding one�s own culture as a preferred way of thinking, feeling, or behaving. These patterns of thinking, feeling, or behaving are simply behaviors that have been learned. They do not represent a �correct� or �normal� way that all people should think, feel, or behave; instead, they reflect individual choices about preferences and practices. Different beliefs, practices, or behavior systems are equally valid from different cultural perspectives. Parents and families need to understand how agencies function, their structure, policies and practices, and how to negotiate those differences. This kind of information gathering helps to reduce cultural misunderstandings so that families are comfortable in advocating for services that fit their needs.

7. Why Cultural Competence? Although many argue that discrimination is not a serious concern today, countless families continue to reject the notion that race or ethnicity is not a barrier to acceptance and success for their children. Disproportionate representation of children of color in special education programs as well as a high dropout rate means that partnerships between parents and schools must be established and supported in ways that engage families in supporting their child�s learning. While people from diverse cultures may function effectively within mainstream American culture, many also maintain important and positive cultural ties to their own ethnic communities. Adults in those communities teach and reinforce cultural values, beliefs, and practices that may be in conflict with those of schools or agencies that provide services. If common ground can be found to plan successful programs for children who are racially or culturally diverse, it will be because parents and providers are able to reexamine personal biases and assumptions and to suspend judgment about others. The need to understand diversity exists in all cultures. An African American teacher, for instance, has the same need to understand Southeast Asian children in her classroom as an European American teacher will. A traditional Native American parent needs to know that a preference for direct statements by his child�s teacher are not intended to be rude or threatening, while the teacher needs to understand that the parent�s more reticent style does not reflect a lack of intelligence, insight, or concern. Although many argue that discrimination is not a serious concern today, countless families continue to reject the notion that race or ethnicity is not a barrier to acceptance and success for their children. Disproportionate representation of children of color in special education programs as well as a high dropout rate means that partnerships between parents and schools must be established and supported in ways that engage families in supporting their child�s learning. While people from diverse cultures may function effectively within mainstream American culture, many also maintain important and positive cultural ties to their own ethnic communities. Adults in those communities teach and reinforce cultural values, beliefs, and practices that may be in conflict with those of schools or agencies that provide services. If common ground can be found to plan successful programs for children who are racially or culturally diverse, it will be because parents and providers are able to reexamine personal biases and assumptions and to suspend judgment about others. The need to understand diversity exists in all cultures. An African American teacher, for instance, has the same need to understand Southeast Asian children in her classroom as an European American teacher will. A traditional Native American parent needs to know that a preference for direct statements by his child�s teacher are not intended to be rude or threatening, while the teacher needs to understand that the parent�s more reticent style does not reflect a lack of intelligence, insight, or concern.

8. Why Cultural Competence? Self-explanatorySelf-explanatory

9. We all have culturalbiases Culture shapes and influences, but does not determine behavior.Daily behaviors are rooted in personal cultural experiences. These are things so ingrained into one�s psychological makeup that they feel universal. Because they are a preferred way of doing things, it is easy to assume that others hold the same preferences. Even within one�s own culture, though, this assumption will not hold up, as people from the same race or culture behave in different ways. Culture shapes, but it does not determine behavior. Biases about diversity reflect ideas and images in society. A professional who knows little about a family will still carry images about its culture, derived from the media and the provider�s own experience. Because of the diversity within any cultural group, limited knowledge often produces misconceptions about individuals within the group. Since the basis for understanding others resides in personal cultural experience, it is important to examine personal beliefs, values and behaviors so that biases are not projected onto those whose beliefs, values and behaviors are different. Skills are needed to understand and respond to differences. It is easy to see why parents and providers sometimes find themselves at odds, even when they are from the same background, culture, or belief system. Each has a unique view of the needs of a child. Parents may feel overwhelmed by the process of team planning, and these feelings may be heightened by unconscious but culturally prescribed power relationships at the meeting. Culture shapes and influences, but does not determine behavior.Daily behaviors are rooted in personal cultural experiences. These are things so ingrained into one�s psychological makeup that they feel universal. Because they are a preferred way of doing things, it is easy to assume that others hold the same preferences. Even within one�s own culture, though, this assumption will not hold up, as people from the same race or culture behave in different ways. Culture shapes, but it does not determine behavior. Biases about diversity reflect ideas and images in society. A professional who knows little about a family will still carry images about its culture, derived from the media and the provider�s own experience. Because of the diversity within any cultural group, limited knowledge often produces misconceptions about individuals within the group. Since the basis for understanding others resides in personal cultural experience, it is important to examine personal beliefs, values and behaviors so that biases are not projected onto those whose beliefs, values and behaviors are different. Skills are needed to understand and respond to differences. It is easy to see why parents and providers sometimes find themselves at odds, even when they are from the same background, culture, or belief system. Each has a unique view of the needs of a child. Parents may feel overwhelmed by the process of team planning, and these feelings may be heightened by unconscious but culturally prescribed power relationships at the meeting.

10. We all have culturalbiases These relationships affect who leads the meeting, who is invited, which information is shared, how a child�s needs are described, or even who does most of the talking. These protocols are generally understood and accepted when all participants are from the same culture. Some diverse parents may feel that the same relationships are intimidating or even disrespectful. When this is true, these feelings will affect their comfort level and participation in the meeting, as well as the outcome. When a family and a provider are from different cultures, differences of opinion, experience and practice often take on heightened importance. To understand differences that come from different cultural realities requires a set of skills that are regularly reassessed. These skills include: non-judgmental communication ownership of personal feelings positive regard for all active listening These relationships affect who leads the meeting, who is invited, which information is shared, how a child�s needs are described, or even who does most of the talking. These protocols are generally understood and accepted when all participants are from the same culture. Some diverse parents may feel that the same relationships are intimidating or even disrespectful. When this is true, these feelings will affect their comfort level and participation in the meeting, as well as the outcome. When a family and a provider are from different cultures, differences of opinion, experience and practice often take on heightened importance. To understand differences that come from different cultural realities requires a set of skills that are regularly reassessed. These skills include: non-judgmental communication ownership of personal feelings positive regard for all active listening

11. The value system of American culture is a part of American society. It is reflected in how success is viewed, such as the �American dream� of having financial independence. People who make a great deal of money are often considered to be motivated, intelligent, or successful. By contrast, a person that does not value personal gain in the same way might be considered lazy, not very bright or unsuccessful by American cultural standards. The United States is a very competitive nation. Even in primary grades, children compete with one another in spelling bees and foot races. One child�s success is often measured against another child�s failure. Children who have skills that are not valued or taught in school are often seen as less competent than children whose skills are more closely aligned with those taught in the classroom. Because there is a mismatch between skills and expectations, these children may even see themselves as less competent. Public recognition for individual achievement is highly valued in American culture. Some diverse families, however, value a group working together more highly than individual success. If a child�s family places a higher value on group success than on individual achievement, that child may be embarrassed by being singled out for individual praise, especially if peers did less well. A child who wins a spelling bee, for example, may be placed in a position of apologizing to a friend who misspelled a word. The idea of public recognition for accomplishment is a cultural value that is not shared by all. For some children, private acknowledgement is more effective.The value system of American culture is a part of American society. It is reflected in how success is viewed, such as the �American dream� of having financial independence. People who make a great deal of money are often considered to be motivated, intelligent, or successful. By contrast, a person that does not value personal gain in the same way might be considered lazy, not very bright or unsuccessful by American cultural standards. The United States is a very competitive nation. Even in primary grades, children compete with one another in spelling bees and foot races. One child�s success is often measured against another child�s failure. Children who have skills that are not valued or taught in school are often seen as less competent than children whose skills are more closely aligned with those taught in the classroom. Because there is a mismatch between skills and expectations, these children may even see themselves as less competent. Public recognition for individual achievement is highly valued in American culture. Some diverse families, however, value a group working together more highly than individual success. If a child�s family places a higher value on group success than on individual achievement, that child may be embarrassed by being singled out for individual praise, especially if peers did less well. A child who wins a spelling bee, for example, may be placed in a position of apologizing to a friend who misspelled a word. The idea of public recognition for accomplishment is a cultural value that is not shared by all. For some children, private acknowledgement is more effective.

12. Timeliness, meaning that things happen at a scheduled point, is valued in America, and is taught and expected throughout the school years. Times are assigned for classes, lunch, and transportation. Specific activities are attached to specific times, and children must learn to follow a schedule. Attention to linear time is not a priority value in all cultures and may rank lower in importance than family activities. For children from cultures that place more value on relationships than punctuality, this can cause many problems. In cultures where �everything happens in its time,� being late to an event, such as for school, will not take on the importance given time in the American culture. For instance, a child who is not at the bus stop when the bus arrives may express the event as, �The bus left without me.� In the American culture, the statement is more likely to be expressed as �I missed the bus.� How those two children experience time is different, as is how each will feel about the incident. The view that �the bus left without me� attaches less personal responsibility to the event, which in itself can cause problems for the adult who thinks the child should feel shame or guilt. Even though all children clearly need to follow school timelines in order to maintain adult employment, it is important to be aware that a failure to be �on time� does not necessarily indicate a lack of interest. Even if tardiness results in punishment, some children will choose a family visit over being �on time� to school. Parents who show up for meetings late may be incorrectly viewed as not interested in their child�s education or school progress.Timeliness, meaning that things happen at a scheduled point, is valued in America, and is taught and expected throughout the school years. Times are assigned for classes, lunch, and transportation. Specific activities are attached to specific times, and children must learn to follow a schedule. Attention to linear time is not a priority value in all cultures and may rank lower in importance than family activities. For children from cultures that place more value on relationships than punctuality, this can cause many problems. In cultures where �everything happens in its time,� being late to an event, such as for school, will not take on the importance given time in the American culture. For instance, a child who is not at the bus stop when the bus arrives may express the event as, �The bus left without me.� In the American culture, the statement is more likely to be expressed as �I missed the bus.� How those two children experience time is different, as is how each will feel about the incident. The view that �the bus left without me� attaches less personal responsibility to the event, which in itself can cause problems for the adult who thinks the child should feel shame or guilt. Even though all children clearly need to follow school timelines in order to maintain adult employment, it is important to be aware that a failure to be �on time� does not necessarily indicate a lack of interest. Even if tardiness results in punishment, some children will choose a family visit over being �on time� to school. Parents who show up for meetings late may be incorrectly viewed as not interested in their child�s education or school progress.

13. Verbal communication, including voice tone, the pace of speech, modulation, pauses in conversation, how interruptions are perceived, or how quickly one gets to the point in a conversation are all derivatives of cultural learning. Some families want to learn something personal about the professional before getting into the substance of a meeting. Others want to get to the topic of the meeting quickly and skip any social protocols or greetings. Still others wait patiently to be invited to participate in the meeting as a partner. Some families speak loudly, particularly when they are passionate about a point they want to make. This is often considered rude in the American culture; those who are not accustomed to intense verbal communication may even find the difference threatening. Alternatively, some parents who speak softly or who take a long time to make their point may be seen as less competent or knowledgeable. If parents are then treated �differently� based on their communication style, many leave the table angry, stressed, or disappointed. In parent/provider discussions where a parent believes that he or she is at a power disadvantage, minor mistakes may take on great weight that affect the quality of future discussions. The professional who recognizes and responds to this perceived power differential by encouraging parents to speak freely will make a real difference in fostering partnerships.Verbal communication, including voice tone, the pace of speech, modulation, pauses in conversation, how interruptions are perceived, or how quickly one gets to the point in a conversation are all derivatives of cultural learning. Some families want to learn something personal about the professional before getting into the substance of a meeting. Others want to get to the topic of the meeting quickly and skip any social protocols or greetings. Still others wait patiently to be invited to participate in the meeting as a partner. Some families speak loudly, particularly when they are passionate about a point they want to make. This is often considered rude in the American culture; those who are not accustomed to intense verbal communication may even find the difference threatening. Alternatively, some parents who speak softly or who take a long time to make their point may be seen as less competent or knowledgeable. If parents are then treated �differently� based on their communication style, many leave the table angry, stressed, or disappointed. In parent/provider discussions where a parent believes that he or she is at a power disadvantage, minor mistakes may take on great weight that affect the quality of future discussions. The professional who recognizes and responds to this perceived power differential by encouraging parents to speak freely will make a real difference in fostering partnerships.

14. There are no standards for how children are to be raised, but many parents who are successful may naturally assume that their way is the �best� way. But is there really a best way? Specific etiquette in all cultures teaches how families relate to children, and breach of these �rules� may be seen as rude or intrusive. Parents who do not display public affection for their children may be mistakenly described as cold or aloof by openly loving parents. Those who scold may be seen as unkind by parents who may tease their child but never criticize or scold them. Parents who discipline privately may be viewed as permissive by those who believe that discipline needs to be immediate. Parents who use physical discipline are at risk of being seen as abusive by parents who do not use physical punishment. Most providers are also parents and carry the same biases about how children should be raised as any other parent. When parenting practices are dissimilar, the stage is set for misunderstandings to occur. Child rearing differences that are not understood can come to be viewed as �family problems�. When a number of families from the same race or culture use the same child rearing practices, ongoing misunderstandings about the behaviors may even lead to judgments about race. Instead of �Mrs. Johnson is loud with her children,� some may think, �Mrs. Johnson shouldn�t yell at her children,� or �Parents from this race are loud.� The first thought is a personal preference, while the second becomes a racial stereotype based on a differing personal preference. There are no standards for how children are to be raised, but many parents who are successful may naturally assume that their way is the �best� way. But is there really a best way? Specific etiquette in all cultures teaches how families relate to children, and breach of these �rules� may be seen as rude or intrusive. Parents who do not display public affection for their children may be mistakenly described as cold or aloof by openly loving parents. Those who scold may be seen as unkind by parents who may tease their child but never criticize or scold them. Parents who discipline privately may be viewed as permissive by those who believe that discipline needs to be immediate. Parents who use physical discipline are at risk of being seen as abusive by parents who do not use physical punishment. Most providers are also parents and carry the same biases about how children should be raised as any other parent. When parenting practices are dissimilar, the stage is set for misunderstandings to occur. Child rearing differences that are not understood can come to be viewed as �family problems�. When a number of families from the same race or culture use the same child rearing practices, ongoing misunderstandings about the behaviors may even lead to judgments about race. Instead of �Mrs. Johnson is loud with her children,� some may think, �Mrs. Johnson shouldn�t yell at her children,� or �Parents from this race are loud.� The first thought is a personal preference, while the second becomes a racial stereotype based on a differing personal preference.

15. Many misunderstandings about the intent of behaviors arise from body language and communication. Physical proximity (how close one person stands to another), is one example. Most people carry definite ideas about their personal space, and have definite feelings about being touched or what constitutes an appropriate amount of space between two people talking. These beliefs vary widely among individuals or cultural groups. An adult who places a hand on the shoulder of a child while providing assistance may face an angry outburst or a shy withdrawal if the child sees that behavior as intrusive. If parents hear the story, they may believe that the person�s action are racist or intentionally disrespectful. The adult, on the other hand, may be bewildered by the child�s behavior, or think that the child has social problems. The actual event, however, may have been nothing more than a simple misunderstanding about the intent of a specific, culturally learned preference. A parent who sits quietly during a meeting may be seen as shy or unfamiliar with the discussion, when the intent is to show respect. If the parent does not make eye contact, he or she may be seen as nonassertive or not to be trusted. A parent who is outspoken or loud may be viewed as aggressive when the actual intent is to state beliefs assertively. A person who uses a firm handshake to show respect may be viewed as aggressive by someone who believes that a gentle handshake is respectful. In this instance, both individuals may leave the encounter with definite opinions about the other person, which have nothing to do with the intent of the behavior.Many misunderstandings about the intent of behaviors arise from body language and communication. Physical proximity (how close one person stands to another), is one example. Most people carry definite ideas about their personal space, and have definite feelings about being touched or what constitutes an appropriate amount of space between two people talking. These beliefs vary widely among individuals or cultural groups. An adult who places a hand on the shoulder of a child while providing assistance may face an angry outburst or a shy withdrawal if the child sees that behavior as intrusive. If parents hear the story, they may believe that the person�s action are racist or intentionally disrespectful. The adult, on the other hand, may be bewildered by the child�s behavior, or think that the child has social problems. The actual event, however, may have been nothing more than a simple misunderstanding about the intent of a specific, culturally learned preference. A parent who sits quietly during a meeting may be seen as shy or unfamiliar with the discussion, when the intent is to show respect. If the parent does not make eye contact, he or she may be seen as nonassertive or not to be trusted. A parent who is outspoken or loud may be viewed as aggressive when the actual intent is to state beliefs assertively. A person who uses a firm handshake to show respect may be viewed as aggressive by someone who believes that a gentle handshake is respectful. In this instance, both individuals may leave the encounter with definite opinions about the other person, which have nothing to do with the intent of the behavior.

16. Experiences Common to Families of Color Most persons from the American culture do not look into the mirror each morning and take note of color as they prepare for the day�s activities. Many racially diverse parents, however, have to consider the environments where they will spend their day and dress accordingly to minimize the chances of bringing unwanted attention to themselves. Being in social environments where one is in the minority can cause discomfort, such as being the only man at a large gathering of women. For persons of color, this is often a daily experience, as most environments in America are largely European American. Some diverse parents, for instance, know that if they plan to shop at a mall in a predominantly European American suburb, what they wear makes a great deal of difference not only in their comfort level, but in the possibility that they may be made to feel unwelcome. Many European Americans will deny that race is an issue or become offended when a problem is perceived as racial. Yet, persons from diverse cultures are products of previous experience with race. Individuals may have been treated differently as a result of skin color or dress, behavior, or beliefs, and may see racism as the root of many disagreements. What is important is that providers working with families not become defensive, but seek to understand unique perspectives and experiences of families.Most persons from the American culture do not look into the mirror each morning and take note of color as they prepare for the day�s activities. Many racially diverse parents, however, have to consider the environments where they will spend their day and dress accordingly to minimize the chances of bringing unwanted attention to themselves. Being in social environments where one is in the minority can cause discomfort, such as being the only man at a large gathering of women. For persons of color, this is often a daily experience, as most environments in America are largely European American. Some diverse parents, for instance, know that if they plan to shop at a mall in a predominantly European American suburb, what they wear makes a great deal of difference not only in their comfort level, but in the possibility that they may be made to feel unwelcome. Many European Americans will deny that race is an issue or become offended when a problem is perceived as racial. Yet, persons from diverse cultures are products of previous experience with race. Individuals may have been treated differently as a result of skin color or dress, behavior, or beliefs, and may see racism as the root of many disagreements. What is important is that providers working with families not become defensive, but seek to understand unique perspectives and experiences of families.

17. Experiences Common to Families of Color CULTURAL SCANNING: When people from diverse cultures hear remarks that sound insensitive or racist, the first reaction is to attempt to determine whether the remark was innocent or intentional, and whether the person was simply insensitive or expressing a personal belief about race or culture. What one chooses to do about the remark really depends on a number of factors, including the kind of relationship that exists between the people involved, how long the relationship has existed, and whether it is valued. Good friends, for instance, may point out when they have been offended by a remark or will feel free to question intent because they value the relationship. Since one of the values in the American culture is directness, people may simply expect to be informed when a remark has offended someone. That expectation is also culturally derived, though, and is not universally accepted across cultures. Others may have a different way of responding or not responding. When a remark is found offensive to parents from some cultures, they will say nothing, but carry with them assumptions about its intent or meaning. For others, an accusation of racism may follow. Both actions are derived from cultural expectations and should be understood as such. When people from diverse cultures hear remarks that sound insensitive or racist, the first reaction is to attempt to determine whether the remark was innocent or intentional, and whether the person was simply insensitive or expressing a personal belief about race or culture. What one chooses to do about the remark really depends on a number of factors, including the kind of relationship that exists between the people involved, how long the relationship has existed, and whether it is valued. Good friends, for instance, may point out when they have been offended by a remark or will feel free to question intent because they value the relationship. Since one of the values in the American culture is directness, people may simply expect to be informed when a remark has offended someone. That expectation is also culturally derived, though, and is not universally accepted across cultures. Others may have a different way of responding or not responding. When a remark is found offensive to parents from some cultures, they will say nothing, but carry with them assumptions about its intent or meaning. For others, an accusation of racism may follow. Both actions are derived from cultural expectations and should be understood as such.

18. Experiences Common to Families of Color CULTURAL DISTRESS: Most patterns of daily living are set by the American culture Ethnic/racial groups: smaller environment, culture-specific behaviors Most patterns for social interaction, professional behavior or protocols, etc., are set by the majority culture. For people from diverse groups, understanding those patterns is important if they are to be successful. Knowing how to adapt is often the only way many will feel equal in some situations, such as in a school meeting. This kind of success does not come without a price, however, as parents learn that their success in the American culture may create a certain amount of suspicion within their own cultural group. Even when a group is proud of the accomplishments of individual members who succeed in the American culture, the individual who brings mainstream American cultural behaviors (speech patterns, dress, deference to elders, etc.) to their particular community may be teased or shamed. In such instances, individuals must perform in two different cultures according to the accepted behavioral standards of each. Diverse parents often report that they have to learn about and adopt the protocols of the culture of the school, agency or individuals in those structures in order to feel respected. At the same time, they must use behaviors�challenging authority or having a different opinion than the professional, for instance�that they cannot use in their own neighborhood or family without consequence. Most patterns for social interaction, professional behavior or protocols, etc., are set by the majority culture. For people from diverse groups, understanding those patterns is important if they are to be successful. Knowing how to adapt is often the only way many will feel equal in some situations, such as in a school meeting. This kind of success does not come without a price, however, as parents learn that their success in the American culture may create a certain amount of suspicion within their own cultural group. Even when a group is proud of the accomplishments of individual members who succeed in the American culture, the individual who brings mainstream American cultural behaviors (speech patterns, dress, deference to elders, etc.) to their particular community may be teased or shamed. In such instances, individuals must perform in two different cultures according to the accepted behavioral standards of each. Diverse parents often report that they have to learn about and adopt the protocols of the culture of the school, agency or individuals in those structures in order to feel respected. At the same time, they must use behaviors�challenging authority or having a different opinion than the professional, for instance�that they cannot use in their own neighborhood or family without consequence.

19. Self-explanatorySelf-explanatory

20. Both parents and the providers who work with children want them to be successful. When disagreements occur, it is not usually related to the goals that have been set, but in how the goals are reached. Parents may have different ideas about what to do, how to do it, or what might be tried then a professional. Each has different experiences. The adage �keep your eye on the prize� really does help to keep discussions focused on areas of agreement, and can help to smooth out differences. Parents want and need to hear that providers like their child. Because many parents have not had communication skills training or have not learned how to effectively communicate with professionals, it is important for providers to model acceptable behaviors. When parents feel comfortable and welcome, cross-cultural communication is easier and more natural. Both parents and the providers who work with children want them to be successful. When disagreements occur, it is not usually related to the goals that have been set, but in how the goals are reached. Parents may have different ideas about what to do, how to do it, or what might be tried then a professional. Each has different experiences. The adage �keep your eye on the prize� really does help to keep discussions focused on areas of agreement, and can help to smooth out differences. Parents want and need to hear that providers like their child. Because many parents have not had communication skills training or have not learned how to effectively communicate with professionals, it is important for providers to model acceptable behaviors. When parents feel comfortable and welcome, cross-cultural communication is easier and more natural.

21. Many parents have responsibilities in their lives that are important to daily survival. The attitude that parents are doing the best they can at any given time is critical to positive partnerships. It is important to reserve judgment and really hear what families have to say about what they want, even if the provider happens to disagree. Conversations about how to resolve differences occur most effectively when there is respect and trust.Many parents have responsibilities in their lives that are important to daily survival. The attitude that parents are doing the best they can at any given time is critical to positive partnerships. It is important to reserve judgment and really hear what families have to say about what they want, even if the provider happens to disagree. Conversations about how to resolve differences occur most effectively when there is respect and trust.

22. Some parents who have not had successful school experiences themselves, who feel intimidated by providers, or who feel inadequate in their role as partner have a difficult time expressing themselves honestly. If their child has behavior problems, in particular, they may feel blamed for the child�s behavior or they may blame themselves. When racial or socioeconomic differences exist between parents and professionals, feelings of intimidation or inadequacy are often intensified. For providers to bridge this inequality, it is important to be honest, friendly, and willing to provide an array of options for parents to choose from. Some parents who have not had successful school experiences themselves, who feel intimidated by providers, or who feel inadequate in their role as partner have a difficult time expressing themselves honestly. If their child has behavior problems, in particular, they may feel blamed for the child�s behavior or they may blame themselves. When racial or socioeconomic differences exist between parents and professionals, feelings of intimidation or inadequacy are often intensified. For providers to bridge this inequality, it is important to be honest, friendly, and willing to provide an array of options for parents to choose from.

23. Sometimes families who feel that they are at the mercy of systems and doubt their own competency need to be reminded of their strengths, and of the strengths of their children. Strengths-based assessments are relatively new, and require a change in focus. Strengths-based assessments focus on what children and families do well, even if those strengths are not related to school-based activities. Sometimes it is necessary need to reframe how deficits are perceived: being loud, for instance can be reframed as being passionate. By focusing on skills, it becomes easier to engage diverse families in joint planning. It also helps providers to remember that all families have strengths.Sometimes families who feel that they are at the mercy of systems and doubt their own competency need to be reminded of their strengths, and of the strengths of their children. Strengths-based assessments are relatively new, and require a change in focus. Strengths-based assessments focus on what children and families do well, even if those strengths are not related to school-based activities. Sometimes it is necessary need to reframe how deficits are perceived: being loud, for instance can be reframed as being passionate. By focusing on skills, it becomes easier to engage diverse families in joint planning. It also helps providers to remember that all families have strengths.

24. All families need to have hope that their child will enjoy a satisfying life, regardless of the limitations of a particular disability or special need. Sometimes, when life feels most overwhelming, simple messages of hope and positive regard can help to keep partnerships alive and vital. All families need to have hope that their child will enjoy a satisfying life, regardless of the limitations of a particular disability or special need. Sometimes, when life feels most overwhelming, simple messages of hope and positive regard can help to keep partnerships alive and vital.

25. Self-explanatory; this is a review.Self-explanatory; this is a review.

26. Cultural Learning  ProcessesGeneral Approach-Teaches about principles that  apply to any multicultural context-Emphasizes self, flexibility, increased  tolerance of differencesSpecific ApproachTeaches about a particular nationality, ethnic or cultural group in terms of its special perspectivesThe two approaches are complementary in providing a full range of multicultural development There are many ways to learn about the cultures of others, including participating in the activities and celebrations of diverse cultural groups. A general approach to learning is developing an understanding of principles that apply to any multicultural context� an awareness, for instance, that all cultural groups have communication preferences that are different. This approach seeks to help individuals learn about diversity through understanding their own biases and personal belief systems. A specific approach provides information about an identified cultural group with whom one comes in contact. This kind of interaction leads to increased understanding about how individuals in a group choose to relate to one another, communicate, celebrate holidays, or address other basic human needs. Studies of dress styles, foods, religious practices, cultural celebrations, view of education, etc., lead to greater understanding of groups within the community. Both approaches can be helpful in increasing understanding between people from dissimilar life experiences, socioeconomic status, beliefs, or race. One caution is to recognize that studies of groups cannot be translated to understanding individuals within groups. Only families themselves can help providers fully understand the context in which they live out their lives, make decisions, and rear children.There are many ways to learn about the cultures of others, including participating in the activities and celebrations of diverse cultural groups. A general approach to learning is developing an understanding of principles that apply to any multicultural context� an awareness, for instance, that all cultural groups have communication preferences that are different. This approach seeks to help individuals learn about diversity through understanding their own biases and personal belief systems. A specific approach provides information about an identified cultural group with whom one comes in contact. This kind of interaction leads to increased understanding about how individuals in a group choose to relate to one another, communicate, celebrate holidays, or address other basic human needs. Studies of dress styles, foods, religious practices, cultural celebrations, view of education, etc., lead to greater understanding of groups within the community. Both approaches can be helpful in increasing understanding between people from dissimilar life experiences, socioeconomic status, beliefs, or race. One caution is to recognize that studies of groups cannot be translated to understanding individuals within groups. Only families themselves can help providers fully understand the context in which they live out their lives, make decisions, and rear children.

27. Cultural  ReciprocityFor providers: Identify values that seem to be �universal� and become aware of the cultural specificity of the beliefs 1. Identify cultural values that are imbedded in the interpretation of a child�s difficulties2. Find out if the family recognizes and values the same assumptions and, if not, how they differ3. Give respect to the cultural differences that have been identified4. Determine the most effective way of adapting interpretations or recommendations about the child�s needs to the value systems of the familyBeth Harry, U/MD, 1992 Those who seek to understand the cultural basis of their belief system will identify those values that are so much a part of them that on first consideration, they appear to be universal. A first step to collaboration is to become aware of the cultural specificity of such beliefs. Only through examining and understanding one�s own assumptions, beliefs, and practices is it possible to understand others. It is impossible to really �know� another�s culture in the same way as one who is raised within the culture. The goal should be to, when issues arise around differences, strive to ask respectful questions, rather than to make assumptions that ultimately lead to misunderstandings. The following four guidelines for professionals were developed by Beth Harry (U of MD, 1992) : 1. Identify the cultural values imbedded in the professional interpretation of a child�s difficulties, or in recommendations for service. A therapist�s recommendation for speech services, for instance, may result from assumptions about age appropriate verbal communication that is not shared by the parent. 2. Find out whether the family being served recognizes and values the assumptions, and, if not, how their beliefs differ. 3. Acknowledge and give explicit respect to any cultural differences identified, and fully explain the cultural basis of the professional assumptions. 4. Through discussion and collaboration, set about determining the most effective way of adapting professional interpretations or recommendations to the value systems of the family.Those who seek to understand the cultural basis of their belief system will identify those values that are so much a part of them that on first consideration, they appear to be universal. A first step to collaboration is to become aware of the cultural specificity of such beliefs. Only through examining and understanding one�s own assumptions, beliefs, and practices is it possible to understand others. It is impossible to really �know� another�s culture in the same way as one who is raised within the culture. The goal should be to, when issues arise around differences, strive to ask respectful questions, rather than to make assumptions that ultimately lead to misunderstandings. The following four guidelines for professionals were developed by Beth Harry (U of MD, 1992) : 1. Identify the cultural values imbedded in the professional interpretation of a child�s difficulties, or in recommendations for service. A therapist�s recommendation for speech services, for instance, may result from assumptions about age appropriate verbal communication that is not shared by the parent. 2. Find out whether the family being served recognizes and values the assumptions, and, if not, how their beliefs differ. 3. Acknowledge and give explicit respect to any cultural differences identified, and fully explain the cultural basis of the professional assumptions. 4. Through discussion and collaboration, set about determining the most effective way of adapting professional interpretations or recommendations to the value systems of the family.

28. Write a Learning Objectivefor Cultural Competence One of the best ways to develop competence in any area is to set a goal and to develop objectives to reach the goal. If the goal is cultural competence, how might an objective be written? Example: Who will do what? Under what conditions? To what extent?One of the best ways to develop competence in any area is to set a goal and to develop objectives to reach the goal. If the goal is cultural competence, how might an objective be written? Example: Who will do what? Under what conditions? To what extent?