Cultural Proficiency Flashcards
Definition of Cultural Proficiency.
is a model for shifting the culture of the school or district; it is a model for individual transformation and organizational change; proactive; provides tools used in any setting
What is cultural proficiency?
a mind-set, a world-view, a way a person or an organization make assumptions for effectively describing
Why is cultural proficiency important?
We live in a diverse nation.
Students can learn and develop an understanding of other prospectives.
Lack of diversity will lead one ethnic group to believe they are superior to others.
Allows educators to address achievement gaps and ask themselves what more can they do for disadvantaged students.
Examples: Does a student have a place to study. Does the student have access to healthy meals. Does the student have other forms of support.
Students can learn to work together.
Educators can attend workshops on diversity.
One can become aware of own biases and stereotypes.
Tools
The Barriers
The Guiding Principles
The Continuum
The Essential Elements
The Barriers
Three caveats of which we must be mindful as we work with out colleagues to create personal and organizational change:
The presumption of entitlement:
Means believing that all of the personal achievements and societal benefits that one has accrued are due solely to merit and the quality of one’s character
Systems of oppression:
The societal forces that affect individuals due to their membership in a distinct cultural group.
Unawareness of the need to adapt:
Resistance to change often is the result of an unawareness to adapt
Many people do not recognize the need to make personal and organizational changes in response to the diversity of the people with whom they and their organizations interact
The Guiding Principles
The guiding principles are the core value, the foundation on which the approach is built,. They are a response to the barriers, and they equip educators and their schools with a moral framework for doing their work.
Culture is a predominant force; you cannot not have a culture.
People are served in varying degrees by the dominant culture.
The group identity of individuals is as important as their individual identities.
Diversity within cultures is vast and significant.
Each group has unique cultural needs.
The family, as defined by each culture, is the primary system of support in the education of children.
Marginalized populations have to be at least bicultural, and this status creates a distinct set of issues to which the system must be equipped to respond.
Inherent in cross-cultural interactions are dynamics that must be acknowledged adjusted to, and accepted.
The school system must incorporate cultural knowledge into practice and policy making.
The Continuum
Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Pre-Competence Cultural Competence Cultural Proficiency
Cultural Destructiveness
Educating in a manner that seeks to eliminate the cultures of others in all aspects of school and in relationship to the community served. When we redistrict we can get rid of THAT neighborhood!”
○ “Why are those kids speaking Chinese at lunch?” “Allowing ICE on campus” “Stomping out LGBTQ group”
○ “If we could get rid of the special needs students, our scores would improve”
Cultural Incapacity
Educating in a way that trivializes and stereotypes other cultures; seeks to make the cultures of others appear to be wrong
○ “Another generation to never leave the trailer park.”
○ “His mom admitted he was special education when she went to school, so we can’t expect him to do well”
○ “The apple doesn’t fall far from the tree.” “If one specific population can, why can’t you?” “My way or the highway, expecting others to change.”
Cultural Blindness
Educating so that you don’t see or acknowledge the culture of others, choosing to ignore the discrepant experiences of cultures within the school; treating everyone in the system the same way without recognizing the needs that require differentiated interaction.
○ “Our school does not need to focus on multicultural education- we have no diversity.”
○ “Everyone learns the same.”
○ “Just don’t recognize their religion. We don’t want to offend.”
○ “I’m not prejudiced. I don’t see color in my students.”
Cultural Pre-Competence
Educating with an increasing awareness of what you and the school don’t know about working in diverse settings. At this level of development, you and the school can move in a positive, constructive direction, or you can falter, stop, and possibly regress
“Diversity is covered through our Language Arts curriculum.”
Cultural programs asked to be led by those of that background.
“I’ll do my best to make the Special Education student feel part of the Honors course.”
“Make sure you do an activity for Black History month”
Cultural Competence
Educating with your personal values and behaviors and the school’s policies and practices being aligned in a manner that is inclusive of cultures that are new or different from your and those of the school
You are you. I am me. But together, we are we.”
“I think it is interesting to look at another’s perspective through another lens.”
See the need and do the action
Cultural Proficiency
Educator functions effectively in cultural contexts for the purpose of being increasingly effective in serving the educational needs of cultural groups in your school and community; holding the vision that you and the school are instruments for creating a socially just democracy
Differentiate to the needs of all learners.
The Essential Elements
Assess Culture Value Diversity Manage the Dynamics of Difference Adapt to Diversity Institutionalize Cultural Knowledge
Assess Culture
Claim your differences
Recognize how your culture affects others’
Describe your own culture and the cultural norms of your organization
Understand how the culture of your organization affects those with different cultures
