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CULTURAL AND LINGUISTIC COMPETENCE:
A COMPELLING NEED IN HIGHER EDUCATION
National Center
for Cultural Competence
Tawara D. GoodeAssistant Professor
Director, National Center for Cultural Competence Associate Director, University Center for Excellence in Developmental Disabilities
Center for Child and Human Development Georgetown University
June 3, 2014
Slide Source:© 2014 - National Center for Cultural Competence
OBJECTIVES Participants will:
1.Describe a conceptual framework for a cultural competence model.
2.Delineate how to advance and sustain such practices at both individual and organizational levels.
3.Explore the implications of these concepts to the mission and goals of HERC and MnCUPA-HR and their respective academic institutions.
The formal education of many faculty and staff has not prepared them to incorporate cultural and linguistic competence into their core responsibilities (e.g., teaching, research, counseling, human resources, faculty and student support services, community engagement)
To facilitate workforce diversity, both for its reflection of the population served and for its inherent strengths
To serve the institution’s best interests by providing a competitive edge in (1) recruiting and retaining faculty, staff, and students; and (2) obtaining grant funding for teaching, service, research, community engagement and other university initiatives
Reasons to Address Cultural and Linguistic Competence in Higher Education
Slide Source:© 2014 - National Center for Cultural CompetenceT.D. Goode
To ensure that students develop prerequisite areas of awareness, knowledge, and skills in cultural and linguistic competence within the contexts of their chosen fields of study
To prepare the future workforce to thrive in a multicultural environment
To respond to legislative, regulatory, and accreditation mandates
Reasons to Address Cultural and Linguistic Competence in Higher Education
Slide Source:© 2014 - National Center for Cultural CompetenceT.D. Goode
Slide Source:© 2014 - National Center for Cultural Competence
Reasons to Address Cultural and Linguistic Competence in Higher Education
Demographic changes in the U.S., its territories, and
tribal communities.
What are demographic trends for the
Slide Source:© 2014 - National Center for Cultural Competence
USA
Slide Source:© 2014 - National Center for Cultural Competence
A series of projections from the U.S. Census Bureau estimates: in the year 2046 the nation will become
“majority-minority” (all people except for those that are non-Hispanic, single-race white).
the population under 18 years of age will reach this status by 2018 or 2019.
the working-age population is projected to become majority-minority between 2036 (high series) and 2042 (constant series).
A DEMOGRAPHIC REALITY
Data Source: U.S. Census Bureau. Retrieved on 5/25/14 from http://www.census.gov/newsroom/releases/archives/population/cb13-89.html
DEFINITION OF LEGAL PERMANENT RESIDENT
Slide Source:© 2014 - National Center for Cultural Competence
Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report,Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years 2010-2012
A legal permanent resident or “green card” recipient is defined by immigration law as a person who has been granted lawful permanent residence in the United States.
Permanent resident status confers certain rights and responsibilities. Legal Permanent Residents may live and work permanently anywhere in the United States, own property, and attend public schools, colleges, and universities.
Legal Permanent residents may also join certain branches of the Armed Forces and apply to become U.S. citizens if they meet certain eligibility requirements. (p. 1/6)
Top 10 Countries of Birth of Legal PermanentResidents in the United States in 2012
Mexico China, People’s Republic India Philippines Dominican RepublicCubaVietnamHaiti Colombia S. Korea
146,406 81,406 66,434 57,327 41,566 32,820 28,304 22,818 20,931 20,846
Data Source: U.S. Department of Homeland Security, Office of ImmigrationStatistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report,Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years 2010-2012
Slide Source:© 2014 - National Center for Cultural Competence
Total 1,031,631
14.2% 7.9% 6.4% 5.6% 4.0% 3.2% 2.7% 2.2% 2.0% 2.0%
Legal Permanent Resident Flow by Metropolitan Area of Residence 2012
New York-Northern New Jersey-Long Island [NY, NJ, PA] Los Angeles-Long Beach-Santa Ana [CA] Miami-Ft. Lauderdale-Pompano Beach [FL] Washington-Arlington-Alexandria [DC, VA, MD, WV] Chicago-Joliet-Naperville [IL, IN, WI]Houston-Sugar Land-Baytown [TX]San Francisco-Oakland-Fremont [CA] Boston-Cambridge-Quincy [MA, NH] Atlanta-Sandy Springs-Marietta [GA] Other
179,011 81,505 66,153 39,365 34,898 31,738 28,010 25,042 21,289 495,881
Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report, Randal Monger & James Yankay. Table 5- Legal Permanent Resident Flow by Metropolitan Area of Residence, Fiscal Years 2010-2012
Slide Source:© 2014 - National Center for Cultural Competence
Total 1,031,631
17.4% 7.9% 6.4% 3.7% 3.4% 3.1% 2.9% 2.4% 2.1% 48.1%
American Community Survey One-Year Population Estimates for 2012
Total Population = 313,914,040 One Race = 304,840,426
White……………………………………………………..
Hispanic or Latino (of any race)……………………….
Black or African American …………………………….
American Indian and Alaska Native…………………..
Asian …………………………………………………….
Native Hawaiian and Other Pacific Islander ………...
Two or more races ……………………………………..
Some Other Race ……………………………………...
231,992,377 52,961,017 39,623,138 2,563,505 15,555,530
543,198
9,073,614
14,562,678Slide Source:© 2014 - National Center for Cultural Competence
Data Source: U.S. Census Bureau, American Fact Finder, 2012 ACS, 1 Year Estimates , DP05
Slide Source:© 2014 - National Center for Cultural Competence
Getting on the Same Page:Definitions and Conceptual Frameworks
Cultural Competence Linguistic Competence
Are we on the same page?
culturally aware
cultural sensitivity
culturally appropriate
culturally effective
culturally relevantculturally
competent
cultural humility
culturally & linguistically competent
linguistically competent
cultural proficiency
multicultural competence
T.D. GoodeSlide Source:© 2014 - National Center for Cultural Competence
culturally relevant cultural responsiveness
linguistically appropriate
policies
practices
behaviorsstructures
attitudes
…requires that organizations have a clearly defined, congruent set of values and principles, and demonstrate behaviors, attitudes, policies, structures, and practices that enable them to work effectively cross-culturally.
(adapted from Cross, Bazron, Dennis & Isaacs, 1989.
CULTURAL COMPETENCE
Slide Source:© 2014 - National Center for Cultural Competence
Five Elements of Cultural CompetenceINDIVIDUAL LEVEL
acknowledge cultural differences
understand your own culture
engage in self-assessment
acquire cultural knowledge & skills
view behavior within a cultural context
1
2
3
4
5
(Cross, Bazron, Dennis and Isaacs, 1989)Slide Source:© 2014 - National Center for Cultural Competence
1• value diversity
2• conduct self-assessment
3• manage the dynamics of difference
4• institutionalize cultural knowledge
5• adapt to diversity (values, polices, structures & services)
Five Elements of Cultural CompetenceORGANIZATIONAL LEVEL
(Cross, Bazron, Dennis and Isaacs, 1989)Slide Source:© 2014 - National Center for Cultural Competence
ESSENTIAL ELEMENTS IN ACULTURALLY COMPETENT SYSTEM
Slide Source:© 2011 - National Center for Cultural Competence
policy making
administration
practice & service delivery
patient, family, consumer
community
These five elements must be manifested at every level of an organization or system including:
and reflected in its attitudes, structures, policies, practices, and services.
Adapted from Cross, Bazron, Dennis, & Isaacs, 1989
Slide Source:© 2014 - National Center for Cultural Competence
Cultural Destructiveness
CulturalIncapacity
Cultural Blindness
CulturalPre-Competence
CulturalCompetence
CulturalProficiency
Cultural Competence Continuum(Cross, Bazron, Dennis and Isaacs, 1989)
Slide Source:© 2014 - National Center for Cultural Competence
As a culturally competent _________ I am capable of interacting positively with
people who do NOT
look like,talk like,
think like,believe like,
act like,
live like...ME!!!
Source Multnomah County Department of Health.Slide Source: The National Center for Cultural Competence,
2014
move like,
Modification from Mike Magy, Massachusetts Department of Mental Health, November 2005 .
love like...
Slide Source:© 2014 - National Center for Cultural Competence
Getting on the Same Page:Definitions and Conceptual Frameworks
Linguistic CompetenceHealth Literacy
What are the demographic trends in languages spoken in the
Slide Source:© 2014 - National Center for Cultural Competence
Languages Spoken at Home in the U.S. in 2012
English only 232,262,934 (79%)
Total other languages 61,740,779 (20%)
Speak Spanish or Spanish Creole 38,325,155
Speak Indo European languages 11,034,625(French [Patois, Cajun], French Creole, Italian, Portuguese, Portuguese Creole, German, Yiddish, Other West Germanic languages, Scandinavian languages, Greek, Russian, Polish, Serbo-Croatian, Other Slavic languages, Armenian, Persian, Gujarathi, Hindi, Urdu, Other Indic languages)
Speak Asian and Pacific Island languages 9,752,336(Chinese, Japanese, Korean, Mon-Kymer, Cambodian, Miao, Hmong, Thai, Laotian, Vietnamese, Tagalog, other Pacific Island language)
Other Languages 2,756,099(Navajo, Other Native American languages, Hungarian, Arabic, Hebrew, African languages, other unspecified languages)
Total Population 5 years and over 294,003,714
Slide Source:© 2014 - National Center for Cultural CompetenceData Source: U.S. Census Bureau, American Fact Finder, 2012 American Community Survey-1 Year Estimates, Table S1601
Linguistic isolation refers to households in which no person over the age of 14 speaks English at least very well
Linguistically Isolated Households in the United States in 2012
What is Linguistic Isolation?
All households 4.5%
Households speaking-- Spanish 23.1% Other Indo-European languages 15.5% Asian and Pacific Island languages 26.7% Other languages 17.0%
Data Source: U.S. Census Bureau, American FactFinder, 2012 American Community Survey- 1 Year Estimates, Table S1602
Slide Source:© 2014 - National Center for Cultural Competence
Slide Source: 2014 - National Center for Cultural Competence
What is linguistic competence?
What should you know about linguistic competence in your role or position?
is the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse groups including persons of limited English proficiency, those who are not literate or have low literacy skills, individuals with disabilities, or those who are deaf or hard of hearing
requires organizational and provider capacity to respond effectively to the health literacy and mental health literacy needs of populations served
ensures policy, structures, practices, procedures and dedicated resources to support this capacity
Linguistic Competence
Goode & Jones, Revised 2009, National Center for Cultural Competence
Slide Source:© 2014 - National Center for Cultural Competence
What are the legal mandates, guidance, or standards related to linguistic competence and
language access
Slide Source:© 2014 - National Center for Cultural Competence
Title VI of the Civil Rights Act of 1964- Sec. 601 ensures –nondiscrimination in Federally Assisted programs and states that “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”.
– http://www.hhs.gov/ocr/civilrights/resources/laws/index.html
Title VI - Civil Rights Act of 1964SEC. 601 TITLE VI--NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS
Data Source: Civil Rights Act of 1964, P.L. 88-62Slide Source: © 2014 - National Center for Cultural Competence
Who Does Title VI Protect?
Data Source: Civil Rights Act of 1964, P.L. 88-62Slide Source: © 2014 - National Center for Cultural Competence
EVERYONE!
Title VI protects persons of all colors, races, and national origins.
Title VI protects against national origin discrimination and are not limited to U.S. citizens.
Title VI states that:“no person shall be discriminated against on the basis of race, color, or national origin. Section 601 and 42 USC 2000d et. Seq.
Linguistic Competence: LEGAL MANDATES & GUIDANCE
Slide Source:© 2014 - National Center for Cultural Competence
Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited
English Proficient Persons
http://www.hhs.gov/ocr/civilrights/resources/laws/revisedlep.html
Who is Covered Under Title VI?Recipients of HHS assistance may include, for example:• Hospitals, nursing homes, home health agencies, and managed care
organizations • Universities and other entities with health or social service research
programs • State, county, and local health agencies • State Medicaid agencies • State, county and local welfare agencies • Programs for families, youth, and children • Head Start programs • Public and private contractors, subcontractors and vendors • Physicians and other providers who receive Federal financial assistance
from HHS
Slide Source: © 2014 National Center for Cultural Competence
Slide Source:© 2014 - National Center for Cultural Competence
Characteristics of Culturally and Linguistically Competent Systems,
Organizations & Personnel
Philosophy
Mission statement
Policies, Structures, Procedures, Practices
Diverse Knowledgeable Skilled Workforce
Dedicated Resources & Incentives
Community Engagement & Partnerships
Conduct of Research with and for Diverse Communities
Publish and Disseminate
Advocacy (disparities, equity, social justice)
Characteristics of Culturally and Linguistically Competent Organizations and Systems
Slide Source:© 2014 - National Center for Cultural Competence
Slide Source:© 2014 - National Center for Cultural Competence
Implications for the Upper Midwest HERC
and MnCUPA-HR
sole aim is to help the most diverse
and qualified candidates find the right jobs at our institutions
improve its recruitment and retention efforts
through greater regional and national
exposure for your open positions
gain access to a highly educated and unusually
diverse pool of jobseekers
offer free professional development
opportunities to faculty and staff
capitalize on the purchasing power that
comes with pooled resources
CANNOT ACHIEVE THE SOLE AIM OF THE UMW HERC AND THE PURPOSE OF THE MnCUPA-HR
WITHOUT CULTURAL AND LINGUISTIC COMPETENCE
Slide Source: National Center for Cultural Competence,2014
Comprehensive regional and national higher education jobs websites
Member collaboration on facilitating dual-career employment and state-of-the art dual-career search technology
Partnerships with associations, societies, and publications that serve women and minorities
Website structure - appeal, images, language
University philosophy and campus climate
Diverse array of institutional partnerships coupled with personal relationships
Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR
T.D. Goode Slide Source:© 2014 - National Center for Cultural Competence
National advertising campaigns to promote the HERC websites
Conference attendance to reach out to women and minority jobseekers with a special emphasis on STEM professionals
Campaign design and audiences of focus
Place emphasis on community engagement in addition to or instead of outreach
Slide Source:© 2014 - National Center for Cultural Competence
Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR
Differentiating Community Outreach from Community Engagement
The NCCC asserts that there is a distinct philosophical difference between outreach and engagement, particularly as it relates to the values and principles of cultural and linguistic competence. Outreach implies a unilateral or one-way approach from the organization or agency to the community, whereas engagement implies the bilateral or two-way exchange.
Slide Source:© 2014 - National Center for Cultural Competence
Differentiating Community Outreach from Community Engagement
Community outreach is defined as the act of reaching out by a program or other entity for extending assistance or services to the community, especially as an act of charity or goodwill.
Retrieved from and adapted http://www.yourdictionary.com/outreachon 11/16/12.
Slide Source:© 2014 - National Center for Cultural Competence
Differentiating Community Outreach from Community Engagement
Community Engagement is “the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people.”
Retrieved from Principles of Community Engagement, Center for Disease Control and Prevention: http://www.cdc.gov/phppo/pce/ on 11/16/12
Slide Source:© 2014 - National Center for Cultural Competence
Professional development opportunities for members, including regional member conferences and webinars
HERC member discounts with key higher education vendors
Professional development that taps into topics such as conscious and unconscious biases, inequities, “the ISMs,” LGBT, conflict resolution, changing the culture of campus climate, understanding difference,
Vendors are representative of diverse populations in the U.S., its territories, and tribal communities
Slide Source:© 2014 - National Center for Cultural Competence
Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR
Taking the next steps
CONTACT US
National Center for Cultural Competencehttp://[email protected]
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