The Art of Defining & Implementing Cultural Competence

Chapter 12 - Seeker Role 

When researching the term cultural competence, one quickly realizes that there is no ONE definition of cultural competence. Definitions of cultural competence have evolved from diverse perspectives, interests and needs and are incorporated in state legislation, Federal statutes and programs, private sector organizations and academic settings. 

Some of the most influential work on defining cultural competence was conducted by researchers, of Terry Cross, Barbara Bazron, Karl Dennis and Maressa Isaacs in their 1989 publication of Towards A Culturally Competent System of Care, which offered a definition of cultural competence that established a solid foundation for the field. The definition has been widely adapted and modified during the past 20+ years. However, the core concepts and principles espoused in this framework remain constant as being viewed as universally applicable across multiple systems.

According to Cross and the other researchers, cultural competence is a set of congruent behaviors, attitudes, and policies that come together in a system, agency or among professionals and enable that system, agency or those professions to work effectively in cross-cultural situations.

The word culture is used because it implies the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values and institutions of a racial, ethnic, religious or social group. The word competence is used because it implies having the capacity to function effectively.

Five essential elements contribute to a system's institution's, or agency's ability to become more culturally competent which include:

1. Valuing diversity
2. Having the capacity for cultural self-assessment
3. Being conscious of the dynamics inherent when cultures interact
4. Having institutionalized culture knowledge
5. Having developed adaptations to service delivery reflecting an understanding of cultural diversity [1].

These five elements should be manifested at every level of an organization including policy making, administrative, and practice. Further these elements should be reflected in the attitudes, structures, policies and services of the organization.
So why does it matter in education?

According to the National Education Association, the reason why we should be concerned with cultural competence is to help educators close achievement gaps.
American classrooms are becoming increasingly diverse. As NEA President Dennis Van Roekel has noted, “Educators with the skills, knowledge, and attitudes to value the diversity among students will contribute to an educational system designed to serve all students well" [2].

Cultural competence is a key factor in enabling educators to be effective with students from cultures other than their own. 

Cultural competence is having an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families. It is the ability to understand the within-group differences that make each student unique, while celebrating the between-group variations that make our country a tapestry. This understanding informs and expands teaching practices in the culturally competent educator’s classroom [2].

At the individual or personal level, this means an examination of one’s own attitude and values, and the acquisition of the values, knowledge, skills and attributes that will allow an individual to work appropriately in cross cultural situations.

Resources
1. Cross, T., Bazron, B., Dennis, K., & Isaacs, M., (1989). Towards A Culturally Competent System of Care,
    Volume I. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance
    Center. Retrieved from http://files.eric.ed.gov/fulltext/ED330171.pdf
2. National Education Association. (2016) Why cultural competence? Retrieved from http://www.nea.org
    /home/39783.htm