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

The Interrelationships Between Life Experience & Learning

EDU 630
Chapter 6 - "First Reader" Posting

This chapter explores the interrelationships between life experience and learning. As we live, our experiences become themselves sources of learning. Whether we are in a formal classroom, at home, at work, or even running errands, we are engaged in experiences that hold the potential for learning.

One particular researcher that focused on this type of learning was David Kolb. Kolb, an American professor and businessman published his learning styles in 1984 with some inspirations from the works of Carl Rogers, Carl Jung and Jean Piaget.  The model produced the Experiential Learning Theory (ELT) and Learning Styles Inventory (LSI).

The illustration to the right describes David Kolb’s  “four stages of learning cycles” including:

1)  Concrete Experience (CE) or Feeling
(a new experience of situation is encountered, or a reinterpretation of existing experience).

2)   Reflective Observation (RO) or Watching
(of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3)   Abstract Conceptualization (AC) or Thinking
(Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4)   Active Experimentation (AE) or Doing (the learner applies them to the world around them to see what results) [1].

Effective learning is measured as a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences [2].

The connection between the 4 Stages of Learning produces 4 Types of Learning Styles. These styles are:

Diverging (Feeling and Watching - CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations at several different viewpoints.

Kolb called this style 'diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Preferred working environment: Team

Assimilating (Watching and Thinking - AC/RO)

The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear logical format.

People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts.  People with this style are more attracted to logically sound theories than approaches based on practical value.

 

This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. Preferred working environment: Solo

Converging (Doing and Thinking - AC/AE)

People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.

People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications. Preferred working environment: Solo

Accommodating (Doing and Feeling - CE/AE)

The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans.

They commonly act on 'gut' instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population. Preferred working environment: Team

Kolb also explains that our tendency to reconcile and integrate appropriately the 4 learning styles is enhanced as we mature. These development stages are identified by Kolb as

1.   Acquisition – from birth to adolescence – development of basic abilities and cognitive structures

2.   Specialization – schooling, early work and personal experiences of adulthood – the development of specialized learning style as influenced by social, learning and organization interaction

3.   Integration – mid-career through to later life – manifestation of non-dominant learning style at work and personal experiences [3].

With the new Web 2.0 tools and technologies, online learning environment can now engage learners in a rich experience by providing simulations, interactions, and more "personalized" learning. Simulations should be as close to the real experience as possible to make it engaging for the converging and accommodating learners. By "personalized" learning, the online learning system should be able to store, access, and provide advice to the learners based on their activities and inquiries as demonstrated in the chart below [4].

References:

1. McLoud, S. (2013). Kolb learning styles. Retrieved from the Simply Psychology website at http://www.simplypsychology.org/learning-kolb.html
   
   
2. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. 
3. Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 232-255.
4. Chiong, S. (2011). Kolb's Learning Styles Model and Experiential Learning Theory - Retrieved from http://etec.ctlt.ubc.ca/510wiki/Kolb's_Learning_Styles_Model_and_Experiential_Learning_Theory