Cultural Competence: Cultural Competence: Understanding the ethnic and Understanding the ethnic and

socioeconomic perspective of our socioeconomic perspective of our menteesmentees

What you need to know to What you need to know to better connect with your better connect with your

mentees and motivate them mentees and motivate them towards successtowards success

• What is Success?What is Success?

• Key points of Latino cultureKey points of Latino culture

• Key points of povertyKey points of poverty– Mental models and perspectivesMental models and perspectives– Hidden norms and common Hidden norms and common

conflictsconflicts

• How to help your mentee be How to help your mentee be successfulsuccessful

Training ContentsTraining Contents

What is Success?What is Success?Definition:Definition:

1.1. The accomplishment of an aim or The accomplishment of an aim or purpose.purpose.

2.2. The attainment of popularity or profit.The attainment of popularity or profit.

Discussion: Discussion:

1.1. What do we want for our mentees?What do we want for our mentees?

2.2. What do they want for themselves?What do they want for themselves?

3.3. What are the biggest obstacles/challenges?What are the biggest obstacles/challenges?

Be RealisticBe Realistic• Understand the assets/resources they do Understand the assets/resources they do

and don’t have and be realistic about and don’t have and be realistic about their ability to change. their ability to change. – With few assets change will be more difficultWith few assets change will be more difficult– Use handout to asses your mentees Use handout to asses your mentees

resourcesresources

• Your influence is ongoingYour influence is ongoing– It may manifest later, do not be discouragedIt may manifest later, do not be discouraged

• You are not their parent, teacher, or You are not their parent, teacher, or counselor and we don’t expect you to becounselor and we don’t expect you to be

Key Points on Latino CultureKey Points on Latino Culture• Family is everythingFamily is everything

– They take care of each other, live near/with each They take care of each other, live near/with each other, socialize together. Clan-like.other, socialize together. Clan-like.

• Work hard, play hardWork hard, play hard– They respect hard workThey respect hard work– Entertainment is a priority; music, dance, foodEntertainment is a priority; music, dance, food

• Religion and traditions are importantReligion and traditions are important– Typically Roman CatholicTypically Roman Catholic

• Education is valuedEducation is valued– Immigrated for better education and opportunity.Immigrated for better education and opportunity.– Teachers are highly respected, but intimidating Teachers are highly respected, but intimidating

system.system.– Language barrier, system differences, financial Language barrier, system differences, financial

pressurepressure

Latino Culture Latino Culture CharacteristicsCharacteristics

Category Characteristics

Behavioral/emotional expressiveness

Restraint of feelings, particularly anger and frustration

VerbalLimited verbal expressions toward authority

figures

NonverbalPreference for closer personal space; avoidance

of eye contact when listening or speaking to authority figures

Concept of timePresent time perspective; relaxed about time and

punctuality; and immediate short-term goals

Social orientationCollective, group identity; interdependence;

cooperative rather than competitive; emphasis on interpersonal relations

Activity!Activity!Multicultural Tree Worksheet- explore Multicultural Tree Worksheet- explore

your own influences for 3 minutes- your own influences for 3 minutes- then share with a group of 4.then share with a group of 4.

What did you have in common?What did you have in common?

What were some differences?What were some differences?

Can you imagine difference between Can you imagine difference between you and your mentee?you and your mentee?

1.1. Poverty is RelativePoverty is Relative

2.2. Poverty occurs in all races – (It is not a Poverty occurs in all races – (It is not a racial thing)racial thing)

• But there are cultural differences in But there are cultural differences in poverty.poverty.

3.3. Generational and situational poverty are Generational and situational poverty are differentdifferent

• We are focusing on generationalWe are focusing on generational

4.4. This work is based on patterns. All This work is based on patterns. All patterns have exceptionspatterns have exceptions

5.5. Schools and businesses operate from Schools and businesses operate from middle-class norms and valuesmiddle-class norms and values

Key Points to Understand Key Points to Understand PovertyPoverty

Mental Model of PovertyMental Model of Poverty

Mental Model of Middle Mental Model of Middle ClassClass

Mental Model of WealthMental Model of Wealth

• What are the daily concerns and What are the daily concerns and priorities of your menteepriorities of your mentee

• What is their driving motivator/main What is their driving motivator/main prioritypriority

Mental Model of Your Mental Model of Your MenteeMentee

6.6. Individuals bring with them the hidden Individuals bring with them the hidden rules of the class in which they were rules of the class in which they were raisedraised

7.7. Repeat: Schools and businesses operate Repeat: Schools and businesses operate from middle-class norms and valuesfrom middle-class norms and values

8.8. To move from poverty to middle class, To move from poverty to middle class, one must give up (for a period of time) one must give up (for a period of time) relationships for achievementrelationships for achievement

Key Points of Poverty Key Points of Poverty Continued..Continued..

Understanding Understanding Values/NormsValues/Norms

PovertyPoverty Middle Middle ClassClass

WealthWealth

SurvivalSurvival CareerCareer Political Political PowerPower

RelationshipsRelationships AchievementAchievement Financial & Financial & Social Social

ConnectionsConnections

EntertainmentEntertainment Material SecurityMaterial Security LegacyLegacy

Hidden Norms of Poverty vs. Middle Hidden Norms of Poverty vs. Middle ClassClass

PovertyPoverty Middle ClassMiddle ClassDriving Driving ForcesForces

Survival, Survival, Relationships, Relationships, EntertainmentEntertainment

Career, achievement, Career, achievement, securitysecurity

TimeTime Present most Present most important, not important, not

thinking about future thinking about future when making when making

decisions.decisions.

Future most Future most important, decisions important, decisions

made based on future made based on future consequences.consequences.

DestinyDestiny Believes in fate. Believes in fate. Cannot do much to Cannot do much to

change it.change it.

Believes in choice. Believes in choice. Can change future Can change future with good choices with good choices

now.now.

EducatioEducationn

Valued and revered Valued and revered as abstract but not as as abstract but not as reality. A distraction.reality. A distraction.

Crucial for climbing Crucial for climbing success ladder and success ladder and

making moneymaking money

Conflicts Between NormsConflicts Between Norms

Discussion:Discussion:

• Can you think of examples where Can you think of examples where class norms collide to cause conflict?class norms collide to cause conflict?

• When/how have you had issues with When/how have you had issues with your mentee?your mentee?– TimeTime– MoneyMoney– FutureFuture

Conflict SolutionsConflict Solutions

• EducationEducation– Explain your hidden rules to them: why Explain your hidden rules to them: why

does x behavior bother you and what does x behavior bother you and what behavior would you prefer and why.behavior would you prefer and why.

• AccommodationAccommodation– Accept the hidden rules they operate Accept the hidden rules they operate

under and make room for them.under and make room for them.

1.1. Tyranny of the MomentTyranny of the Moment““The need to act overwhelms any The need to act overwhelms any willingness people have to learn”- willingness people have to learn”- The Art The Art of the Long View by Peter Swartzof the Long View by Peter Swartz

2.2. Social CohesionSocial Cohesion1.1. Don’t want to leave friends and family Don’t want to leave friends and family

and what is familiar (remember key point)and what is familiar (remember key point)2.2. Crabs in a bucketCrabs in a bucket

3.3. No resources to plan and executeNo resources to plan and execute1.1. EducationalEducational2.2. SocialSocial3.3. FinancialFinancial

Why is it so Hard to Leave Why is it so Hard to Leave Poverty?Poverty?

1.1. Two things that help people move out of Two things that help people move out of poverty are: poverty are: 1.) Education 1.) Education 2.) Relationships/Social Capital – 2.) Relationships/Social Capital – Mentors!Mentors!

2.2. Four reasons people leave poverty are: Four reasons people leave poverty are: 1.) Too Painful to Stay 1.) Too Painful to Stay 2.) Vision or Goal 2.) Vision or Goal 3.) Special Talent/Skill 3.) Special Talent/Skill 4.) Key Relationships – Mentors! 4.) Key Relationships – Mentors!

How to Move Out of PovertyHow to Move Out of Poverty

““No Significant No Significant Learning Occurs Learning Occurs

without a Significant without a Significant Relationship”Relationship”

- Dr. James Corner- Dr. James Corner

How to Help Your Mentee How to Help Your Mentee SucceedSucceed

Use your new understanding to:Use your new understanding to:• 11stst Step- Build a trusting relationship. Step- Build a trusting relationship.

• 22ndnd Step- Understand and Build Step- Understand and Build Assets/ResourcesAssets/Resources

• 33rdrd Step- Discuss and create future Step- Discuss and create future goals, expand awareness of goals, expand awareness of opportunitiesopportunities

• 44thth Step- Motivate and support them Step- Motivate and support them towards those goalstowards those goals

11stst Step: Build Relationship Step: Build Relationship

Build Trust

EncourageListen

Be Reliable

Have Fun!

11stst Step: Build Relationship Step: Build Relationship• Trust takes timeTrust takes time

– ConsistencyConsistency– Shared experiences- ask about their life and Shared experiences- ask about their life and

culture and share yours with them. Listen.culture and share yours with them. Listen.

• Act like an adult friend, not a parentAct like an adult friend, not a parent– Casual language, adult voice, stories, non-Casual language, adult voice, stories, non-

judgmentaljudgmental

• Activities and funActivities and fun– Having fun together is important!Having fun together is important!– Focus on activities where you work together Focus on activities where you work together

toward a common goal: Science projects, shared toward a common goal: Science projects, shared reading, overcoming fears or exploring new reading, overcoming fears or exploring new things togetherthings together

Parent VoiceParent Voice• You should/shouldn’t do thatYou should/shouldn’t do that

• It’s wrong/right to do…It’s wrong/right to do…

• That’s stupid, immature, out of line, That’s stupid, immature, out of line, ridiculousridiculous

• Life’s not fair- get busyLife’s not fair- get busy

• You’re good/bad/worthless/beautiful You’re good/bad/worthless/beautiful

• You do as I sayYou do as I say

• If you weren’t so…this wouldn’t…If you weren’t so…this wouldn’t…

Adult VoiceAdult Voice

• I need…I need…

• What’s your plan?What’s your plan?

• What are your choices in this situation?What are your choices in this situation?

• If you choose…then you have chosen…If you choose…then you have chosen…

• If you did know, what would you say?If you did know, what would you say?

• When you did that, what did you want?When you did that, what did you want?

• How did that behavior help you be How did that behavior help you be successful?successful?

22ndnd Step: Recognize and Build Step: Recognize and Build Assets/ResourcesAssets/Resources

• Try to find out what assets/resources they Try to find out what assets/resources they do and don’t have (handout)do and don’t have (handout)

• Build assets whenever you can, especially Build assets whenever you can, especially emotional, social (relationships/support), emotional, social (relationships/support), mental/educational, and knowledge of mental/educational, and knowledge of hidden ruleshidden rules– Critical thinking and planning skills are Critical thinking and planning skills are

essential!essential!• Remember: less assets = less ability Remember: less assets = less ability

to changeto change

Critical Thinking and Critical Thinking and PlanningPlanning

• If an individual cannot plan, he/she cannot If an individual cannot plan, he/she cannot predict.predict.

• If an individual cannot predict, he/she If an individual cannot predict, he/she cannot identify cause/effect.cannot identify cause/effect.

• If an individual cannot identify cause/effect, If an individual cannot identify cause/effect, he/she cannot identify consequence.he/she cannot identify consequence.

• If an individual cannot identify If an individual cannot identify consequence, he/she cannot control consequence, he/she cannot control impulsivity.impulsivity.

• If an individual cannot control impulsivity, If an individual cannot control impulsivity, he/she has an inclination toward criminal he/she has an inclination toward criminal behavior.behavior.

Teaching Critical ThinkingTeaching Critical Thinking• Identify Stimulus (the What), and Meaning Identify Stimulus (the What), and Meaning

(the Why), and then decide on a Strategy (the Why), and then decide on a Strategy (the How).(the How).

• Can use with past, current, or future Can use with past, current, or future situationssituations

• For example, a parent might say, “Don’t For example, a parent might say, “Don’t cross the street without looking.” (a cross the street without looking.” (a stimulus). “You could get hit by a car.” stimulus). “You could get hit by a car.” (assigning meaning). “So, if you must (assigning meaning). “So, if you must cross the street, look both ways.” cross the street, look both ways.” (identification of a strategy)(identification of a strategy)

Activity!Activity!

• Groups of 2Groups of 2• Role-play the provided situations using the Role-play the provided situations using the

critical thinking strategy, one as mentor critical thinking strategy, one as mentor and one as mentee.and one as mentee.– Facebook comment- friends upsetFacebook comment- friends upset– Late to class- gets called out by teacherLate to class- gets called out by teacher

• Stimulus-meaning-strategyStimulus-meaning-strategy• Use adult voice not parent voice- help Use adult voice not parent voice- help

them reach the conclusions- don’t just tellthem reach the conclusions- don’t just tell• Use handoutUse handout

Understanding Choice and Understanding Choice and ConsequenceConsequence

If you choose A, you are choosing BIf you choose A, you are choosing B • Be in control or let others control youBe in control or let others control you

– Do you want to ride the bus the rest of your Do you want to ride the bus the rest of your life, or drive your own car…work in McDonalds life, or drive your own car…work in McDonalds or own your Own Restaurant?or own your Own Restaurant?

• Provide for your family or be dependant Provide for your family or be dependant – Do you want to comfortably support yourself Do you want to comfortably support yourself

and your family or always be worries about and your family or always be worries about bills and how to get the things you need and bills and how to get the things you need and want.want.

• Choose to succeed/survive or choose to Choose to succeed/survive or choose to failfail– Life is like a game – you can get bad hands Life is like a game – you can get bad hands

but still winbut still win– If you give up you are choosing to failIf you give up you are choosing to fail

33rdrd Step: Setting Goals Step: Setting Goals• Discover what they care about Discover what they care about

– Values- think about culture and mental modelValues- think about culture and mental model– Skills and Sparks- stepitup2thrive.comSkills and Sparks- stepitup2thrive.com

• Discuss the future often and explore optionsDiscuss the future often and explore options– What do they want and why- critical thinkingWhat do they want and why- critical thinking– Show them what is out there, they only know Show them what is out there, they only know

what they seewhat they see

• Help them create goalsHelp them create goals– They may not be the same as yoursThey may not be the same as yours– Do research on possibilities- careers etc Do research on possibilities- careers etc – Encourage them to make short term and stretch Encourage them to make short term and stretch

goalsgoals

Remember ValuesRemember Values

RelationshipsRelationships

FamilyFamily

SurvivalSurvival

Hard WorkHard Work

MoneyMoney

EntertainmentEntertainment

FoodFood

DanceDance

MusicMusic

44thth Step: Plan, Prepare, and Step: Plan, Prepare, and MotivateMotivate

• Plan steps to reach goals Plan steps to reach goals – What education will they need?What education will they need?– What experience will they need?What experience will they need?– What will they gain, what might they have to give What will they gain, what might they have to give

up?up?• Use your middle class backgroundUse your middle class background

– Explain what is expected in school and workExplain what is expected in school and work– Talk about future; choice and consequenceTalk about future; choice and consequence– Use your social capital- networkingUse your social capital- networking

• Motivate using valuesMotivate using values– Family/relationships - how will reaching their goal Family/relationships - how will reaching their goal

help their family, etchelp their family, etc– Earn hard work and respect - be the “smart” oneEarn hard work and respect - be the “smart” one– Entertainment – what cool entertainment will they Entertainment – what cool entertainment will they

have access to? (expensive cars, electronics etc)have access to? (expensive cars, electronics etc)

How to Help Your Mentee How to Help Your Mentee SucceedSucceed

Use your new understanding to:Use your new understanding to:• 11stst Step- Build a trusting relationship. Step- Build a trusting relationship.

• 22ndnd Step- Recognize and Build Step- Recognize and Build Assets/ResourcesAssets/Resources

• 33rdrd Step- Discuss and create future Step- Discuss and create future goals, expand awareness of goals, expand awareness of opportunitiesopportunities

• 44thth Step- Motivate and support them Step- Motivate and support them towards those goalstowards those goals

Be RealisticBe Realistic• Understand the assets/resources they do Understand the assets/resources they do

and don’t have and be realistic about and don’t have and be realistic about their ability to change. their ability to change. – With few assets change will be more difficultWith few assets change will be more difficult– Building assets comes firstBuilding assets comes first

• Your influence is ongoingYour influence is ongoing– It may manifest later, do not be discouragedIt may manifest later, do not be discouraged

• You are not their parent, teacher, or You are not their parent, teacher, or counselor and we don’t expect you to becounselor and we don’t expect you to be

The End!The End!

Visit Visit Mentor-Center.orgMentor-Center.org for more for more resources and to find this PowerPoint and resources and to find this PowerPoint and

handoutshandouts

I will also email out the PowerPoint slides I will also email out the PowerPoint slides and handouts shortlyand handouts shortly