Cultural CompetencyCultural CompetencyEquity, andEquity, and

Social JusticeSocial Justice

Portland State UniversityPortland State University

July 2012July 2012

John LenssenJohn Lenssen

Culture refers to integrated patterns of Culture refers to integrated patterns of human behavior that include the:human behavior that include the:

language, thoughts, communication,language, thoughts, communication,

actions, customs, beliefs, values, andactions, customs, beliefs, values, and

norms of racial, ethnic, religious, or norms of racial, ethnic, religious, or social groupssocial groups..

Defining CultureDefining Culture Often used interchangeably with race and ethnicityOften used interchangeably with race and ethnicity

Way of perceiving, believing, evaluating, and behaving. It Way of perceiving, believing, evaluating, and behaving. It is the blueprint that determines the way we think, feel, and is the blueprint that determines the way we think, feel, and behave.behave.

Groupings of people based on shared values beliefs and Groupings of people based on shared values beliefs and behavioral normsbehavioral norms

Includes both subjective (e.g., values, norms, etc.) and Includes both subjective (e.g., values, norms, etc.) and physical aspects (e.g., buildings, dress, foods, etc.; physical aspects (e.g., buildings, dress, foods, etc.; Triandis)Triandis)

QuickTime™ and aTIFF (Uncompressed) decompressor

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Deeply Held, Harder-to Recognize Deeply Held, Harder-to Recognize Components of CultureComponents of Culture

Perception of time (Hall)Perception of time (Hall) Perception of space (Hall)Perception of space (Hall) Individualism-collectivism Individualism-collectivism High context-low context (Hall)High context-low context (Hall) Importance of hierarchyImportance of hierarchy Modes of self-expressionModes of self-expression Modes of thinkingModes of thinking Importance and rigidity of gender rolesImportance and rigidity of gender roles Nature of changeNature of change Humans’ relationship to the natural worldHumans’ relationship to the natural world

“Schools must embrace the worldsfrom which their children come, while at the same time teaching them what they need to know tosucceed in the broader, dominantculture.”

Lisa Delpit

Cultural CompetencyCultural Competency

What is cultural competence? Put What is cultural competence? Put most simply, it is the ability to most simply, it is the ability to

successfully teach students who come successfully teach students who come from cultures other than your own.”from cultures other than your own.”

Diller and MouleDiller and Moule

Hierarchy of Cultural CompetencyHierarchy of Cultural Competency

Unconsciously Incompetent

Consciously Incompetent

Consciously Competent

Unconsciously Competent

The Guiding Principles (Cultural The Guiding Principles (Cultural Proficiency)Proficiency)

Culture is a predominant force; you cannot NOT be Culture is a predominant force; you cannot NOT be influenced by culture.influenced by culture.

People are served in varying degrees by the dominant People are served in varying degrees by the dominant culture.culture.

It is important to acknowledge the group identity of It is important to acknowledge the group identity of individuals.individuals.

Diversity within cultures is important; cultural groups are Diversity within cultures is important; cultural groups are neither homogeneous nor monolithic.neither homogeneous nor monolithic.

Respect the unique needs that members of dominated Respect the unique needs that members of dominated groups may have.groups may have.

A Courageous ConversationA Courageous Conversation

Engages those who won’t talkEngages those who won’t talk Sustains the conversation when it gets Sustains the conversation when it gets

uncomfortable or diverteduncomfortable or diverted Deepens the conversation to the point Deepens the conversation to the point

where authentic understanding and where authentic understanding and meaningful actions occur.meaningful actions occur.

Four Agreements of Four Agreements of Courageous ConversationsCourageous Conversations

Stay engaged.Stay engaged.

Speak your truth.Speak your truth.

Experience discomfort.Experience discomfort.

Expect and accept non-closure.Expect and accept non-closure.

Believing 

Morally

Thinking   

Intellectually

Emotionally Feeling

Socially  

Doing

Courageous ConversationsCourageous Conversations

Changing the Discourse in Changing the Discourse in SchoolsSchools

““Discourse II conversations tend to be Discourse II conversations tend to be about uncomfortable, unequal, about uncomfortable, unequal, ineffective, prejudicial conditions and ineffective, prejudicial conditions and relationships in a school.” relationships in a school.”

““Any real effort to make substantive Any real effort to make substantive (systemic) change must begin with a (systemic) change must begin with a Discourse II dialogue in schools, one Discourse II dialogue in schools, one that blames no one and deconstructs that blames no one and deconstructs what is really going on.”what is really going on.”

Discourse II QuotationsDiscourse II Quotations

In your small group discuss your quotation.In your small group discuss your quotation.

Develop a one minute presentation for the Develop a one minute presentation for the class - highlighting your take-away from class - highlighting your take-away from the quotation.the quotation.

Courageous Conversations:Courageous Conversations:Changing the Discourse in Changing the Discourse in

SchoolsSchools

Discourse I Deals With:Discourse I Deals With:

Singular truthsSingular truths

Improving what existsImproving what exists

Techniques, methods, andTechniques, methods, and contentcontent

Discourse II Deals WithDiscourse II Deals With::

Multiple storiesMultiple stories

Changing something significantChanging something significant

Learning and school relationshipsLearning and school relationships

Discourse I Discourse IIDiscourse I Discourse II

SymptomsSymptoms

Discipline and controlDiscipline and control

The familiarThe familiar

Answers and solutionsAnswers and solutions

CausesCauses

Alienation and resistanceAlienation and resistance

The uncomfortableThe uncomfortable

Dilemmas and mysteriesDilemmas and mysteries

Discourse I Discourse IIDiscourse I Discourse II

Ability and meritAbility and merit

DropoutsDropouts

The work of adultsThe work of adults

ReproductionReproduction

Privilege and Privilege and oppressionoppression

PushoutsPushouts

The learning and The learning and experience of studentsexperience of students

TransformationTransformation

Initiating Discourse IIInitiating Discourse II

On the topic of student discipline, and being On the topic of student discipline, and being mindful of the disproportionate discipline mindful of the disproportionate discipline data in your school:data in your school:

develop Discourse II questions intended to develop Discourse II questions intended to deepen the dialogue and lead to systemic deepen the dialogue and lead to systemic change.change.

We Must Examine and Engage in We Must Examine and Engage in Dialogue Around:Dialogue Around:

AssumptionsAssumptions BeliefsBeliefs ValuesValues ExpectationsExpectations VisionsVisions

Listening To Each OtherListening To Each Other

When we begin listening to each other, and When we begin listening to each other, and when we talk about things that matter to us, when we talk about things that matter to us, the world begins to change. Everyone has the world begins to change. Everyone has the capacity to be able to figure out how to the capacity to be able to figure out how to make a difference. Listening and talking to make a difference. Listening and talking to

one another heals our divisions and makes us one another heals our divisions and makes us brave again.brave again.

Margaret Wheatley,Margaret Wheatley,

Turning to One AnotherTurning to One Another

: : 9 Healthy Ways to Communicate9 Healthy Ways to Communicate

1.1. Reflect back what is being said. Use their Reflect back what is being said. Use their words, not yours.words, not yours.

2.2. Begin where they are at, not where you want Begin where they are at, not where you want them to be.them to be.

3.3. Be curious and open to what they are trying to Be curious and open to what they are trying to say.say.

4.4. Notice what they are saying and what they are Notice what they are saying and what they are not.not.

9 Healthy Ways to Communicate9 Healthy Ways to Communicate

5. 5. Emotionally relate to how they are feeling. Nurture the Emotionally relate to how they are feeling. Nurture the relationship.relationship.

6. Notice how you are feeling. Be honest and authentic.6. Notice how you are feeling. Be honest and authentic.

7. Take responsibility for your part in the conflict or 7. Take responsibility for your part in the conflict or misunderstanding.misunderstanding.

8. Try to understand how their past affects who they are and how 8. Try to understand how their past affects who they are and how those experiences affect their relationship with you.those experiences affect their relationship with you.

9. Stay with the process and the relationship, not just the solution.9. Stay with the process and the relationship, not just the solution.

BeliefsBeliefs

What beliefs guide our work?What beliefs guide our work?

BeliefsBeliefs

Student IntelligenceStudent Intelligence Student PotentialStudent Potential ResponsibilityResponsibility LearningLearning Readiness To LearnReadiness To Learn

Student AbilityStudent Ability MoralityMorality GradingGrading DisciplineDiscipline LeadershipLeadership

ValuesValues

What are the values that we expect, What are the values that we expect, teach, and support in our schools?teach, and support in our schools?

What are the hidden values that are What are the hidden values that are communicated?communicated?

ValuesValues

TimeTime RespectRespect HonestyHonesty CompetitionCompetition AchievementAchievement Grading SystemGrading System EffortEffort ComplianceCompliance

ResponsibilityResponsibility SafetySafety CooperationCooperation KnowledgeKnowledge FamilyFamily TalentTalent CitizenshipCitizenship TurfTurf

PracticesPractices

What are our conscious and What are our conscious and unconscious practices?unconscious practices?

Practices (with potential for Practices (with potential for unintended negative impact)unintended negative impact)

HomeworkHomework SuspensionsSuspensions GroupingGrouping CelebrationsCelebrations

GradingGrading State assessmentsState assessments RecognitionRecognition Student governmentStudent government

ExpectationsExpectations

All students can learn.All students can learn.

vs.vs.

I am responsible for all students learning.I am responsible for all students learning.

ExpectationsExpectations

I have high expectations for all students, but I have high expectations for all students, but realistically I do not expect all students to realistically I do not expect all students to meet benchmarks.meet benchmarks.

Vs.Vs.

I have high expectations for all students, I have high expectations for all students, and I am disturbed when all students do not and I am disturbed when all students do not meet benchmarks.meet benchmarks.

External OppressionExternal Oppression

External oppression is the unjust exercise External oppression is the unjust exercise of authority and power by one group of authority and power by one group

over another. It includes imposing one over another. It includes imposing one group’s belief system, values and life group’s belief system, values and life

ways over another group.ways over another group.

Women’s Rural Advocacy ProgramsWomen’s Rural Advocacy Programs

Institutionalized Oppression

Institutionalized oppression is the systematic mistreatment of people

within a social identity group, supported and enforced by the

society and its institutions, solely based on the person’s

membership in the social identity group.

Internalized OppressionInternalized Oppression

External oppression becomes External oppression becomes internalized oppression when we come internalized oppression when we come to believe and act as if the oppressor's to believe and act as if the oppressor's beliefs system, values, and life way is beliefs system, values, and life way is

reality.reality.

““Self-hate" and "internalized racism" are Self-hate" and "internalized racism" are other ways of saying internalized other ways of saying internalized

oppression.oppression.

The result of internalized oppression is The result of internalized oppression is shame and the disowning of our shame and the disowning of our individual and cultural reality. individual and cultural reality.

Women’s Rural Advocacy ProgramsWomen’s Rural Advocacy Programs

MicroaggressionsMicroaggressions

Brief and commonplace daily verbal, Brief and commonplace daily verbal, behavioral, and environmental indignities, behavioral, and environmental indignities, whether intentional or unintentional, that whether intentional or unintentional, that communicate hostile, derogatory, or communicate hostile, derogatory, or negative racial slights and insults to the negative racial slights and insults to the target person or group.target person or group.

Types of MicroaggressionsTypes of Microaggressions

MicroassaultMicroassault

MicroinsultMicroinsult

MicroinvalidationMicroinvalidation

““Have you ever been hurt Have you ever been hurt and the place tries to heal a and the place tries to heal a bit, and you just pull the scar bit, and you just pull the scar off of it over and over again.”off of it over and over again.”

Rosa ParksRosa Parks

Response to MicroaggressionsResponse to Microaggressions

Step One: Select one type of microaggression.Step One: Select one type of microaggression.

Step Two: Script a specific statement that fits Step Two: Script a specific statement that fits within the type of microaggression. (statement within the type of microaggression. (statement could be a microaggression that focuses on a could be a microaggression that focuses on a different form or oppression)different form or oppression)

Step Three: Brainstorm several responses to the Step Three: Brainstorm several responses to the microaggression.microaggression.

Step Four: Select one response to present to the Step Four: Select one response to present to the group.group.

PrivilegePrivilege

» Million dollar privilegeMillion dollar privilege

» White privilegeWhite privilege

» Male privilegeMale privilege

» Class privilegeClass privilege

» Heterosexual privilegeHeterosexual privilege

» Education status privilegeEducation status privilege

Unearned Advantage

This latent system of “unearned privilege” is about

having the benefit of the doubt -- not because of who you are and what you have done, but because of how people perceive you as a

member of a favored group.

White Privilege

Peggy McIntosh defines white privilege as, “an invisible

package of unearned assets… like an invisible weightless

knapsack of special provisions, maps, passports, code books, visas, clothes, tools, and blank checks.”

White Privilege ChecklistWhite Privilege ChecklistPeggy McIntoshPeggy McIntosh

I can if I wish arrange to be in the I can if I wish arrange to be in the company of people of my race company of people of my race most of the time.most of the time.

I do not have to educate my I do not have to educate my children to be aware of systemic children to be aware of systemic racism for their own daily physical racism for their own daily physical protection.protection.

White Privilege ChecklistWhite Privilege Checklist

I can take a job with an affirmative I can take a job with an affirmative action employer without having my action employer without having my co-workers on the job suspect that co-workers on the job suspect that I got it because of my race.I got it because of my race.

I will feel welcomed and "normal" in I will feel welcomed and "normal" in the usual walks of public life, the usual walks of public life, institutional and social.institutional and social.

Characteristics of White Characteristics of White ConsciousnessConsciousness

Universal perspectiveUniversal perspective– Doesn’t everyone experience life the way that I do?Doesn’t everyone experience life the way that I do?

IndividualismIndividualism– I earned this through hard work and effort.I earned this through hard work and effort.

AvoidanceAvoidance– This isn’t my problem.This isn’t my problem.

DecontexualizationDecontexualization– How does this particular situation have anything to do with How does this particular situation have anything to do with

race?race?

Ego Identity FormationEgo Identity Formation

Most research on identity formation has Most research on identity formation has been provided by Erik Erikson.been provided by Erik Erikson.– Identity is a subjective sense of wholeness that Identity is a subjective sense of wholeness that

is achieved during adolescence through an is achieved during adolescence through an identity crisis (turning point).identity crisis (turning point).

– Those who fail to achieve a secure identity are Those who fail to achieve a secure identity are faced with identity confusion, a lack of clarity faced with identity confusion, a lack of clarity about who they are and what their role is in life.about who they are and what their role is in life.

Several Models of Ethnic Several Models of Ethnic Development have been proposedDevelopment have been proposed

Many researchers agree that an achieved Many researchers agree that an achieved identity is the result of a crisis or identity is the result of a crisis or awakening, which leads to a period of awakening, which leads to a period of exploration or experimentation and finally exploration or experimentation and finally to a commitment or incorporation of one’s to a commitment or incorporation of one’s ethnicity.ethnicity.

What is What is ethnicethnic identity development? identity development?

A sense of group or collective identity A sense of group or collective identity based on one’s perception that he or she based on one’s perception that he or she shares a common racial/ethnic heritage with shares a common racial/ethnic heritage with a particular racial/ethnic groupa particular racial/ethnic group

Racial identity development theory Racial identity development theory concerns the psychological implications of concerns the psychological implications of racial-group membership, that is belief racial-group membership, that is belief systems that evolve in reaction to perceived systems that evolve in reaction to perceived differential racial-group membership. differential racial-group membership.

Unexamined Ethnic IdentityUnexamined Ethnic Identity

Characterized by the lack of exploration of Characterized by the lack of exploration of ethnicity.ethnicity.

Existing models suggest that minority Existing models suggest that minority subjects initially accept the values and subjects initially accept the values and attitudes of the majority culture.attitudes of the majority culture.– Including internalized negative views of their Including internalized negative views of their

own group held by the majority.own group held by the majority.

ConformityConformity

In this stage, people of color identify strongly with White In this stage, people of color identify strongly with White Dominant Society, permitting the White society to define Dominant Society, permitting the White society to define their worth and value. their worth and value.

Individuals in this stage often accept negative stereotypes Individuals in this stage often accept negative stereotypes about themselves and their group. In addition, they know about themselves and their group. In addition, they know very little and are not interested in learning about their very little and are not interested in learning about their own ethnic heritage or history. own ethnic heritage or history.

Such persons usually associate with primarily White Such persons usually associate with primarily White people and have very little to do with members of their people and have very little to do with members of their own ethnic group. own ethnic group.

DissonanceDissonance

In this stage, persons have experiences, or In this stage, persons have experiences, or gain insights, that cause them to question gain insights, that cause them to question their conforming attitudes, and cause their conforming attitudes, and cause confusion and conflict. confusion and conflict.

They question values of the dominant They question values of the dominant culture they have previously held in high culture they have previously held in high esteem. esteem.

DissonanceDissonance

They become more aware of racism, They become more aware of racism, oppression, and stereotyping. oppression, and stereotyping.

Ethnic minority individuals may attempt to Ethnic minority individuals may attempt to develop friendly relations with members of develop friendly relations with members of their own ethnic group with whom they their own ethnic group with whom they have previously not been able to identify.have previously not been able to identify.

Resistance and ImmersionResistance and Immersion

This is a stage of extremes, during which This is a stage of extremes, during which individuals become immersed in their own individuals become immersed in their own cultural history, values, and life-style.cultural history, values, and life-style.

Such persons are highly motivated to Such persons are highly motivated to combat oppression, racism, and prejudice, combat oppression, racism, and prejudice, and may evidence activist behavior and an and may evidence activist behavior and an increased distrust of the dominant culture. increased distrust of the dominant culture.

Resistance and ImmersionResistance and Immersion

Overall, individuals in this stage attempt to Overall, individuals in this stage attempt to separate themselves from the dominant separate themselves from the dominant group, believing that majority people are group, believing that majority people are responsible for their negative life responsible for their negative life circumstances. circumstances.

IntrospectionIntrospection

In this stage, individuals take a hard look at In this stage, individuals take a hard look at their total rejection of the dominant culture their total rejection of the dominant culture and total acceptance of their own group. and total acceptance of their own group.

Individuals often experience conflict and Individuals often experience conflict and confusion regarding loyalty to their cultural confusion regarding loyalty to their cultural groups and their personal preferences and groups and their personal preferences and autonomy. autonomy.

IntrospectionIntrospection

Internal conflict is most profound in this Internal conflict is most profound in this stage, as individuals struggle to find a stage, as individuals struggle to find a balance between what they want for balance between what they want for themselves, based on personal desires, themselves, based on personal desires, needs, and aspirations versus what their needs, and aspirations versus what their own ethnic group expects of them.own ethnic group expects of them.

Synergetic Articulation and Synergetic Articulation and AwarenessAwareness

Persons in this stage have acquired Persons in this stage have acquired knowledge and an appreciation of their own knowledge and an appreciation of their own cultural group, which enable them to value cultural group, which enable them to value and respect the culture and values of other and respect the culture and values of other people. people.

Persons in this stage have resolved many of Persons in this stage have resolved many of the previously experienced conflicts, the previously experienced conflicts, resulting in fulfillment of their cultural resulting in fulfillment of their cultural identity.identity.

Ethnic Minority Acculturation Ethnic Minority Acculturation ModesModes

Berry (1989) developed modes to cultural acculturationBerry (1989) developed modes to cultural acculturation1.1. Assimilation, valuing the majority culture over one’s Assimilation, valuing the majority culture over one’s

own cultureown culture2.2. Separation, preserving one’s culture while withdrawing Separation, preserving one’s culture while withdrawing

from the majority culturefrom the majority culture3.3. Marginalization, losing cultural contact and Marginalization, losing cultural contact and

identification with one’s culture as well as the majority identification with one’s culture as well as the majority cultureculture

4.4. Integration, valuing and integrating one’s culture as well Integration, valuing and integrating one’s culture as well as the majority cultureas the majority culture

White Racial Identity DevelopmentWhite Racial Identity Development

ContactContact

In the contact stage, White individuals are In the contact stage, White individuals are unaware of themselves as racial beings unaware of themselves as racial beings because being White is so much the norm because being White is so much the norm that it is taken for granted. that it is taken for granted.

Those in this stage who choose to interact Those in this stage who choose to interact across racial and cultural lines become across racial and cultural lines become aware of societal pressure against doing so.aware of societal pressure against doing so.   

DisintegrationDisintegration

In the disintegration stage, Whites are In the disintegration stage, Whites are forced to acknowledge that they are White. forced to acknowledge that they are White.

During this stage, Whites respond to During this stage, Whites respond to minorities in three different ways: over-minorities in three different ways: over-identification with ethnic minorities, identification with ethnic minorities, paternalistic attitudes toward ethnic paternalistic attitudes toward ethnic minorities, or retreat back into White minorities, or retreat back into White culture.culture.    

ReintegrationReintegration

Individuals in this stage may become very Individuals in this stage may become very hostile toward ethnic minorities and become hostile toward ethnic minorities and become more positively biased toward their own more positively biased toward their own group. group.

They are either covertly or overtly anti-They are either covertly or overtly anti-ethnic. Many in this stage are also angry ethnic. Many in this stage are also angry and afraid.and afraid.

Pseudo-IndependencePseudo-Independence

This stage is characterized by an intellectual This stage is characterized by an intellectual acceptance of ethnic minority persons.acceptance of ethnic minority persons.

A pronounced feature of this stage is that, A pronounced feature of this stage is that, while cross-cultural communication occurs, while cross-cultural communication occurs, it involves those minorities who are most it involves those minorities who are most similar to Whites. similar to Whites.

Pseudo-IndependencePseudo-Independence

For example, ethnic minorities with For example, ethnic minorities with comparable values, educational and comparable values, educational and economic levels, and with sometimes economic levels, and with sometimes similar physical features to White people, similar physical features to White people, might be invited to socialize with White might be invited to socialize with White people.people.

Immersion/EmersionImmersion/Emersion

Begins search for ethnic and cultural backgrounds.Begins search for ethnic and cultural backgrounds. Wants to develop a positive self-concept as “White” in Wants to develop a positive self-concept as “White” in

light of the reality of white privilege.light of the reality of white privilege. Begins to form relationships with people of color.Begins to form relationships with people of color. Questions the benefit of speaking up about racism among Questions the benefit of speaking up about racism among

“white” people.“white” people.

AutonomyAutonomy

In the autonomy stage, White individuals In the autonomy stage, White individuals have greater acceptance of racial have greater acceptance of racial differences and similarities. differences and similarities.

Differences are not perceived as deficits Differences are not perceived as deficits and similarities are not seen as enhancers. and similarities are not seen as enhancers.

AutonomyAutonomy

Autonomous people actively seek Autonomous people actively seek opportunities to involve themselves in opportunities to involve themselves in cross-cultural interaction because they cross-cultural interaction because they value cultural diversity and are secure in value cultural diversity and are secure in their own ethnic identity.their own ethnic identity.

Pedagogy of the OppressedPedagogy of the OppressedPaulo FreirePaulo Freire

Problem posingProblem posing Students and teachers perceive critically the Students and teachers perceive critically the

ways they exist in the world.ways they exist in the world. Co-construction of the curriculum.Co-construction of the curriculum. Education as the practice of freedomEducation as the practice of freedom

Anti-Oppression StrategiesAnti-Oppression Strategies

Own our positionality!! Speak from our Own our positionality!! Speak from our own experience/perspective. Speak our own experience/perspective. Speak our truths knowing that they are not necessarily truths knowing that they are not necessarily universal or the norm.universal or the norm.

Encourage critical thinking!!Encourage critical thinking!! Get to know our students’ cultural Get to know our students’ cultural

backgrounds and the dynamics of backgrounds and the dynamics of oppression in their lives.oppression in their lives.

Anti-Oppression StrategiesAnti-Oppression Strategies

Build bridges between students’ cultural Build bridges between students’ cultural experiences and the culture of the experiences and the culture of the classroom and content.classroom and content.

Surface conflicting values and beliefs. Surface conflicting values and beliefs. Facilitate dialogue through the conflicts.Facilitate dialogue through the conflicts.

Acknowledge that dominant culture beliefs Acknowledge that dominant culture beliefs about intelligence and ability tend to re-about intelligence and ability tend to re-enforce the cycles of oppression.enforce the cycles of oppression.

"Education either functions as an "Education either functions as an instrument which is used to facilitate instrument which is used to facilitate integration of the younger generation integration of the younger generation

into the logic of the present system and into the logic of the present system and bring about conformity or it becomes the bring about conformity or it becomes the practice of freedom, the means by which practice of freedom, the means by which

men and women deal critically and men and women deal critically and creatively with reality and discover how creatively with reality and discover how to participate in the transformation of to participate in the transformation of

their world."their world." Paul FreirePaul Freire