CULTURAL AND LINGUISTIC COMPETENCE : A COMPELLING NEED IN HIGHER EDUCATION National Center for...

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


Slide Source:© 2014 - National Center for Cultural CompetenceT.D. Goode



Demographic changes in the U.S., its territories, and

tribal communities.

What are demographic trends for the


USA


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

http://www.census.gov/newsroom/releases/archives/population/cb13-89.html

DEFINITION OF LEGAL PERMANENT RESIDENT


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


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


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


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


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


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


Cultural Destructiveness

CulturalIncapacity

Cultural Blindness

CulturalPre-Competence

CulturalCompetence

CulturalProficiency

Cultural Competence Continuum(Cross, Bazron, Dennis and Isaacs, 1989)


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...


Getting on the Same Page:Definitions and Conceptual Frameworks

Linguistic CompetenceHealth Literacy

What are the demographic trends in languages spoken in the


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

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


What are the legal mandates, guidance, or standards related to linguistic competence and

language access


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


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

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


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



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



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.



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.


http://www.yourdictionary.com/outreach




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


http://www.cdc.gov/phppo/pce/

http://www.cdc.gov/phppo/pce/

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



Taking the next steps

CONTACT US

National Center for Cultural Competencehttp://[email protected]

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