Overview
The cornerstone of cultural competence is a better understanding of individuals within the cultural groups that we currently serve and/or desire to serve. Knowledge of the history, culture, traditions, customs, language or dialect, values, religious or spiritual beliefs, art, music, learning styles, and practices of individuals is vital to educators when laying the foundation for programs that encourage true connections (Dresser, 1996; and McPhatter, 1997). This knowledge helps educators better understand members of a particular community and how they interpret their world (Okun, Fried, & Okun, 1999). Respecting and learning about culture promotes a focus on the positive characteristics and strengths of a community and the individuals that reside within it (Okun, Fried, & Okun, 1999). This leads to an appreciation of cultural differences. Corey & Corey (2003) assert that first educators/helpers must be aware of their own assumptions, biases, and values to become increasingly aware of the cultural values, biases, and assumptions of culturally different learners in nonjudgmental ways: "With this knowledge helpers will begin to develop culturally appropriate, relevant, and sensitive strategies for intervening with individuals and with groups" (Corey & Corey 2003).
Culturally competent programs are effective and powerful because they are "customer driven." They are designed to understand and respond to the specific needs of a cultural community (Guion, Chattaraj, and Sullivan, 2003). Learning and respecting the particular needs of a cultural group in order to better serve them is far more effective than simply doing what has always worked with other, more mainstream populations (McPhatter, 1997). Cultural competence entails improving relationships with various ethnic communities and designing programs that are directly related to their needs, lives, and individual goals (Murphy & Nesby, 2002).
Communication: One of the Key Competencies
Intercultural competency skills include an awareness of one's own cultural communication style and awareness of other valid cultural communication styles which reflect different perceptions, assumptions, norms, beliefs, and values. (Schauber & Castania, 2001). Other skills of intercultural competency would include:
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the understanding of historical power differences;
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present-day behaviors that result from the history of a groups survival;
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ability to empathize cross-culturally;
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accepting multiple perspectives;
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observing mindfully while reserving judgments; and
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adapt ones communication style to others.
(Schauber & Castania, 2001)
Conclusion
If programs are to effectively serve an increasingly diverse population, it is crucial that educators become more culturally aware, responsive, and competent (Guion, Chattaraj, and Sullivan, 2003). Culturally competent educators consider factors such as language, customs, ethnicity, family structure, and community/tribal dynamics when designing their programs (Lynch & Hanson, 1997). There are resources to help educators become more culturally competent. These include diversity curriculum specifically related to program planning (Guion et al., 2003), as well as Web sites (e.g. National Extension Diversity Center) with links to staff development resources and training opportunities. However, the best way to become culturally competent is to interact with the culturally diverse learners, their families, and their communities. While this approach requires a large time commitment, the rewards of having culturally relevant and responsive programs far outweigh the cost.
Selected Resources for Educators
The following Web sites provide a wealth of information in regard to diversity education:
References
Corey, M. S., & Corey, G. (2003). Becoming a helper. Pacific Grove, CA: Brooks/Cole.
Dresser, N. (1996). Multicultural manners: New rules of etiquette for a changing society. New York: Wiley.
Guion, L.A., Chattaraj, S.C.* and Lytle, S.S.* (2005). A conceptual framework for connecting across cultures. Journal of Family and Consumer Sciences, 97(1), 76-82.
Guion, L. A., Goddard, H. W., Broadwater, G., Chattaraj, S., & Sullivan-Lytle, S. (2003). Strengthening programs to reach diverse audiences. Gainesville, FL: Florida Cooperative Extension, University of Florida.
Lynch, E., & Hanson, M. (1997). Developing cross-cultural competence (2nd ed.). Baltimore, MD: Paul H. Brookes.
McPhatter, A. (1997). Cultural competence in child welfare: What is it? How do we achieve it? What happens without it? Washington, DC: Child Welfare League of America Press.
Murphy, E., & Nesby, T. (2002). A map for inclusion: Building cultural competency. Pullman, WA: Cooperative Extension, Washington State University.
Okun, B., Fried, J., & Okun, M. (1999). Understanding diversity: A learning-as-practice primer. Pacific Grove, CA: Brooks/Cole.
Schauber, A. C., & Castania, K. (2001). Facing issues of diversity: Rebirthing the Extension service. Journal of Extension, 39(6).
Retrieved June 17, 2003, from http://joe.org/joe/2001december/comm2.html
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