Overview
Cultural competency, in essence, is a set of skills and values related to effectively engaging and communicating with others, within a context of appreciation for the value of culture.
Cross (2001), a seminal thinker in cultural competency within the social work environment, argues that cultural competency is foundational to our effectiveness as we work and serve our clients (or teach our students). “A culturally competent system of care acknowledges and incorporates–at all levels–the importance of culture, the assessment of cross-cultural relations, vigilance towards the dynamics that result from cultural differences, the expansion of cultural knowledge and the adaptation of services to meet culturally unique needs” (Cross, 2001, p. 1).
But while we may desire to demonstrate our respect and value for people of other cultures, we have a natural inclination to have a higher comfort level when we are connecting with people who share our culture. Too often, this natural affinity can result in exclusion, ignorance, or judgement toward those from cultural backgrounds that differ from our own – even when we cognitively believe and emotionally desire to be inclusive, aware, and respectful.
As we consider cultural competency, we need to be aware of both cultural identity and individuality. Choudhury (2017) argues that we often consider others less as individuals and more as members of a specific cultural group. “When we do this, our empathy is reduced and we may dehumanize the person in some small or big way” (p. 11).
As we explore the concepts and practices of cultural competency in this unit, we’ll consider theoretical perspectives on cultural competency, as well as where we fall on Cross’s (2001) Cultural Competency Continuum.
Topics
In this unit, we will explore the following topics:
- Theoretical Perspectives on Cultural Competency
- Key Stages
- Cultural Competency in Teaching and Learning
Unit Learning Outcomes
When you have completed this unit you should be able to:
- Assess theoretical perspectives on cultural competency.
- Identify key elements of cultural competency.
- Defend benefits of cultural competency in teaching and learning.
Activity Checklist
Here is a checklist of learning activities you will benefit from in completing this unit. You may find it useful for planning your work.
Assessment
Unit 4 Discussion: Complete your responses for Designing Learning Experiences (Part A), and Cultural Competence Continuum (Part B) and post to the discussion forum. Be sure to respond to 2-3 of your peers’ posts.
4.1 Theoretical Perspectives of Cultural Competency
If we enter a teaching/facilitation environment with a “cultural identity” lens, we begin to see learners within the context of their cultural identity. Teaching inter-culturally means we must be aware of the cultural identity of the learners we teach, whether they share a broad cultural identity or represent diverse cultural identities.
However, awareness and respect for the cultural identity of others is not enough; we must also develop and demonstrate cultural competency skills, throughout our teaching experience. “Cultural competence is a set of congruent attitudes, practices, policies, and structures that come together in a system or agency and enable professionals to work more effectively in cross cultural situations” (Cross, 1994, p. 6).
Cultural competency is both systemic and individual. An organization can have a high level of cultural competency, or be focused on one dominant culture, with little respect for the values and needs of another culture. Similarly, individuals can demonstrate high or low cultural competency in their interactions with others. Both organizations and individuals can demonstrate a high level of cultural competency with individuals from several cultural groups, while showing low cultural competency with members of other groups (Cross, 1994).
Cultural competency begins with a general awareness of and respect for members of other cultures. As we dive more deeply into this topic, we will begin by hearing the voices of international students regarding their experiences of studying abroad in a culture other than their own.
4.1.1 Activity: Watch
4.1.2 Activity: Evaluation of Our Cultural Knowledge
4.2 Cultural Competency Continuum
Cultural competency skills may best be evaluated on a continuum. Both Cross (1989) and Choudhury (2017) provide frameworks for understanding this concept, at both the individual and structural level.
The continuum developed by Cross (1989) includes six levels at which individuals and organizations can respond to those from cultures different than their own. According to Cross (1989), the highest level, cultural proficiency, “is characterized by holding culture in high esteem” (p. 17).
Cross (1989)
This continuum applies to both individual and organizations. Cross (1989) argues that organizations must develop “attitudes, policies, and practices” that demonstrate deepening cultural competency. Cross (1989) discusses this within a paradigm of “growth” – with individual and organizations moving along a continuum toward greater cultural competency. As you read the assigned articles in this section, you’ll likely thinking immediately of specific organizations or experiences in which you have seen examples across the continuum.
In your own experience with organizations and individuals, you may have observed changes in attitudes and actions related to culture. “Attitudes change to become less ethnocentric and biased. Policies change to become more flexible and culturally impartial. Practices become more congruent with the culture of the client from initial contact through termination. Positive movement along the continuum results from an aggregate of factors at various levels of an agency’s structure” (Cross, 1989, pp. 17-18).
Choudury (2017) also created a model that is helpful for understanding experiences of and arguments for cultural competence. In contrast to the continuum developed by Cross (2001), which is really a growth-based model, Choudhury (2017) describes five different approaches to thinking about cultural competency. As you read this unit’s reading, consider which approach most closely aligns with your current approach.
Choudhury (2017)
4.2.1 Activity: Cultural Competence Continuum
4.2.2 Activity: Read + Reflective Journal
4.2.3 Activity: Key Terms Review (ungraded)
Unit Summary
In this unit we have considered where we (and the organizations we are part of) fall on the cultural competency continuum developed by Cross (2001). Entering teaching and learning environments with a focus on inclusivity requires us to continually expand and deepen our ability to demonstrate awareness and respect for culture, in our communication with others, the topics we explore, the resources we use, and the ways we learn. As we continue in this course, we will begin to explore how we can develop inclusive learning experiences.
Assessment
Unit 4 Discussion
Post your responses to the prompts below in the Unit 4 Discussion Forum. Be sure to respond to 2-3 of your peers’ posts.
Part A: Designing Learning Experiences
As you consider teaching in a cross-cultural environment, how would you effectively design learning experiences to include learners with different perspectives, styles of communicating, personal space, cultural experiences, etc.? How would you need to frame the learning in your classroom to provide clear expectations regarding assignments, timeliness, etc.?
Part B: Cultural Competence Continuum
Consider the Cultural Competence Self Assessment you completed earlier in this course, as well as the Cross (2001) continuum. Where do you think you fall on the continuum? Considering your professional context (or other aspects of your life), how would you evaluate those organizations on the continuum? Of the five approaches outlined by Choudhury (2017), which most closely aligns with the approach of the organization? In your post, be sure to include a rationale for your decision, citing the text and provide two or three practical examples that support your analysis. Based on where you believe you are on the continuum, develop three steps you can take during this course, to move forward on the continuum.