CULTURAL COMPETENCE IN FAMILY ENGAGMENT Yalitza Vasquez, MS EPIC-Every Person Influences Children

Culture: More than meets the eye Mistakes  Visible Culture: Foods, language, music, celebrations, dress, etc.  Understood rules: Courtesy, time, conduct across situations  Unconscious rules: Communication (human interaction). Includes voice tone, verbal/non-verbal, touch, eye contact, etc.

The Name Game Tell the story of your name and its origins - ethnicity - family history - birthplace/where you are from Share your answer with a partner

As You Think of a Profile of a Family When is the image a “window experience” – a way of looking out on something new? When is the image a “mirror experience” – a reflection of you?

Why is cultural competence important?  An individual's or family's culture can affect the kinds of services needed, as well as the optimal place, time, and method of delivering services and supports.  Addressing issues of culture, race, class, and ethnic background increases the likelihood of family engagement and a positive intervention.  Being willing and able to understand the unique needs of the families seeking or needing services will improve both the families' willingness to participate and the system's capacity to provide effective services.

Family Engagement Leads to More Cultural Competence  Research shows that teachers report more cultural and community awareness and more school-wide efforts to involve parents when their schools have governing bodies that include parents who are representative of the community. In turn, teacher awareness of the culture and community of their students translated into a 9.6 percentage point increase in reading scores and a 24.1 percentage point increase in math scores.15 Marschall, M. (2006). Parent involvement and educational outcomes for Latino students. Review of Policy Research, 23(5): pgs

A child’s family structure and all that it entails as the core of their family’s culture. This structure can include: Family socioeconomic status Family composition Parent’s level of educational attainment Family’s immigration status Family’s religion Family’s home and preferred languages Parent’s sexual orientation The way that a family classifies its race and ethnicity

Pathways to Cultural Competence Programs4 Underlying Principles 1. Teacher Reflection A) Reflect on how the setting of program policies and practices are influenced by the cultural and linguistic backgrounds of program administrators. B) Reflect on how program staff’s individual values and practices regarding children’s learning are influenced by their cultural and linguistic background. 2. Intentional Decision-making and Practice A) Identify shared childrearing goals with families; align your program decision- making and policies with these shared goals. B) Plan ahead to address potential language or cultural barriers. Provide translational and interpretation resources for program staff.

3. Strength-Based Perspective A) Acknowledge that programs can learn from families. B) Recognize that diversity enriches and provides depth to the overall program. C) Understand that different does not mean dysfunctional. D) Respect and support the preservation of children and families’ home languages, cultural backgrounds, and childrearing beliefs, goals, and practices. E) Incorporate aspects of children’s cultural and linguistic backgrounds in program’s curriculum. Highlight strengths that exist across cultures. 4. Open, Ongoing, Two-Way Communication A) Ensure that families have opportunities to give input to programs regarding their policies and practices. Families should not solely be recipients of information. B) Plan ahead to address language barriers. Provide translational and interpretation resources for program staff.

Optimal Development and Learning of All Children  Researchers believes that for optimal development and learning of all children, educators must accept the legitimacy of children’s home language, respect (hold in high regard) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units

Cultural competence refers to:  A defined set of values and principles, as well as behaviors, attitudes, policies, and structures, that enable systems to work effectively cross-culturally  The capacity to value diversity, conduct self-assessment, manage the dynamics of difference, acquire and institutionalize cultural knowledge, and adapt to diversity and the cultural contexts of the communities served  The incorporation of the above in all policymaking, administration, practice, and service delivery, and the systematic involvement of consumers, key stakeholders, and communities

Questions to ask about your school/organization and cultural competence:  Is leadership committed to building cultural competence throughout the school/organization ?  Are policies in place to support cultural competence throughout the school/organization ?  Are the school/organization services /programs responsive to each child and family's culture?  Is the family's cultural background taken into account in determining when, how, and where services will be offered?  Are staff reflective of the community's racial and ethnic diversity?  Is training regularly offered on the theory and practice of cultural competence to staff, family, and community partners?  Are families involved in developing the system's cultural competence efforts?  Do staff interact with children and families in culturally competent ways?

Cultural Competence Culture is the widening of the mind and of the spirit --- Jawaharlal Nehru

Yalitza Vasquez, MS Vice President of Strategic Partnerships ext Thank You!

Resources and Information

  ps.htm ps.htm   Bronheim, S.,Goode, T., and Jones (2006) Policy Brief: Cultural and Linguistic Competence in Family Supports. National Center for Cultural Competence.  Carpenter, S. (2000). Effects of cultural tightness and collectivism on self-concept and causal attributions. Cross-Cultural Research, 34,  Cross, S. E., & Markus, H. R. (1999). The cultural constitution of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp ). New York: The Guilford Press.

The U.S. population is rapidly changing

U.S. Census Data ( ) By 2015, minorities are expected to represent 1/3 of U.S. population By 2050 minorities are expected to represent 1/2 U.S. population Source: US Census 2000, 2003, Factfinder.uscensus.gov

U.S. Census Data by City (2007) Source: US Census Factfinder.uscensus.gov

Hispanic Population Trends  Hispanics are the largest ethnic minority group.  1 in 5 Americans predicted to be Hispanic by  Hispanic population expected to grow by 1.4 million/yr.  U.S. now 3 rd largest Spanish-speaking country.  Hispanic youth:  By 2020, Hispanic teens will increase by 62% compared to 10% in overall teens group.

U.S. Hispanic/Latino Population (US Census 2007: 14.7% or 44 million) Source: US Census Factfinder.census.gov

African-American (U.S. Census 2007: 12.4% or 37 million) Source: US Census Factfinder.census.gov

African American (AA) Population Trends  AA projected to reach over 40 million by  AA possess the highest level of purchasing power among ethnic groups.  ½ of all households headed by females.  Family composition may be different from yours

Asian Population Trends  Asians include:  Chinese, Japanese, Korean, Vietnamese, Laotian, Pilipino, Thai, Cambodian, Hmong.  Asians are the fastest growing ethnic group and have increased 5X greater than the usual growth rate.  Asians possess the highest income and highest educational levels of all groups, including whites.

South Asian Population Trends  South Asians are from:  India, Pakistan, Bangladesh, Nepal, Sri Lanka  Religious practices may influence health beliefs.  Hindu, Muslim, Buddhist  73% speaking English.

U.S. Asian Population (US Census 2007: 4.3% or 13 million) Source: US Census 2000, 2003, Factfinder.census.gov