Becoming a Multiculturally Competent School Counselor

So far, we’ve seen that… Large achievement gaps exist between minority and low income and White and affluent kids Gaps between groups are wider today than in 1990 These gaps begin before children arrive at the schoolhouse door But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem By giving students who arrive with less, less in school, too. www.edtrust.org 2

Some of the most devastating “lesses” are A function of choices that we educators make: about what to expect of whom… about what to teach whom… about who teaches whom… www.edtrust.org 3

Different groups of young Americans obtain degrees at very different rates. www.edtrust.org 4

What Can School Counselors Do? 5

What Can You Do? Edward, an African American 9th grader in a high poverty school, is told to see the school counselor because of recent confrontations with his English teacher. Edward tells the counselor that he is tired of being told what to do by these “f---g teachers.” “They want to tell us what to do…I don’t need anyone telling me what to do. I look after myself. These teachers come in here and then go back to their nice families and nice houses, and leave us here…with nothing. I hate y’all!” The counselor recognizes Edward’s anger and frustration. Edward has a D in English, but the counselor notices he has an A in World History and Public Speaking classes. The counselor also notices that this scenario represents a consistent pattern with African American boys and some teachers in the school. 6

An awful lot of educators have decided that we can’t do much. What Can We Do? An awful lot of educators have decided that we can’t do much. www.edtrust.org

What We Hear Many Educators Say: They’re poor Their parents don’t care They come to schools without breakfast They don’t speak English at home Not enough books Not enough parents www.edtrust.org

But if they are right, why are low-income students and students of color performing so much higher in some schools… 9

Multicultural Competence What does it mean? Multicultural Competence 10

Defining Cultural Competence “Cultural competence is the ability to engage in actions or create conditions that maximize the optimal development of client and client systems. It is the acquisition of awareness, knowledge, and skills needed to function effectively in a pluralistic democratic society (ability to communicate, interact, negotiate, and intervene on behalf of clients from diverse backgrounds), and on an organizational/societal level, advocating effectively to develop new theories, practices, policies and organizational structures that are more responsive to all groups.” (Sue & Sue) 11

Multicultural Competence Multicultural Competence: What is it? Pope-Davis, Reynolds, Dings, and Ottavi (1994, p. 466) suggested that multicultural competence in counseling is “an appreciation of and sensitivity to the history, current needs, strengths, and resources of communities and individuals who historically have been underserved and underrepresented by psychologists.” Sue (1998) offers a more scientific approach. He suggested that cultural competence consists of three characteristics: being scientifically minded, having skills in dynamic sizing, and being proficient with a particular cultural group. When does one know he or she is multiculturally competent? When a counselor possesses the necessary skills to work effectively with clients from different cultural backgrounds, and acknowledges client-counselor cultural differences and similarities are significant to the counseling process. Erford, Transforming the School Counseling Profession 12

Multicultural Competence (cont.) Three main areas or dimensions: Awareness: stresses the understanding of personal worldviews and how counselors are products of their own cultural conditioning. Knowledge: reinforces the importance of understanding the worldviews of culturally different clients (Sue & Sue, 1990). Skills: deals with the process of actively developing and practicing appropriate intervention strategies for culturally diverse clients. Counselors must understand the client’s worldview and actively develop and practice appropriate intervention strategies needed for work with culturally different clients. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 13

Pedersen’s Cultural Competence Model Skills Knowledge Awareness 14

Mason et al. (1996) Cultural Competence Model Cultural Destructiveness Refusal to acknowledge the importance of cultural differences; differences are suppressed; schools endorse the myth of universality Cultural Incapacity Individual or organization chooses to ignore culture differences; emphasis may be on cognitive growth vs. addressing issues of cultural awareness Cultural Blindness Individuals or organizations believe that cultural differences are of little importance; people are viewed through western mainstream lens Cultural Pre-Competence Individual or organization responds to cultural differences; educators seek out new information regarding diversity Cultural Competence Individual or organization values and appreciates cultural differences; students’ cultural experiences are valued and integrated into the learning experience 15

Being Multiculturally Competent means… being able to talk about the ELEPHANT in the room:

The Need for Culturally Competent Professional School Counselors Need to close achievement gaps between students of different cultures. Need to increase numbers of college bound students from various cultures. Need to represent students of various cultures in Advanced Placement and accelerated courses. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 17

Increasing School Counselor Multicultural Competence Five ways in which professional school counselors can increase their level of multicultural competence: Investigate one’s own cultural or ethnic heritage; Attend workshops, seminars, and conferences on multicultural and diversity issues; Join organizations that are focused on multicultural issues; Read literature written by ethnic minority authors or about ethnic cultures; Become familiar with multicultural education literature. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 18

Can you think of a situation in which you wish you were more culturally competent? 19

BECOMING CULTURALLY COMPETENT 1. Become culturally aware of our own values, biases and assumptions about human behavior. What stereotypes, perceptions, and beliefs do we hold about culturally diverse groups that may hinder our ability to form a helpful and effective relationship? What are the worldviews we/they bring to the interpersonal encounter? What value systems are inherent in the professional’s theory of helping, educating, administrating, and what values underlie the strategies and techniques used in these situations? Without such an awareness and understanding, we may inadvertently assume that everyone shares our world view. When this happens, we may become guilty of cultural oppression, imposing values on our culturally diverse clients. 20

BECOMING CULTURALLY COMPETENT 2. Acquire knowledge and understanding of the worldview of culturally diverse groups and individuals. What biases, values and assumptions about human behavior do these groups hold? Is there such a thing as an African American, Asian American, Latino(a)/Hispanic American or American Indian worldview? Do other culturally different groups (women, the physically challenged, gays/lesbians, etc.) also have different world views? 21

BECOMING CULTURALLY COMPETENT 3. Begin the process of developing appropriate and effective helping, teaching, communication and intervention strategies in working with culturally diverse groups and individuals. This means prevention as well as remediation approaches, and systems advocacy intervention as well as traditional one-to-one relationships. Equally important is the ability to make use of existing indigenous-helping/healing approaches and structures which may already exist in the minority community. 22

BECOMING CULTURALLY COMPETENT 4. Understanding how organizational and institutional forces may either enhance or negate the development of multicultural competence. It does little good for any of us to be culturally competent when the very organization that employs us are filled with monocultural policies and practices. In many cases, organizational customs do not value or allow the use of cultural knowledge or skills. Some organizations may even actively discourage, negate, or punish multicultural expressions. Thus, it is imperative to view multicultural competence for organizations as well. Developing new rules, regulations, policies, practices, and structures within organizations which enhance multiculturalism are important. 23

How multiculturally competent are you? 24

Multicultural and Anti-Oppression Terminology Culture is defined in a variety of ways: (1) the ways in which people perceive their experiences of the world so as to give it structure; (2) the beliefs by which people explain events; (3) a set of principles for dealing with people as well as for accomplishing particular ends; and (4) people’s value systems for establishing purposes and for keeping themselves purposefully oriented. Lack of consensus in defining culture has created a debate as to how inclusive the construct of “multicultural counseling” should be. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 25

Culture The sum total of ways of living developed by a group of human beings to meet biological and psychosocial needs. The integrated pattern of human behavior, which includes thoughts, communication, action, customs, beliefs, values, and instructions of a racial, ethnic, religious, or social group. Passed from one generation to another. 26

Culture is like an Iceberg. 6/7th’s of it is UNDER the water. Weaver’s Iceberg’s Concept of Culture 27

BEHAVIOR BELIEFS VALUES AND THOUGHT PATTERNS 28

Weaver’s Iceberg’s Concept of Culture 29

Race Originally the term race was used to sort races on the basis of phenotypic or physical characteristics Currently, race operates as a social construction that frequently refers more to social and political interactions and dynamics that subordinate non-White groups than to skin color, genetic, or biological features. This social/political construct reinforces divisions and hierarchies that benefit the dominant group. 30

Race Race is a term that has been defined in various ways: Behavioral scientists explain that race has been used to denote geno-typically homogeneous human groupings (Kluckhohn, 1985). Baba and Darga (1981), indicate that defining race through the practice of racial classification by biological characteristics is practically impossible. In counseling and psychology, race has been used in three main ways: (a) differential sociopolitical and economic socialization; (b) biogenetic psychological characteristics inferred from the presence of observable “signs” commonly assumed to be racial; and (c) differential cultural (e.g., values, beliefs, rituals) socialization (Helms, 1996). Professional school counselors must remember that race has been used in schools to carry out: segregation, stereotyping groups of students’ academic achievement, tracking, selection of students for special resources, and lowering teacher expectations for ethnic minority students Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 31

Ethnicity Ethnicity refers to “a segment of a larger society whose members are thought, by themselves and/or others, to have a common origin and to share important segments of a common culture…” (Yinger, 1976, p. 200) Defined by Schaefer (1990, p. 27) as “a group set apart from others because of its national origin or distinctive cultural patterns.” It is within this ethnic identity that an individual is socialized to take on the group’s values, beliefs, and behaviors. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 32

Oppression A system that allows access to the services, rewards, benefits, and privileges of society based on membership in a particular group (Reynolds and Pope, 1991). An umbrella term that captures all forms of domination and control, including racism, sexism, heterosexism, and classism. 33

Oppression Young (1990) further expanded the definition of oppression by delineating five conditions of an oppressed group: exploitation, marginalization, powerlessness, cultural imperialism, and violence. Other forms of oppression: individual, cultural, systemic, internalized, and externalized oppression. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 34

Internalized Oppression Belief that the oppression and marginalization received by one’s reference group is warranted and right or that it does not even exist (Andersen & Collins, 2004). 35

Power A sociopolitical process that refers to the capacity to effect change and wield influence over others, especially in a manner that diminishes one’s sense of personhood (Pinderhughes, 1989). Occurs particularly under circumstances in which status differentials exist between an individual with more power and one with less power. 36

Powerlessness The inability of a person to effect change and influence the outcomes in her or his life. Feelings of anger, hostility, frustration, hopelessness accompany powerlessness. 37

Privilege McIntosh (1988) defines White privilege as, “an invisible weightless knapsack of special provisions, assurances, tools, maps, guides, codebooks, passports, visas, clothes, emergency gear and blank checks” (p. 1). Privilege grants a set of benefits and system rewards to one group while simultaneously excluding other groups from accessing these advantages. 38

Forms of oppression that are found throughout society, including K-12 schools. Ableism Prejudice against persons with disabilities Ageism Prejudice used by adults against children and the elderly. Beautyism Prejudice used by those with dominant standards of beauty against persons with non-dominant appearances, e.g., overweight people. Classism Prejudice used by wealthy people against poor people. Familyism Prejudice used by those of traditional families against those of less traditional families. Heterosexism Prejudice used by heterosexuals against homosexuals. Linguicism Prejudice used by persons speaking a dominant language toward people who do not speak a dominant language. Racism Prejudice used by one race against someone of another race. Religionism Prejudice used by persons of one religion against persons of another religion. Sexism Prejudice used by persons of one sex against persons of another sex. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 39

What is Racism? 40

Racism Prejudice or discrimination based on an individual's race. Goes beyond individual acts of meanness. A system whereby a group maintains power and privileges by disadvantaging others or failing to recognize others based on race and ethnicity. A particular form of oppression that refers to the systematic process of enlisting institutional resources, not only to support and promote a belief in the inferiority of groups on the basis of skin color, but to deny opportunities to one group and subsequently grant them to a preferred group (Nieto, 1996; Tatum, 1997). 41

Forms of Racism Overt Covert Overt racism is an intentional and deliberate form of racism that is purposely enacted to inflict pain solely on the basis of race Covert Covert racism is not explicitly public and lacks the planned calculation of overt racism, but results in similar consequences 42

Forms of Racism Institutional Societal the establishment of institutionally sanctioned policies and operating procedures (intended and unintended) that penalize members of a particular group on the basis of race. Societal Exists on a broader scale. When prevailing social and cultural assumptions, norms, concepts, habits, and expectations of one racial group are favored over those of another. Deviations from this dominant cultural dictate are frequently regarded as an aberration and, consequently, devalued. 43

Microaggressions  Microaggressions are “brief, everyday exchanges that send denigrating messages” to a target group like people of color, women and gays. These microaggressions are often subtle in nature and can be manifested in the verbal, nonverbal, visual, or behavioral realm and are often enacted automatically and unconsciously (Solorzano, Ceja, & Yosso, 2000). 44

Color Blind Racial Attitudes White people do not see color, they see everyone the same. Color blind racial attitudes are predictive of racist attitudes and multicultural competence (Utsey & Neville). Not being able to have candid discussions about the dual system (inequities) that exist for White and People of Color, can be harmful. Subtle, nuanced racism. New racism. Discomfort with discussions of race. Resistance to addressing race, ethnicity, and color. 45

What are People’s Responses to Racism? 46

Racial Identity Development Racial identity pertains to the degree and quality of identification individuals maintain towards those with whom they share a common racial designation (Helms, 1993). Racial identity development “involves and individual’s continual, and at times highly conflicted assessment of the people who comprise his or her externally ascribed reference group as well as the people who comprise other racial groups (Thompson & Carter, 1997). 47

RACIAL IDENTITY ASSUMPTIONS 1. Racism is a basic and integral part of U.S. life and permeates all aspects of our culture and institutions. 2. Persons of color are socialized into U.S. society and, therefore, are exposed to the biases, stereotypes, and racist attitudes, beliefs, and behaviors of the society. 3. The level of racial identity development consciousness affects the process and outcome of interracial interactions. 4. The most desirable development is a multicultural identity that does not deny or negate one’s integrity. 48

Self/Other Perceptions 1. Attitude and Beliefs toward Self. 2. Attitudes and Beliefs toward Members of the Same Minority. 3. Attitudes and Beliefs toward Members of Different Minorities. 4. Attitude and Beliefs toward Members of the Dominant Group. 49

Sue & Sue’s Racial/Cultural Identity Development Conformity Preference for the dominant culture, accepts belief in White superiority and minority inferiority; own group’s physical and cultural characteristics are a source of shame. Dissonance Person challenges previously dominant-held beliefs and attitudes; realizes racism exists; internal conflict. Resistance and Immersion Person endorses minority held views and rejects dominant values of society and culture; anger at cultural oppression; pride in own group; distrust of White society. Introspection Person recognizes unhealthiness of resistance and immersion stages; increased discomfort with rigidly held views (“All Whites are bad); Integrative Awareness Person has a balanced appreciation of own and others’ culture; Not only is there an integrated self-concept that involves racial pride in identity and culture, but the person develops a high sense of autonomy. 50

Cross’ Racial Identity Development Model Pre-Encounter Person devalues Blackness and endorses Eurocentric notions of Blackness; identifies with White people and culture. Encounter Person experiences a catalytic event that causes reconstruction of issues of race and ethnicity. Immersion-Emersion Person basks in newfound Black identity and idealizes everything that is Black. Internalization Person achieves a more balanced appreciation of both Blacks and Whites Internalization-Commitment Person maintains Black identity while resisting societal oppression to all marginalized groups 51

WHITE RACIAL IDENTITY DEVELOPMENT - Assumptions 1. Racism is a basic and integral part of U.S. life and permeates all aspects of our culture and institutions. 2. White Americans are socialized into U.S. society and, therefore, inherit the biases, stereotypes, racist attitudes, beliefs, and behaviors of the society. 3. The level of White racial identity development in an interracial encounter affects the process and outcome of our relationships. 4. The most desirable development is not only the acceptance of Whiteness, but also defining it in a nondefensive and nonracist manner. There is an understanding that to deny the humanity of any one person is to deny the humanity of all. 52

Helms’ White Racial Identity Development Model Status Description Contact Oblivious of own racial identity. Disintegration Conflict over contradictions between beliefs and behaviors. Reintegration Retreat to previous attitudes about superiority of Whites and the inferiority of people of color. Pseudo-Independence Intellectualized acceptance of own and others’ race. Immersion/ Emersion Honest appraisal of racism and significance of Whiteness. Autonomy Internalization of a multicultural identity with non-racist Whiteness as its core. 53

Counseling and Intervention Planning Must be culturally competent and alert Assess environmental factors that impact client problem Use a strengths perspective and “empowerment-focused” approach Use cultural specific approaches and strategies 54

Cultural differences/expectations Prejudiced beliefs, Critical Factors That Affect School Counseling and the Counseling Relationship Cultural differences/expectations Prejudiced beliefs, History of discrimination (e.g., faulty beliefs); distrust Discomfort, fear Social class (poverty) Language/communication differences 55

Two Important Components of Cross-Cultural Counseling Relationship Working Alliance The alignment between the counselor and student. The student must see him/herself as an individual with an issue, rather than as the issue! Transference/Countertransference The unconscious process by which students’ negative feelings, attitudes, and behaviors are transferred onto the counselor and vice versa 56

Empowerment-Focused Interventions Empowerment: can be defined as an increase in power, i.e., personal, interpersonal, or political power. It is multidimensional, social, and a process. Can occur at different levels. Similar to a path or journey. 57

Empowerment-Focused Counseling Developing critical consciousness is key to strengths-based counseling 1. Acknowledge group identification (common experiences and concern with a particular group) 2. Group consciousness-- understanding the differential status of power of groups in society 3. Self and collective efficacy: perceiving one’s self as a subject of social processes and as capable of working to change the social order 58

Empowerment-Focused Interventions (cont.) Professional school counselors can facilitate discussions about one’s group identification and help students understand how their group membership has affected their life circumstances. Provide students with knowledge and skills to think critically about their problems and develop strategies to act on and change problems (Lee, 2001). Help build on student strengths. Erford, Transforming the School Counseling Profession 2/e Copyright ©2007 by Pearson Education, Inc. All rights reserved. 59

Counseling Practice Edward, an African American 9th grader in a high poverty school, is told to see the school counselor because of recent confrontations with his English teacher. Edward tells the counselor that he is tired of being told what to do by these “f---g teachers.” “They want to tell us what to do…I don’t need anyone telling me what to do. I look after myself. These teachers come in here and then go back to their nice families and nice houses, and leave us here…with nothing. I hate y’all!” The counselor recognizes Edward’s anger and frustration. The counselor validates Edward’s anger, “I hear your anger and frustration with teachers.” Let’s talk. What could the counselor say next in order for Edward to explore his group’s (or groups’) history of oppression? (Developing critical consciousness--group identification) How might you link his group’s history to future empowerment? What types of activities could you try with Edward? Describe. Practice what you would say. 60

Sample Counselor Responses Edward, I believe we have a pretty good relationship…do you think so? I’m glad to hear that. I want to talk to you about a subject that I think we should talk about and it’s relationship to your problems with teachers and school. I want to talk to you about being an African American male. What does being African American and male mean to you? What do other people think of African American males? How does that meaning relate to your interactions with teachers? How do you feel about others’ perceptions of you (of African American males)? Edward, let’s talk about fairness and equity. You talk a lot about fairness when you discuss your teachers. How would you define equity and equality? Do you see inequities in other places in this city? Tell me. 61

Counseling Practice Ann, a White fourth grader in a mixed SES school, is picked on/teased by the girls in her class. Ann is often disheveled and dressed in old clothes. Ann’s family has been homeless and now she lives with her alcoholic grandmother. She has had very little contact with her parents since they left her with her grandmother. Ann comes to you, the school counselor, because she says she has no friends and feels left out. Her teacher reports that Ann’s grades are in the C-D range. Use an empowerment and strengths based framework to work with Ann. Describe what you would do? 62

Challenge Bias Be aware of your own attitudes, stereotypes and expectations Actively listen to and learn from others’ experiences Acknowledge and appreciate diversity, don’t just tolerate it! Be aware of your own hesitancies to intervene Expect tension and conflict Work collectively with others 63

Respond to the following… Alice and Judy are counselors at a high school with a science and math magnet program. The magnet program consists of primarily White and Asian students (96%), whereas the remainder of the student body is primarily African American and Latino (95%). Each spring, Alice and Judy make trips to promote the magnet program at middle schools. When you ask them why they do not visit some of the other middle schools in the district, they comment that “students at the other middle schools would never be successful in our magnet program.” How would you challenge them? 64

Important! Don’t be afraid to talk about race, gender, class (SES), sexual orientation, etc. Students will appreciate your willingness to dialogue about these “silenced” topics!!! Remember, students need role models of responsible “talk!” 65