Culturally Competent Pedagogy: Inclusiveness that Extends beyond Diversity Shuntay Z. McCoy., PhD., MSW Narketta Sparkman-Key., PhD., HS-BCP Old Dominion University

Workshop Objectives ●Deconstruct the differences between diversity and culturally competent inclusiveness ●Define culturally competent pedagogy and highlight it as a method of inclusivity ●Engage in culturally competent pedagogy through self- assessment ●Provide interactive examples of engaging in culturally competent pedagogy and how it may be actualized by participants

Introductions ●Please share the following with your colleagues ●Your Name ●Your current role ●Why you selected this workshop

What words come to mind when you think about cultural competence? Collaborative Activity 1.Critical Thinking 2.Awareness 3.Safety 4.Welcome 5.Inclusiveness 6.Language 7.Sensitivity 8.Access 9.Raising Consciousness

Cultural Competence Perspectives

Diversity within the Institution is… ●The state or fact of being different ●Unlike the ‘norm/majority’ ●The presence of individuals representing more than one national origin, color, religion, socioeconomic stratum, sexual orientation, etc…

Diversity versus Cultural Competence ●Quickly quantified; reduced to the presence of….. ●Recognition of difference to mainstream cultures ●End game of numbers/tolerance ●Process of qualitatively understanding individuals ●Systemic evaluation of institutional practices ●End game of cultural inclusion

Cultural Competence is… ●“A process by which individuals and systems respond respectfully and effectively to people of all cultures…races, …religions and other diversity factors in a manner that recognizes, affirms, and values their [inherent] worth [and dignity]” (NASW, 2001). ●Considers power dynamics ●“The ability to influence, control, and dominate resources and access to resources” (Johnson, 2006).

Cultural Competence is also… ●Considers individual and institutional privilege ●“When one group has something of value that is denied to others simply because of the groups we belong to, rather than because of anything they’ve done or failed to do” (Johnson, 2006).

Cultural Competence is also... ●A recognition of the connection between power, privilege, and oppression ●“A relationship in which the dominant [privileged] group benefits from the systemic abuse, exploitation, and injustice directed at a subordinate group” (Ore, 2014).

(Substance Abuse Mental Health Services Administration, n.d.)

Cultural Destructiveness I make a conscious effort [use my power] to destroy cultures that are different from my own or from what I think will work best for others. “We are all that is important.” Cultural Incapacity I am unwilling to be useful or helpful to other cultures. ……“We take care of our own.” ( Cross, Bazron, Dennis, & Issacs, 1989).

Cultural Blindness I believe that culture/color and dimensions of diversity are unimportant. …… “All people are the same.” Cultural Pre- competence I realize that my responses to cultural difference are more often than not culturally destructive and I am trying to understand how to respond culturally competently/proficiently. ( Cross, et al., 1989).

Cultural Competence Cultural competence is characterized by a commitment to social and economic justice. Cultural Proficiency I hold culture in high esteem and that it is my organizing frame of reference and the foundation by which I understand relationships between individuals, groups, organizations, systems, etc. ( Cross, et al., 1989).

Cultural Competence Responsibilities and Challenges ●Thorough self-reflection ●Development of and engagement in authentic cross-cultural relationships ●Resisting inequality of the current power hierarchy ●It is often an uncomfortable process ●Recognition of our contribution to the marginalization of culturally diverse populations ●Engaging in an evaluation of both individual and systemic practices

Culturally Competent Pedagogy ●“Empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 1995, p. 18). ●Also called culturally relevant pedagogy, cultural responsiveness, cultural congruence, and cultural appropriateness (Saint-Hilaire, 2014).

Cultural Competence Self-Assessment (Please take 8-10 min to complete the table exercise)

What were your aha moments when engaging in this reflection?

Identifying Best Practices for Inclusiveness in Higher Education Pedagogy (from presenters and other colleagues) 1.Share yourself (let students get to know you) 2.Assess students’ initial assumptions of who you are (5- questions you assume about me…i.e car I drive etc; then use their assumptions to reveal their existing bias’) 3.Assess what’s important to students during the first class. Create anonymous list of what they identify. Allow students to interview each other to determine which list or ‘pie-chart’ reflects their peers values/priorities 4.Utilize PBS ‘Race the Power of Illusion’ exercises to identify existing diversity within your classroom 5.Utilize “poll everywhere” online software to create a safe and anonymous space for students to ask risky questions they need to ask to advance in their learning. Answer the questions as the instructor as opposed to having other students respond.

Identifying Best Practices for Inclusiveness in Higher Education Pedagogy (from presenters) ●Privilege Walk (can be located online) ●Dimensions of difference exercise ●Think back to when you were 12 years old. How did you identify by gender? ●Female, Male, Transgender ●Now group yourselves accordingly…if you identified as female stand in to my right, if male stand to my left, and if transgender come to the front of the room ●What do you see? What do you notice? Within your respective groups talk about what this meant to you (i.e. what defined this status) within your school, community, family? How could this play out in our class? ●How did you identify by Race/ethnicity? ●Black/African American, White/European American, Asian/Pacific Islander, Native American, Biracial, another group ●Now group yourselves accordingly ●What do you see? What do you notice? Within your respective groups talk about what this meant to you (i.e. what defined this status) within your school, community, family? How could this impact our class?

Practices for Inclusiveness in Higher Education Pedagogy (from presenters) continued ●Dimensions of difference continued…. ●How did you identify by Geography? ●How did you identify by Socioeconomic Status ●If you were poor and knew that your parents struggled to meet your basic needs; if you were wealthy and had ample resources; if you defined yourself as middle class) ●***within your respective groups line up on a continuum of income based on economics highest to lowest….discuss with your group why you feel you occupy the position you do. ●Going back to your seats think about what stood out to you during this exercise? ●Who would like to share ●Final Thought: The important thing you will be asked to do within the context of this class is to engage your diversity

Supportive Resources ●Individual Assessment ResourceIndividual Assessment Resource ●Implicit Bias ProjectImplicit Bias Project ●Cultural Intelligence CenterCultural Intelligence Center ●Cultural Competence ContinuumCultural Competence Continuum

Contact Information Dr. McCoy Dr. Sparkman-Key

References Cross, T. L., Bazron, B. J., Dennis, K. W., & Isaacs, M. R. (1989). Towards a culturally competent system of care. CASSP Technical Assistance Center, Georgetown University Child Development Center, Washington, D. C. Furrey, M. (2007). Cultural proficiency continuum [PowerPoint slides]. Retrieved from: Johnson, A. G. (2006). Privilege, Power, and Difference (2nd ed.). New York: McGraw-Hill. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Journal, 32, National Association of Social Work (2001) Standards for Cultural Competence in Social Work Practice. Washington, DC: Author. National Education Association. (n. d.). Retrieved from Ore, T. E. (2014). Social construction of difference and inequality: Race, class, gender, and sexuality (6 th ed.) New York: McGraw-Hill. Saint-Hilaire, L. (2014). So, how do I teach them? Understanding multicultural education and culturally relevant pedagogy. Reflective Practice, 15, Substance Abuse Mental Health Services Administration (n.d.) Retrieved from