2. CULTURAL AND LINGUISTIC COMPETENCE : A COMPELLING NEED IN HIGHER EDUCATION National Center for Cultural Competence Tawara D. Goode Assistant Professor Director, National Center for Cultural Competence Associate Director, University Center for Excellence in Developmental Disabilities Center for Child and Human Development Georgetown University June 3, 2014

3. Slide Source:© 2014 - National Center for Cultural Competence OBJECTIVES Participants will: 1.Describe a conceptual framework for a cultural competence model. 2.Delineate how to advance and sustain such practices at both individual and organizational levels. 3.Explore the implications of these concepts to the mission and goals of HERC and MnCUPA- HR and their respective academic institutions.

4. The formal education of many faculty and staff has not prepared them to incorporate cultural and linguistic competence into their core responsibilities (e.g., teaching, research, counseling, human resources, faculty and student support services, community engagement) To facilitate workforce diversity, both for its reflection of the population served and for its inherent strengths To serve the institution’s best interests by providing a competitive edge in (1) recruiting and retaining faculty, staff, and students; and (2) obtaining grant funding for teaching, service, research, community engagement and other university initiatives Reasons to Address Cultural and Linguistic Competence in Higher Education Slide Source:© 2014 - National Center for Cultural Competence T.D. Goode

5. To ensure that students develop prerequisite areas of awareness, knowledge, and skills in cultural and linguistic competence within the contexts of their chosen fields of study To prepare the future workforce to thrive in a multicultural environment To respond to legislative, regulatory, and accreditation mandates Reasons to Address Cultural and Linguistic Competence in Higher Education Slide Source:© 2014 - National Center for Cultural Competence T.D. Goode

6. Slide Source:© 2014 - National Center for Cultural Competence Reasons to Address Cultural and Linguistic Competence in Higher Education Demographic changes in the U.S., its territories, and tribal communities.

7. What are demographic trends for the Slide Source:© 2014 - National Center for Cultural Competence USA

8. Slide Source:© 2014 - National Center for Cultural Competence A series of projections from the U.S. Census Bureau estimates:  in the year 2046 the nation will become “majority-minority” (all people except for those that are non-Hispanic, single-race white).  the population under 18 years of age will reach this status by 2018 or 2019.  the working-age population is projected to become majority-minority between 2036 (high series) and 2042 (constant series). A DEMOGRAPHIC REALITY Data Source: U.S. Census Bureau. Retrieved on 5/25/14 from http://www.census.gov/newsroom/releases/archives/population/cb13-89.html http://www.census.gov/newsroom/releases/archives/population/cb13-89.html

9. DEFINITION OF LEGAL PERMANENT RESIDENT Slide Source:© 2014 - National Center for Cultural Competence Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report, Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years 2010-2012 A legal permanent resident or “green card” recipient is defined by immigration law as a person who has been granted lawful permanent residence in the United States. Permanent resident status confers certain rights and responsibilities. Legal Permanent Residents may live and work permanently anywhere in the United States, own property, and attend public schools, colleges, and universities. Legal Permanent residents may also join certain branches of the Armed Forces and apply to become U.S. citizens if they meet certain eligibility requirements. (p. 1/6)

10. Top 10 Countries of Birth of Legal Permanent Residents in the United States in 2012 Mexico China, People’s Republic India Philippines Dominican Republic Cuba Vietnam Haiti Colombia S. Korea 146,406 81,406 66,434 57,327 41,566 32,820 28,304 22,818 20,931 20,846 Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report, Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years 2010-2012 Slide Source:© 2014 - National Center for Cultural Competence Total 1,031,631 14.2% 7.9% 6.4% 5.6% 4.0% 3.2% 2.7% 2.2% 2.0%

11. Legal Permanent Resident Flow by Metropolitan Area of Residence 2012 New York-Northern New Jersey-Long Island [NY, NJ, PA] Los Angeles-Long Beach-Santa Ana [CA] Miami-Ft. Lauderdale-Pompano Beach [FL] Washington-Arlington-Alexandria [DC, VA, MD, WV] Chicago-Joliet-Naperville [IL, IN, WI] Houston-Sugar Land-Baytown [TX] San Francisco-Oakland-Fremont [CA] Boston-Cambridge-Quincy [MA, NH] Atlanta-Sandy Springs-Marietta [GA] Other 179,011 81,505 66,153 39,365 34,898 31,738 28,010 25,042 21,289 495,881 Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report, Randal Monger & James Yankay. Table 5- Legal Permanent Resident Flow by Metropolitan Area of Residence, Fiscal Years 2010-2012 Slide Source:© 2014 - National Center for Cultural Competence Total 1,031,631 17.4% 7.9% 6.4% 3.7% 3.4% 3.1% 2.9% 2.4% 2.1% 48.1%

12. American Community Survey One-Year Population Estimates for 2012 Total Population = 313,914,040 One Race = 304,840,426 White…………………………………………………….. Hispanic or Latino (of any race)………………………. Black or African American ……………………………. American Indian and Alaska Native………………….. Asian ……………………………………………………. Native Hawaiian and Other Pacific Islander ………... Two or more races …………………………………….. Some Other Race ……………………………………... 231,992,377 52,961,017 39,623,138 2,563,505 15,555,530 543,198 9,073,614 14,562,678 Slide Source:© 2014 - National Center for Cultural Competence Data Source: U.S. Census Bureau, American Fact Finder, 2012 ACS, 1 Year Estimates, DP05

13. Slide Source:© 2014 - National Center for Cultural Competence Getting on the Same Page: Definitions and Conceptual Frameworks Cultural Competence Linguistic Competence

14. Are we on the same page? culturally aware cultural sensitivity culturally appropriate culturally effective culturally relevant culturally competent cultural humility culturally & linguistically competent linguistically competent cultural proficiency multicultural competence T.D. Goode Slide Source:© 2014 - National Center for Cultural Competence culturally relevant cultural responsiveness linguistically appropriate

15. …requires that organizations have a clearly defined, congruent set of values and principles, and demonstrate behaviors, attitudes, policies, structures, and practices that enable them to work effectively cross-culturally. (adapted from Cross, Bazron, Dennis & Isaacs, 1989. CULTURAL COMPETENCE Slide Source:© 2014 - National Center for Cultural Competence

16. Five Elements of Cultural Competence INDIVIDUAL LEVEL 1 2 3 4 5 (Cross, Bazron, Dennis and Isaacs, 1989) Slide Source:© 2014 - National Center for Cultural Competence

17. Five Elements of Cultural Competence ORGANIZATIONAL LEVEL (Cross, Bazron, Dennis and Isaacs, 1989) Slide Source:© 2014 - National Center for Cultural Competence

18. ESSENTIAL ELEMENTS IN A CULTURALLY COMPETENT SYSTEM These five elements must be manifested at every level of an organization including:  policy makers  administration  practice & service delivery  patient/family/consumer  community and reflected in its attitudes, structures, policies, practices, and services. Slide Source:© 2011 - National Center for Cultural Competence These five elements must be manifested at every level of an organization or system including: and reflected in its attitudes, structures, policies, practices, and services. Adapted from Cross, Bazron, Dennis, & Isaacs, 1989 Slide Source:© 2014 - National Center for Cultural Competence

19. Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Pre-Competence Cultural Competence Cultural Proficiency Cultural Competence Continuum (Cross, Bazron, Dennis and Isaacs, 1989) Slide Source:© 2014 - National Center for Cultural Competence

20. As a culturally competent _________ I am capable of interacting positively with people who do NOT look like, talk like, think like, believe like, act like, live like... ME!!! Source Multnomah County Department of Health. Slide Source: The National Center for Cultural Competence, 2014 move like, Modification from Mike Magy, Massachusetts Department of Mental Health, November 2005. love like...

21. Slide Source:© 2014 - National Center for Cultural Competence Getting on the Same Page: Definitions and Conceptual Frameworks Linguistic Competence Health Literacy

22. What are the demographic trends in languages spoken in the Slide Source:© 2014 - National Center for Cultural Competence

23. Languages Spoken at Home in the U.S. in 2012 English only 232,262,934 (79%) Total other languages 61,740,779 (20%) Speak Spanish or Spanish Creole 38,325,155 Speak Indo European languages 11,034,625 (French [Patois, Cajun], French Creole, Italian, Portuguese, Portuguese Creole, German, Yiddish, Other West Germanic languages, Scandinavian languages, Greek, Russian, Polish, Serbo-Croatian, Other Slavic languages, Armenian, Persian, Gujarathi, Hindi, Urdu, Other Indic languages) Speak Asian and Pacific Island languages 9,752,336 (Chinese, Japanese, Korean, Mon-Kymer, Cambodian, Miao, Hmong, Thai, Laotian, Vietnamese, Tagalog, other Pacific Island language) Other Languages 2,756,099 (Navajo, Other Native American languages, Hungarian, Arabic, Hebrew, African languages, other unspecified languages) Total Population 5 years and over 294,003,714 Slide Source:© 2014 - National Center for Cultural Competence Data Source: U.S. Census Bureau, American Fact Finder, 2012 American Community Survey-1 Year Estimates, Table S1601

24. Linguistic isolation refers to households in which no person over the age of 14 speaks English at least very well Linguistically Isolated Households in the United States in 2012 What is Linguistic Isolation? All households4.5% Households speaking--  Spanish23.1%  Other Indo-European languages15.5%  Asian and Pacific Island languages26.7%  Other languages 17.0% Data Source: U.S. Census Bureau, American FactFinder, 2012 American Community Survey- 1 Year Estimates, Table S1602 Slide Source:© 2014 - National Center for Cultural Competence

25. Slide Source: 2014 - National Center for Cultural Competence What is linguistic competence? What should you know about linguistic competence in your role or position?

26. is the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse groups including persons of limited English proficiency, those who are not literate or have low literacy skills, individuals with disabilities, or those who are deaf or hard of hearing requires organizational and provider capacity to respond effectively to the health literacy and mental health literacy needs of populations served ensures policy, structures, practices, procedures and dedicated resources to support this capacity Linguistic Competence Goode & Jones, Revised 2009, National Center for Cultural Competence Slide Source:© 2014 - National Center for Cultural Competence

27. What are the legal mandates, guidance, or standards related to linguistic competence and language access Slide Source:© 2014 - National Center for Cultural Competence

28. Title VI of the Civil Rights Act of 1964- Sec. 601 ensures –nondiscrimination in Federally Assisted programs and states that “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”. – http://www.hhs.gov/ocr/civilrights/resour ces/laws/index.html Title VI - Civil Rights Act of 1964 SEC. 601 TITLE VI--NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS Data Source: Civil Rights Act of 1964, P.L. 88-62 Slide Source: © 2014 - National Center for Cultural Competence

29. Who Does Title VI Protect? Data Source: Civil Rights Act of 1964, P.L. 88-62 Slide Source: © 2014 - National Center for Cultural Competence EVERYONE!  Title VI protects persons of all colors, races, and national origins.  Title VI protects against national origin discrimination and are not limited to U.S. citizens. Title VI states that: “no person shall be discriminated against on the basis of race, color, or national origin. Section 601 and 42 USC 2000d et. Seq.

30. Linguistic Competence: LEGAL MANDATES & GUIDANCE Slide Source:© 2014 - National Center for Cultural Competence Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons http://www.hhs.gov/ocr/civilrights/resources/laws/revisedlep.html

31. Who is Covered Under Title VI? Recipients of HHS assistance may include, for example: Hospitals, nursing homes, home health agencies, and managed care organizations Universities and other entities with health or social service research programs State, county, and local health agencies State Medicaid agencies State, county and local welfare agencies Programs for families, youth, and children Head Start programs Public and private contractors, subcontractors and vendors Physicians and other providers who receive Federal financial assistance from HHS Slide Source: © 2014 National Center for Cultural Competence

32. Slide Source:© 2014 - National Center for Cultural Competence Characteristics of Culturally and Linguistically Competent Systems, Organizations & Personnel

33. Characteristics of Culturally and Linguistically Competent Organizations and Systems Slide Source:© 2014 - National Center for Cultural Competence

34. Implications for the Upper Midwest HERC and MnCUPA-HR

35. CANNOT ACHIEVE THE SOLE AIM OF THE UMW HERC AND THE PURPOSE OF THE MnCUPA-HR WITHOUT CULTURAL AND LINGUISTIC COMPETENCE Slide Source: National Center for Cultural Competence,2014

36.  Comprehensive regional and national higher education jobs websites  Member collaboration on facilitating dual-career employment and state-of- the art dual-career search technology  Partnerships with associations, societies, and publications that serve women and minorities  Website structure - appeal, images, language  University philosophy and campus climate  Diverse array of institutional partnerships coupled with personal relationships Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR T.D. Goode Slide Source:© 2014 - National Center for Cultural Competence

37.  National advertising campaigns to promote the HERC websites  Conference attendance to reach out to women and minority jobseekers with a special emphasis on STEM professionals  Campaign design and audiences of focus  Place emphasis on community engagement in addition to or instead of outreach Slide Source:© 2014 - National Center for Cultural Competence Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR

38. Differentiating Community Outreach from Community Engagement The NCCC asserts that there is a distinct philosophical difference between outreach and engagement, particularly as it relates to the values and principles of cultural and linguistic competence. Outreach implies a unilateral or one-way approach from the organization or agency to the community, whereas engagement implies the bilateral or two-way exchange. Slide Source:© 2014 - National Center for Cultural Competence

39. Differentiating Community Outreach from Community Engagement Community outreach is defined as the act of reaching out by a program or other entity for extending assistance or services to the community, especially as an act of charity or goodwill. Retrieved from and adapted http://www.yourdictionary.com/outreach http://www.yourdictionary.com/outreach on 11/16/12. Slide Source:© 2014 - National Center for Cultural Competence

40. Differentiating Community Outreach from Community Engagement Community Engagement is “the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people.” Retrieved from Principles of Community Engagement, Center for Disease Control and Prevention: http://www.cdc.gov/phppo/pce/ on 11/16/12 http://www.cdc.gov/phppo/pce/ Slide Source:© 2014 - National Center for Cultural Competence

41.  Professional development opportunities for members, including regional member conferences and webinars  HERC member discounts with key higher education vendors  Professional development that taps into topics such as conscious and unconscious biases, inequities, “the ISMs,” LGBT, conflict resolution, changing the culture of campus climate, understanding difference,  Vendors are representative of diverse populations in the U.S., its territories, and tribal communities Slide Source:© 2014 - National Center for Cultural Competence Cultural and Linguistic Competence: Implications for HERCs & CUPA-HR

42. Taking the next steps

43. CONTACT US National Center for Cultural Competence http://nccc.georgetown.edu cultural@georgetown.edu The content of and this PowerPoint presentation are copyrighted and are protected by Georgetown University's copyright policies.Georgetown University's copyright policies Permission is granted to use this PowerPoint presentation in its entirety and/or individual slides for non- commercial purposes if:  the material is not to be altered and proper credit is given to the author(s) and to the National Center for Cultural Competence. Permission is required if the material is to be: modified in any way used in broad distribution. To request permission and for more information, contact cultural@georgetown.edu.cultural@georgetown.edu