1. Culture, Cultural Relativism and Cultural Competency
By Sujata Warrier, Ph.D.
For the Asian & Pacific Islander Institute on Domestic Violence
450 Sutter Street, Suite 600
San Francisco CA 94108
Tel: x315 Fax:
© Asian & Pacific Islander Institute on Domestic Violence

2. GROUND RULES
Challenge yourself regarding your beliefs and assumptions.
Take responsibility for listening to new ideas and different perspectives.
Speak for yourself out of your own personal experiences.
You will be expected to discuss issues beyond your personal level of comfort.
Honor personal information shared in the session by keeping it confidential.
4/26/2017
©Sujata Warrier, 2001

3. Why Should We Consider Culture?
Culture shapes an individual’s experience of domestic violence.
Culture shapes the batterer’s response to intervention and acceptance of responsibility.
Culture shapes access to other services that might be crucial for the victim.
The culture of the system, the advocate or the professional and the victim will impact outcome.
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©Sujata Warrier, 2001

4. Explanations…. Exercise Process
think of a difficult case you had where the victim refused to follow any course of action
Come up with the explanation you thought of first to understand what was going on;
list three more
share with three of your colleagues and see how many explanations you can come for each of your cases
Process
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©Sujata Warrier, 2001

5. WHAT IS CULTURE?
Historically and anthropologically thought to be a stable pattern of beliefs, values, thoughts, norms etc.. that are transmitted from generation to generation for successfully adapting to other group members and their environment.
This is an outdated definition.
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6. DEFINITION OF CULTURE
A critical definition of culture refers to shared experiences or commonalities that have developed in relation to changing social and political contexts, based on:
race
ethnicity
gender
sexuality
religion
age
class
immigration status
disability status or
other axes of identification
within the historical context of oppression
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7. Culture (s)…...
The categories of race, class etc. do not exist in isolation from each other.
They intersect and interconnect in different ways for different individuals in the same groups as well as for different groups at different times and differently over different spaces.
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8. Culture (s) ……. Are about contestation.
Consist of permeable boundaries.
Packaged pictures of different cultures are idealized constructions.
Often may reflect actual practices or social life.
Reflect the values and practices of a privileged group.
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9. Cultural Identity
Refers to the way in which a person defines himself or herself culturally, based on that person’s unique set of experiences.
Might contain contradictory, multi-faceted and often-changing elements. For example:
a person might identify as Italian and not speak a single word of Italian,
a person who grew up working class might now identify as a white-collar professional,
a biracial person might identify with both heritages,
a gay or lesbian might identify with organized religion that does not accept homosexuality.
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©Sujata Warrier, 2001

10. Cultural Identity
Cultural identity can influence how others see the presence or absence of violence against women.
Persons might identify strongly with one culture than another, might experience several identities simultaneously or might shift between identities.
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11. Cultural Identity
It is dangerous to use categories to characterize and define an individual; this creates and perpetuates cultural stereotypes and misinformation.
Every individual, regardless of initial appearance has a rich cultural identity.
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12. Identities and Location
Locate oneself and examine subject position - vis a vis race, class, and other axes of identification.
The “I”is not an isolated event but is caught up in the complexities that comprise culture.
The ability to construct one’s identity is not a luxury available to all.
Linkages between who am I and what do I claim to know.
Also we need an account of the linkages.
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©Sujata Warrier, 2001

13. REMEMBER...
Culture is complex, fluid, changing and bound by time and space.
Identities are also bound by time and space and are usually multifaceted.
Therefore…. Achieving Cultural Competency…..
Is a challenge and a continuing process.
There are no simple answers.
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©Sujata Warrier, 2001

14. Violence Against Women
Violence against women occurs on a continuum - beginning with female foetcide and ending with women murder and includes female infanticide, incest, sexual harassment, poverty, and domestic violence.
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15. Working Assumptions IN GENERAL:
Women and men have the right to live free from violence and any advocate can take preventive action against domestic violence.
Victims have the right to safety and self-determination, which might include staying with the perpetrator, family and community or leaving the relationship.
The batterer is responsible for the violence.
Domestic violence cuts across race, ethnicity, class, sexual identity, religious affiliation etc..
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©Sujata Warrier, 2001

16. Working Assumptions (Con’t)
CULTURALLY COMPETENT ASSUMPTIONS:
All cultures are contradictory in that there are both widespread acceptance of domestic violence as part of society and traditions of resistance. All cultures have values that are oppressive as well as those that are nurturing.
Each victim is not only a member of her/his community, but a unique individual with their own responses. The complexity of a person’s response to domestic violence is shaped by multiple factors.
Each individual comes into the any encounter with cultural experiences and perspectives that might differ from those others of the same group.
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©Sujata Warrier, 2001

17. CULTURAL MISINFORMATION
Refers to historical information about a group of people that is applied as a generalization to an individual.
It limits what we can see and understand about an individual.
Associates a set of attributes to a group and then applies group attributes to an individual of that group.
Describes how most people of a group supposedly behave and how they should behave.
Often used to justify mistreatment of individuals by the dominant culture.
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©Sujata Warrier, 2001

18. CHECKLIST FOR REDUCING THE INFLUENCE OF CULTURAL MISINFORMATION
Recognize that it is impossible to reduce the receipt of misinformation about different cultures.
Examine generalizations that you hear about different groups.
Broaden your understanding and sensitivity to other cultures through a variety of means.
Listen to expressions about stereotypes of other cultures.
Gather information from individual in the courtroom and evaluate the information as it relates to that person’s experiences.
Reach beyond your comfort level.
Avoid temptation to generalize - apply only to the situation in which you received it.
Increase your attention to cultural information.
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©Sujata Warrier, 2001

19. CULTURAL COMPETENCY Incorporates an awareness of one’s biases
Combines general knowledge about various cultures with specific information provided by the survivor.
Approaches the definition of culture with a reflective eye and an open mind.
Recognizes that diversity exists both within cultures and between cultures.
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©Sujata Warrier, 2001

20. Cultural Competency Begins With:
Being aware of one’s biases, prejudices and knowledge about a victim. For example,
Do not make assumptions based on appearance.
Use appropriate language.
Be aware of assumptions of family.
Recognizing professional power and avoiding the imposition of those values. For example,
Use non-judgmental questions
Listen to the victim. For example,
Let them narrate their story.
Do not assume people have resources.
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©Sujata Warrier, 2001

21. CULTURAL COMPETENCY BEGINS WITH:
Gathering information about the victim’s interpretation of their culture. For example in assessment:
“what is it like for you to talk about this problem in your community?”
Validating the victim’s strengths. For example in intervention:
thank them for sharing and acknowledge existing support systems and efforts to keep safe.
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©Sujata Warrier, 2001

22. CULTURAL COMPETENCY BEGINS WITH:
Insuring victim safety and self-determination. For example,
Safety plans that take into account culturally specific needs.
Developing linkages with the community. For example,
Give culturally appropriate referrals.
Work with community based agencies.
Negotiating the acceptance of a different set of values. For example,
Remember, it takes time for people to accept new systems and ideas.
Patience is the key.
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©Sujata Warrier, 2001

23. Process of Cultural Competence
Process means that a person:
learns to recognize and reject his or her preexisting beliefs about a particular culture,
focuses on understanding information provided by individuals within the context at hand,
forgoes the temptation to classify or label persons. Avoid fixed and generalized information.
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24. Process of Cultural Competence
Cultural competence does not mean learning as many “characteristics” as possible about every culture.
It is not a one-time, finite achievement. It is a process that is applied to ensure an understanding of the context of the story and an analysis of the facts and circumstances of the particular case.
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©Sujata Warrier, 2001

25. Process of Cultural Competence
Every human being holds perceptions about different cultures. Must use deliberate and intentional process to examine cultural misinformation.
Culture includes a broad spectrum of identities.
Awareness is a complex skill gained over time.
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26. Interventions “work” when the advocate:
Is aware of one’s own assumptions, and biases about the victim.
Is able to elicit complex social and cultural information and combines it with general knowledge.
Respects the victim’s hopes and fears and norms about privacy and dignity.
The suggested intervention makes sense from the victim’s cultural frame of reference.
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©Sujata Warrier, 2001

27. Similarities and Differences...
Work in pairs
find a colleague who you think is similar to you
discuss what you have in common
discuss where you differ
along what axis of identification are you similar and different
same process with someone dissimilar
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28. “World Travelling1” method of Cultural Competency
Culturally challenging practices require a vision of independence and connectedness.
Arrogant perception creates distance between oneself and “the Other”.
Preserve the independence of the other while creating a basis for shared values and for human rights and dignity.
“Travelling” is the shift from being one person in the world to a different person in another world.
Difference is part of a coherent whole.
1Gunning, Isabella “Female Genital Surgeries,” Columbia Human Rights Law Review 23(2):
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29. “World Travelling” method of Cultural Competency
The recognition of independence and interconnectedness requires:
understanding oneself in one’s own historical context with an emphasis on the overlaps, influences, and conditions one observes in the other.
Understand one’s historical relationship to the other - see the self as the other sees you
must see the other in their own context.
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©Sujata Warrier, 2001

30. Commitment to Working with Diversity
It is morally the right thing to do
It is absolutely necessary to build community collaboration so that particular communities can take responsibility for addressing violence against women.
It helps battered women’s advocates and programs provide quality care for victims of domestic violence.
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©Sujata Warrier, 2001

31. TASK
During the next few minutes, fill in each box presented (mentally, not aloud) with stereotypes that exist “out there in the world”
May be positive or negative
Each group divided into men and women
Awareness of a stereotype DOES NOT mean that you believe it
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32. African American Men 1. 2. 3. 4. 5. Women 1. 2. 3. 4. 5. 4/26/2017
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33. Asian American Men 1. 2. 3. 4. 5. Women 1. 2. 3. 4. 5. 4/26/2017
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34. Jewish
Men 1. 2. 3. 4. 5.
Women 1. 2. 3. 4. 5.
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35. Caucasian/White Men 1. 2. 3. 4. 5. Women 1. 2. 3. 4. 5. 4/26/2017
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36. Gays/Lesbians Gays 1. 2. 3. 4. 5. Lesbians 1. 2. 3. 4. 5. 4/26/2017
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37. Physically Disabled Men 1. 2. 3. 4. 5. Women 1. 2. 3. 4. 5. 4/26/2017
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38. Stereotypes
Research indicates that stereotyping is part of the normal psychological process of categorization, that under pertinent circumstances can lead to inaccurate and potentially harmful generalizations about individuals and groups.
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39. Categorization
The process by which we classify items, objects, or concepts, placing them together in groupings on the basis of their similarities with each other.
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40. Stereotypes
A set of attributes ascribed to a group and imputed to its individual members simply because they belong to that group.
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41. Stereotypes Descriptive Stereotypes Prescriptive Stereotypes
tell how most people in the group supposedly behave, what they allegedly prefer, and where their competence supposedly lies.
Prescriptive Stereotypes
tell how certain groups should think, feel, and behave.
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42. Stereotype matching advantage
indicates that information that fits one’s stereotypes is automatically processed; it is easy to take in, making stereotypes seem to fit automatically.
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43. SUMMARY
The brain, through such processes as categorization and stereotype-matching advantage, processes information through various short-cuts that tend to reinforce our expectations, especially under stressful circumstances.
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44. SUMMARY (cont...)
The elimination of stereotypes requires more than good will. It requires: awareness of stereotypes, motivation to avoid reliance upon them, and an intentional thought process.
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45. SUMMARY We are all products of our culture and experience
As such, we hold or are aware of many assumptions about our own and other groups
Sources of stereotypes are many
Effects may be positive or negative
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©Sujata Warrier, 2001

46. Roles and Preoccupations
There are three roles or preoccupations that we often deal with when talking about culture in various settings:
Emissary
Mirror
Authentic Insider
The ideas of the roles and occupations are derived from and discussed in detail by Uma Narayan in her book Dislocating Cultures.
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©Sujata Warrier, 2001

47. Roles and Preoccupations
These roles are often assigned so it is necessary to reflect on them.
It is important to remember that when we occupy any of these roles we enter a space where there are a lot of concerns around inclusion, diversity, multiculturalism.
These concerns can shape our entrance, influence what is expected and gives us a place that puts us in our place.
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©Sujata Warrier, 2001

48. Role of Emissary
This approach focuses on the cultural riches and avoids all “cultural problems”.
Focus on “high culture”.
Convey the riches to an appreciative audience.
Idealizing the culture.
Crucial to undoing negative stereotypes.
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©Sujata Warrier, 2001

49. Role of Emissary
Fails to pay attention to the material, social and political contexts in which achievements take place.
Is not self-reflective.
Issues of agency, articulation and the role of feminism and women’s issues.
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50. Role of the Mirror
This role facilitates the mainstream to take an interest in the Other without subjecting them to negative criticism confirming the predations and depredations of the West.
Attribute problems in communities to colonization, imperialism and globalization.
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51. Role of the Mirror
Role is still focused on the mainstream and acts as a mirror.
Unnuanced and totalizing.
Lack of agency in being able to return the gaze.
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52. The Authentic Insider
Permits and sanctions the articulation of political and social analysis.
Needs an actual person who can speak in a critical way.
Permits more sustained attention to issues and problems within the culture.
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53. The Authentic Insider
Proprietary position between advocate and culture.
Singularity of voice.
Sets limits on what the person can speak on.
Issue of representation and authenticity.
Position is conferred.
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54. Working with the community
Listening
Listening non-judgmentally - how do we offer and receive criticism
Awareness of how we respond to attacks
Honesty
Learning about the community by attending community events before you actually approach the community
Respect and Humility
Authenticity
Open attitude
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55. Strategies should ... Range from simple to complex
Must respect norms of privacy and dignity of the group
Come from an understanding of a group’s frame of reference
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56. Sustaining Relationships
Everyone in the agency now has to take responsibility
Patience - you are in this for the long haul
Create new materials in appropriate language
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57. Sustaining Collaboration
Recognizing that the energy going out of any program is balanced by incoming energy.
That there is inherent value in all communities.
Sustaining collaboration is important in order to end domestic violence.
No side profits unduly as the work is reciprocal.
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58. Sustainability Allows us to balance inevitable conflicts
Allows us to distinguish between empowerment and rescue
Helps us understand the need to sustain the relationship over time
We recognize that nobody's resources are drained
Gives us new tools rather than new responsibility
Helps us figure out ways to share, not burden
Helps us build strength with collective power
Liberates power and control because we recognize power is never static; it is fluid, changing, a movement, a balance
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59. Short Term Strategies
Invite people in a meaningful way - avoid tokenism
Bring in enough people so that members of the other group have strength and support
Recognize that your organization will change
Be clear which goals, priorities and focuses you are willing to shift
Be willing to hear criticism and change
Enjoy the rewards of your work
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60. Long Term Strategies Commit yourself and the program to the new group
Affirm that each person and each group has inherent value
Process of connection across differences is an emotional one; cannot be done with the mind alone
Personal and programmatic change will occur
Insist on having a good time together
Let goals, priorities, directions emerge from interactions with diversity
Enjoy the rewards of your work
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©Sujata Warrier, 2001

61. Value Diversity Diversity is stability Diversity is strength
Diversity is a challenge
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62. Reminder Accepting differences is a challenge
There is always an unconscious imposition of attitudes
Be aware of guilt, anger, and use of privilege
To connect we need to learn to imagine the world in a different position
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63. Reminder
“Our struggle is for a fundamental change in social relationships rather than for a per community quota of representation sin the parliament of “race” and “ethnicities.” We are engaged in politics, linking theories with practices, examining ideologies through our lives, and our lives through revolutionary ideas. We are not shopping in the market of cultural differences”.
Bannerji, Himani “Returning the Gaze:An Introduction,” in Returning the Gaze. Toronto: Sister Vision, p.xxix
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©Sujata Warrier, 2001