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Cultural Proficiency

Explore the Cultural Proficiency Continuum by Dr. Terry Cross, 1989, to navigate various stages from destruction to proficiency. Learn about barriers, examples, and strategies for engaging positively with differences.

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Cultural Proficiency

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  1. Cultural Proficiency The Continuum

  2. The Cultural Proficiency Continuum - (Dr. Terry Cross, 1989)

  3. Cultural Destructiveness - “See the difference; stomp it out” Eliminating others because of difference • Examples • Genocide • Exclusionary practices • Shun diverse perspectives • Not providing a group of students access to the curriculum

  4. Cultural Incapacity - “See the Difference; make it wrong” Believing in and acting in alignment with cultural superiority • Examples • Lowered expectations of others • Unequitable allocation of resources • Expecting “others” to change

  5. Cultural Reductionism - “See the difference; act like you don’t” Acting as if differences between, among, and within cultures do not matter or exist • Examples • Discomfort with differences • Beliefs/actions that assume the world is fair and achievement is based on merit alone • Ignoring individual/group needs in favor of whole-group instruction.

  6. Cultural Pre-Competence - “See the difference; respond to it inadequately” Recognizing the need to respond, but doing so with limitations • Examples • Delegate diversity work • Quick fix, packaged short-term programs • Episodic events (____ night, month, etc)

  7. Cultural Competence- “See the difference; value it” Effective cross-cultural interaction, in alignment with these standards: • Assessing cultural knowledge • Valuing diversity • Managing conflict (“dynamics of difference”) • Adapting to diversity • Institutionalizing cultural knowledge

  8. Cultural Proficiency - “See the difference; respond positively. Engage & Adapt” The process of ongoing organizational development and professional learning about individual and organizational response to difference, in order to develop and nurture cultural competence • Examples • Personal Reflection, change, and transformation • Studying equity in education with the goal of change in support of social justice • Testing assumptions held about groups different from you.

  9. Points Around the Room • Prediction: What do you think you will see when people place their sticky notes around the room? • Place your sticky notes in the appropriate part of the room • Silently move around the room and read as many as you can

  10. Debrief • What did you notice as you wrote comments? • What did you notice as you read comments? • What did you feel, think, or wonder about the comments or the process? • What can you learn about yourself and your program from this exercise? • What can you take back to your school/ program?

  11. The Three Barriers The personal, professional, and institutional blockades and/ or blind spots that impede movement towards equitable and just service and opportunities for all. • Resistance to Change- Unawareness of the need to adapt, • Not acknowledging systemic oppression, and • Benefitting from a privilege and sense of entitlement.

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