Mary Andrews, Michigan State University Kelli Selby, Purdue University

1. Multicultural Competence: The Intersect of Domestic Diversity and International Programming Initiatives Mary Andrews,Michigan State University Kelli Selby, Purdue University Isabel Hanson, Penn State University

2. Understanding one’s culture Understanding one’s self Oppressive behaviors Cultural differences Becoming comfortable with alternative cultures Diversity Civil rights/EEO Impact of culture on social issues Recognizing stereotypes and biases Valuing differences Understanding one’s place in the world or how others see you Pluralistic life What is Multiculturalism, or interculturalism?

3. Multiculturalism • Understanding ethnic differences within the U.S. and, in particular, to various efforts to transform the curriculum to reflect the cultures and social groups represented in the U.S. (Bennett & Bennett, 1994) • theory and practice that promotes the peaceful coexistence of multiple races, ethnicities, and cultures in a given society, celebrating and sustaining language diversity, religious diversity, and social equity.

4. International exposure through travel Exploring global interdependence and interconnectedness Skill building for staff Bringing new ideas home Recognizing commonalities and differences Removes mask of politics Recognizing private vs. public acts of American behavior Exchange of knowledge Developing networks, colleagues, and partners Learning new approaches to use at home Educating the public about global issues Learning to make better national and international policy decisions Global citizenship Dispelling myths What is Internationalism?

5. Internationalism • Global vision/identity • Unity and diversity of human kind • Universal rights • Globalization/interdependence • International cooperation • Development of world-mindedness • Intergenerational Responsibility • Processes of development

6. Domestic Diversity Both require sensitivity to differences Economic justice and opportunities Mutual benefits Ensuring access & participation in civil society Encompasses various bodies of knowledge (technical/social/human interaction) Effects of trade on culture Internationalism Impact of culture on social issues Both require understanding of self and others Impact of oppressive behaviors affects both domestically/globally Exchange of knowledge Language as tool of communication Cause and effect? Goals of both are to achieve higher level of peace and harmony How do they intersect?

7. Domestic Diversity Multicultural Sensitivity Dealing with “isms” Supporting “inclusively” Serving the underserved Internationalization Multicultural Sensitivity Exposure/learning Dealing w/ Globalization Economy People/cultures Environment Security Interdependence How do they intersect?

8. Interface • “Numerous educators and researchers maintain that an effective way to develop multicultural competence is through immersion in a foreign culture.” (Anders, 2001; Berwick& Whalley, 200; Douglas & Jones-Rikkers, 2001; Gorka & Niesenbaum, 2001; Inglis, Rolls, & Kristy, 2000; Ollif, 2001)

9. Interface • Having knowledge of one own’s values and cultural “baggage” is necessary to be responsive to others in different cultures. • Cross-cultural competence is necessary to be useful abroad.

10. Interface • “Each is working on a fundamentally similar issue – the appreciation of differences as it is manifested in both subjective and objective cultural terms. In addition, each group is increasingly committed to social justice, shared privilege, and inclusivity.”(Bennett & Bennett, 1994)

11. Funding Long term benefits Less difference between the two as our world shrinks Demonstrate impact to local level Leverage one effort with the other (i.e. trade to cultural focus) If all educators have multicultural competence, we could better plan for the future Academically, it’s an area we must be competent in to carry out our mission appropriately Why should Extension utilize both areas?

12. Why should Extension utilize both areas? • “In any event, most components of international education undervalue culture. Yet these cultural schemes help diagnose problems, knowledge gaps, relationships, behavioral tendencies, and such variables as trust, cynicism, acceptance of new ideas, resistance to absorbing new knowledge…”(Mestenhauser, 1998)

13. How does Extension capitalize on the international/multicultural intersect?

14. How does Extension capitalize on the international/multicultural intersect?Issues → Opportunities

15. Applications: • Hiring and employment procedures • Core competencies • Performance evaluations & rewards • Structurally, combine i/m • Include interview questions • Make it an expectation in your prof. development • Include/promote it in the promotion/tenure process • Reinvigorating careers – new audiences/settings

16. Applications: • Capacity Building • Staff development training (in-state) • Teamwork • Special assignments/projects • Language training/resources • International assignments & travel programs • Training needed more than “superficial” level • Hosting international visitors/interns in the county offices

17. Applications: • International engagement: • Collaborations • Assignments • Study tours • Exchanges • Linkages • Support from county boards/public necessary – how to develop “buy-in” on the local level on a long-term basis

18. Applications: • International and multicultural advisory structures • Networks • Partnerships

19. Applications: • Serving new immigrants • Helping communities adjust • Educating the public • Running interference with “bureaucracies” • Adapting educational/technical outreach

20. Applications: • International trade/economic development • Understanding global forces • Recognizing vulnerabilities • Supporting local industries in export development/diversifying to stay healthy • Public affairs education/involvement

21. Applications: • Social justice • Acting inclusively • Recognizes biases/injustices • Running interference • Acting to change policies/practices

22. Parting Thought “Global education is much more than having international campuses or exchange programs…It is an education that ensures our educators and clientele will be able to succeed in a world marked by interdependence, diversity and rapid change.” “Most importantly, a global education is one that enables educators and clientele to understand their roles in a global community and teaches them how their actions can affect citizens throughout the world… Global education places a premium on the ability to think critically and ethically.”(Adapted from Farleigh Dickinson University, 2003)