This week, you are going to explore a framework for cultural competence. It is helpful for professionals to continually refer to the framework as a form of s

Cultural Competence Continuum

This week, you are going to explore a framework for cultural competence. It is helpful for professionals to continually refer to the framework as a form of self-assessment and use the results to set goals and plan for meaningful growth. Self-assessment can also lead to self-awareness about biases and stereotypes that you may hold. Unexamined biases can show up in both obvious and subtle ways, such as the pictures and books that a teacher selects for the classroom.

To prepare for this assignment,

Read Chapter 2 of the course text.
Review the Cultural Competence Continuum – CharacteristicsLinks to an external site..
Complete the Cultural Competence Self-Test Download Cultural Competence Self-Test.
Download the Cultural Competence Continuum Download Cultural Competence Continuumtemplate.

In your paper,

Reflect on how everyone holds some types of bias based on their personal background and experiences.
Discuss why it is important to avoid imposing your own values onto the diverse children and families you work with. Consider your own implicit and explicit biases, which you reflected on in the Week 1 Implicit Bias journal. Consider why, as a helping professional, you would want to move away from cultural destructiveness and towards cultural competence/proficiency.
Summarize how you will continue to build awareness and understanding of your culture, personal beliefs, values, and biases. Consider which two or three elements of the Cultural Competence Self-Test Download Cultural Competence Self-Testyou would like to work on and how you might go about doing this.
Describe how you will keep abreast of the major research and issues that may impact the ethnically and racially diverse families you serve. Consider topics such as health challenges, school closures, and violence.

The Cultural Competence Continuum paper

must be at least 2 to 3 double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. resource.
must include a separate title page with the following in title case:
- title of paper in bold font
  - Space should appear between the title and the rest of the information on the title page.
- student’s name
- name of institution (The University of Arizona Global Campus)
- course name and number
- instructor’s name
- due date
must use at least 1 credible source in addition to the course text.
- The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
- To assist you in completing the research required for this assignment, review this Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. Review the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.

20_h_WhyDoesntEveryone_chart.pdf
CCSelf-assessment.docx
ECD336Week2-CulturalCompetenceContinuumTemplate10.17.23.docx

CULTURAL COMPETENCE CONTINUUM – CHARACTERISTICS (Adapted from Terry L. Cross, et., at., 1989), Coleman/Pellitteri 2000 & Updated 2/4/13

I. 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.”

• Believe I (my family, my group, etc.) is superior to, and have extreme biases against, those who are different.

• Overt message to those who are different is that they are not valued or welcomed.

• Others are perceives as nonentities, expendable and/or undeserving.

• Harm to others is acceptable, appropriate, and/or justified.

• More of an absolutist worldview that highly values winning.

II. Cultural Incapacity I am unwilling to be useful or helpful to other cultures.

……“We take care of our own.”

• Individual/group is not consciously deciding to be incapacitated, they are simply taking care of their group. However, if the group reflects the dominate culture, the process alone results in institutional or systematic bias.

• Stuck in a mindless position; simply not aware of our behavior that maintains this incapacitated state, however outsiders will experience subtle messages that some cultures (groups) are neither valued or welcomed; at best may be tolerated.

• Disproportionately apply resources to benefit their own group.

• Residual effects of incapacitation may be lower expectations for some cultural, racial, ethic groups (and/or other dimensions of diver- sity such as gender, sexual orientation, age, etc).

• Those who are different are segregated for their good.

• More of a relativist worldview, (I’ll take care of my own) that highly values maintaining the status quo.

Characteristics include and are not limited to…Characteristics include and are not limited to… Characteristics include and are not limited to…

III. Cultural Denial/Indifference I believe that culture/color and dimensions of diversity are unimportant.

…… “All people are the same.”

• Encourages assimilation and the suppression of difference.

• Discomfort recognizing difference and ig- nores (or unaware of) cultural strengths.

• Denies that culture and dimensions of diver- sity (gender, ethnic group, sexual orientation, etc) are significant.

• Beliefs, policies, actions that assume world is fair and achievement is based on merit: “should pull oneself up by own boot straps.”

• Institutional attitudes that refuse to take responsibility for the impact of their behavior/actions on others and often blame individuals/families for the perceived failures.

• Does not recognize the reality of power/ privilege.

• Believes what is useful for the dominate group is universally applicable and applies as such (one size fits all).

IV Cultural Pre-Competence: I realize that my responses to cultural differ- ence are more often than not culturally de- structive and I am trying to understand how to respond culturally competently/proficiently. “Often have nice written policies, but limited action.” The operative word is “trying.”

• Expressed commitment to valuing diversity but no clear plan for achieving organizational cultural competence.

• Works at being inclusive.

• Ceases to expect those who are different will suppress their difference and at same time is not sure what to do when difference is expressed – resulting in movement towards the status quo.

• Recognizes the need for consumer/family involvement and at same time often not sure how to integrate this voice/involvement.

• Expressed commitment to human/civil rights and social justice, as we define them.

• Beginning to realize ethnocentric beliefs distort one’s vision about those who are different. • Beginning to question the validity of segregation and/or assimilation.

• Recommends the need for improved services to specific poorly served populations, with no action.

• Maintains a parental attitude towards the marginalized group; positive outcomes are associated with how close the marginalized group can approximate the dominate group in terms of language, appearance, values and beliefs.

V. Cultural Competence Cultural Competence: Cultural competence is characterized by a commitment to social and economic justice. “Foster mutual adaptation to difference to create environments that are useful for all.”

Effective plan and demonstrated actions of indi- viduals/organizational cultural competence, which includes and is not limited to:

• Mindfully behave in a manner that demonstrates a value for diversity.

• Participants in rigorous/on going self examination into the manner in which culture/heritage influences perceptions, attitudes and behavior about (and towards) those who are culturally different.

• Works at being inclusive.

• Ceases to expect those who are different will sup- press their difference.

• Willingness to stay engaged with others to integrate their values, beliefs and associated needs into decision-making and action.

• Demonstrated commitment to human/civil rights, social justice, as defined by the marginalized individual/group.

• Actively develops cross-cultural knowledge and skills.

• Continuously looks outside of one’s own world- view to gain a more accurate understanding.

• Mindfully engages in a mutually adaptive process, rather then segregate and/or require assimilation.

• Actively seeks input from specific poorly served populations and takes action to meet the defined needs.

• Adapts service delivery to meet the needs of a multi-cultural community.

Characteristics include and are not limited to…Characteristics include and are not limited to… Characteristics include and are not limited to…

VI. Cultural Proficiency Cultural proficiency means that I hold culture in high esteem and that it is my organizing frames of reference and the foundation by which I understand relationships between in- dividuals, groups, organizations, systems, etc. “Optimal, universal, inclusive and proficient.”

Realization that we (as individuals/groups) are both separate and also connected, which requires the following understandings.

• Worldview shifts from absolutism/ethnocentrism [separateness] …to universalism [both separate/connected].

• Attitude shifts from judgments, cruelty, unforgiveness, selfishness, etc. [separateness] …to compassion (kindness, generosity, gentleness) to self/others [both separate/ connected].

• Relationships shift from stereotyping [separateness] …to authentic [both separate/connected].

• Policy shifts from exclusionary [separate] …to inclusionary [both separate/connected].

• Practices shift from destructive [separate] …to constructive [both separate/connected].

Figure 2.2: Cultural Competence Self-Test

The following self-assessment can assist teachers in identifying areas in which they can improve the quality of the classroom culture and environment to meet the needs of a culturally diverse population.

Cultural Competence Self-Test
This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural and linguistic competence in early childhood education settings. It provides concrete examples of the kinds of beliefs, attitudes, values and practices that foster cultural and linguistic competence. There is no answer key with correct responses. However, if you frequently responded “rarely/never,” you may not necessarily demonstrate beliefs, attitudes, values and practices that promote cultural and linguistic competence. Directions: Please rate each item listed below.
Physical Environment, Materials and Resources
	Frequently	Occasionally	Rarely/Never	N/A
1. I display pictures, posters, artwork and other decor that reflect the cultures and ethnic backgrounds of children and families served.
2. I ensure that written materials, including books, magazines, brochures and other printed materials are of interest to and reflect the different cultures of children and families served.
3. When using videos, films or other media resources for learning, I ensure that they reflect the cultures and ethnic background of children and families served.
4. I ensure that printed information disseminated by me takes into account the average literacy levels of individuals and families receiving services.
Communication Styles
5. I identify the primary language spoken by families.
6. When interacting with children and families who have limited English proficiency, I keep in mind that their limited ability to speak English has no bearing on their ability to communicate effectively in their primary language.
7. I use trained interpreters for meetings or other events for families who need or prefer this level of assistance.
8. When possible, I ensure that all notices and communications to families are written in their primary language.
9. I understand that it may be necessary to use alternatives to written communications for some families.

(continued)

Section 2.1 Building Cultural Competence Among Early Childhood Educators

CHAPTER 2

Figure 2.2: Cultural Competence Self-Test (continued)

Values and Attitudes
	Frequently	Occasionally	Rarely/Never	N/A
10. I avoid imposing values that may conflict or be inconsistent with those of cultures or ethnic groups other than my own.
11. I intervene in an appropriate manner when I observe other staff, children, or families engaging in behaviors that show cultural insensitivity, racial biases and prejudice.
12. I understand that age, gender and life-cycle factors must be considered in interactions with individuals and families (e.g., high value placed on the decision of elders, the role of eldest male or female in families, or roles and expectation of children within the family).
13. Even though my professional or moral viewpoints may differ, I accept families as the ultimate decision makers for services and supports they deem relevant for themselves and their children.
14. I recognize that the meaning or value of early care and education may vary greatly among cultures.
15. I accept that religion and beliefs may influence how families respond to requests from schools (e.g., teachers are the experts in teaching young children and not parents).
16. I keep abreast of the major research and issues for ethnically and racially diverse families residing in the geographic locale served by my program (e.g., violence, health challenges, school closure).
17. I am well versed in developmentally appropriate and best practices for ethnically and racially diverse children groups within the geographic locale served by my program.
18. I avail myself of professional development and training to enhance my knowledge and skills in the provision of a high quality learning environment to culturally, ethnically, racially and linguistically diverse children.

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Week 2: Cultural Competence Continuum

Your Name

The University of Arizona Global Campus

ECD336: Examining Multicultural and Antibias Education

Instructor’s Name

Due Date

Delete all “hint boxes” before submitting your assignment.

To access links in Word, right-click the link and select “Open Hyperlink.”

For help completing this assignment, review the following:

· Add Chapter# or link here.

Title of Assignment

Personal Bias

In this section, reflect on how everyone holds some type of bias based on their personal background and experiences.

Cultural Competence

In this section, discuss why it is important to avoid imposing your own values onto the diverse children and families you work with. Consider your own implicit and explicit biases that you reflected on in the Week 1 Assignment. Consider why, as helping professionals, we want to move away from cultural destructiveness and towards cultural competence/proficiency.

Awareness

In this section, summarize how you will continue to build awareness and understanding of your culture, personal beliefs, values, and biases. Consider which 2-3 elements of the Cultural Competence Self-Test you would like to work on and how you might do this.

Community Issues

In this section, describe how you will keep abreast of the major research and issues that may impact the ethnically and racially diverse families you serve. Consider topics such as health challenges, school closures, and violence.

Right-click Integrating Research for help.

Right-click APA: Citing Within Your Paper for help.

References

Include one source and your textbook in your assignment. Use APA Style to format your sources on the References page. You must include in-text citations throughout your paper to show your reader what information you used from outside sources.

APA academic journal reference entry

Author, A. A., Author, B. B., & Author, C. C. (Year). Article title. Journal Title, volume #(issue #), page range. http://doi.org/xxx.xxx.xxx.xxx

APA webpage (with a person as author) reference entry

Author, A. A. (Year, Month Day). Webpage title. Website Title. http://(URL)

APA webpage (with corporate/government author) reference entry

Title of Organization. (Year, Month Day). Webpage title. Website Title. http://(URL)

APA etextbook reference entry

Author, A. A. (Year Published). Title of book: Subtitle of book (edition, if other than the first). Publisher Name. https://doi.org/xxx.xxx.xxx (ebook’s DOI, or https://(URL) if not contained within a database and DOI is unavailable)

Right-click APA: Formatting Your References List for further help.

*In the final version of your assignment, be sure to remove all the hints (blue boxes) and directions within the template.

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