FOR CULTURAL COMPETENCE - VDOE

1 Revised September 5, 2007 FOR CULTURAL COMPETENCE :Knowledge, Skills and Dispositions Needed to Embrace DiversityA Resource Manual for Developing CULTURAL CompetenceVirginia Department of EducationRevised September2007 Vivian Stith-Williams, L. M. resource manual is one of several initiatives of the Virginia Department of Education that was developed through the support of a Department of Education State Improvement Grant (SIG). Virginia s CULTURAL competency training project has evolved to on-going training to reach a wide audience of school personnel, including special education and general education.

2 Other products of this project include A Bibliography of Readings on Multiculturalism and A Resource Manual. The manual was developed by James M. Patton and Norma L. Day-Vines, professors at The College of William and Mary. For additional information and services contact: Dr. Vivian Stith-Williamsin theOffice for Student Servicesat OF I (INTRODUCTION AND OVERVIEW)Overview and and Cross-CulturalCompetence: Some I Summary ..8 SECTION II (FRAMEWORK FOR CULTURAL COMPETENCY: AWARENESS COMPETENCIES)Models of CULTURAL s Conceptual Framework for Developing CULTURAL and Cross- CULTURAL Domain as a Construct Related to CULTURAL as a Construct Related to as a Construct Related to of Personal as a Construct Related to CULTURAL and Responding to Oppression as a Form of CULTURAL and Responding to Racism as a Form of CULTURAL and Responding to Power and Privilege as a Form of CULTURAL II Summary.

3 25iiiSECTION III (KNOWLEDGE COMPETENCIES)Knowledge Identity Racial Identity Development Racial Identity Development and Sue s Racial/ CULTURAL Identity Development Distinct Groups Some and Educational Identity and Educational Identity and Educational Americans and Pacific Experiences with immigrant and Educational CULTURAL III IV (SKILLS COMPETENCIES)Strategies for Developing CULTURAL Awareness and Knowledge as aForm of CULTURAL Classroom Climate as a Form of CULTURAL Continuity as a Multicultural CULTURAL Informants as a CULTURAL Students Holistically as a CULTURAL IV V(DIFFERENTIATION OF INSTRUCTION FOR STUDENTS WITH DISABILITIES WHO ARE CULTURALLY AND LINGUISTICALLY DIVERSE) for Differentiation of Differentiation of and Research Base for Use of Differentiated for Responsive s Concept of Framework for Differentiation of Note on Professional Development Workshop.

4 90-109 TRAINING ACTIVITIESI ntroduction to Training Activities (Establishing Ground Rules)..112 Activity (Recognizing Possible Reactions to TrainingExercises)..113 Activity (Rationale for Multicultural Competency Training)..115 Activity (Silent Introductions)..117 Activity (Defining CULTURAL COMPETENCE )..119 Activity (Diversity Awareness Profile)..121 Activity (Getting to Know People).. (Understanding Culture)..125 Activity (Dimensions of Personal Identity)..126 Activity (Understanding Race, Ethnicity, Worldview, Oppression)..128 Activity (Crosswalk Understanding Power).

5 129 Activity (The Silenced Self)..131 Activity (Understanding Privilege)..132 Activity (A Tale of O )..133 Activity (Blue-Eyed)..135 Activity (Understanding Prejudice and Discrimination).. (Understanding Racism)..139 Activity (Understanding Racial Identity Development)..140 Activity (The Breeding of Impotence)..141 Activity (Bias in Education)..142 Activity (American Indians)..143 Activity (American Indians)..144 Activity (American Indians Case Study)..145 Activity (Latinos)..147 Activity (Latinos)..148 Activity (Latinos Case Study)..149 Activity (African Americans).

6 151 Activity (African Americans Case Study)..152 Activity (Asian Americans)..154 Activity (Asian Americans Case Study)..155viiActivity (Culture-Specific Information about Minority Groups)..157 Activity (Understanding Applications of Multiculturalism)..159 Activity ( CULTURAL Reciprocity)..160 Activity (Case Study)..162 Activity ( CULTURAL Reciprocity Case Study)..167 Slide Competency Training Workshop 1 Day Session, Day Competency Training Workshop 2 Day Session, Day Competency Training Workshop 2 Day Session, Day Competency Training Workshop 3 Day Session, Day Competency Training Workshop 3 Day Session, Day Competency Training Workshop 3 Day Session, Day Competency Training Course -Whole of IllustrationsFigure 1 Iceberg Concept of Culture.

7 15 Figure 2 Dimensions of Personal Identity ..17 Figure 3 A Concept Map for Differentiating Instruction ..85 List of TablesTable 1 Comparison of Western and non-Western CULTURAL Orientations ..19 Table 2 Cross Racial IdentityDevelopment Model ..31 Table 3 Helms White Racial Identity Development 4 Sue &Sue s Racial/ CULTURAL Identity Development Stages ..35 Table 5 Theoretical Foundation for 6 Tools and Strategies for Designing Inclusive Classrooms for Diverse curriculum was developed through funding from the Virginia Department of Education, Division of Special Education and Student Services (Contract ).

8 1 FOREWORDIn 1998, the Department of Education awarded the Virginia Department of Education a program improvement grant to bring a new and heightened emphasis on improving education results for children with disabilities. One focus of the grant is to improve the quality of teaching offered these learners. In the process of developing this grant, the Department of Education conducted a statewide needs assessment to determine specific teacher education needs. As a result, a group of "stakeholders" identified CULTURAL COMPETENCE training for improvement and decided to develop a CULTURAL COMPETENCE training curriculum for teacher trainers.

9 This program will enhance their COMPETENCE and, hopefully, improve the instruction of teachers (special and general) of students with disabilities and increase positive outcomes for learners with disabilities. With the assistance of Dr. Norma Day-Vines of the College of William and Mary, who served as a principal writer, and guided by Dr. Robert Covert and Dr. Ishmail Conway of the University of Virginia and members of the project s workgroup developed the curriculum that follows in an attempt to meet the needs expressed above. These individuals continued to assist in the development, review, and refinement of this product.

10 Additionally, Dr. Sandra E. Ruffin, the state coordinator, led an effort that resulted in a review and evaluation of a draftof the curriculum by key state and local education agency leaders. Furthermore, a major pilot testing and training effort was undertaken. This resulted in a curriculum review and a pilot test with faculty, administrators, and students at a number of historically black colleges and universities (HBCU), other institutions of higher education, and several local school systems in Virginia. As a result, the current curriculum reflects feedback received from this pilot testing developers of the curriculum believe that the most current evidence-based research, scholarship, and practical application of knowledge guide the project in: xSpecial EducationxDisproportionalityxCulturally Responsive PedagogyxCultural Theory, Knowledge, Awareness, Skills, and CompetencyFurther, CULTURAL knowledge, awareness, and skills ground the training activities offered.