2. Overview
• Making the Case for Multicultural
Competence
• Defining the term
• CSSA student/faculty survey responses
• Cultural Center list serve responses
• Practices in other fields
• Finding from other schools
• Infusing into competencies
• Fall orientation piece
3. Making the Case for
Multicultural Competence in
Student Affairs
• ACPA and CAS standards
• Multiculturalism an imperative for
change
4. Multicultural Competency
levels of CSPA Students
King and Hamilton‟s Findings:
• College Student Personnel (CSP) <Student
Affairs Staff< Diversity Educators
• CSP White students<< CSP Students of
Color
• Student Affairs White Staff << CSP
Students of Color
5. King and Hamilton’s
Recommendations
“If students do not enter College
Student Personnel programs with
these skills, it is imperative that
graduate programs provide the type
of learning opportunities that enhance
multicultural experience.”
6. Making the Case for
Multicultural Competence in
Student Affairs
• The "societal mandate" for the cultural
competency movement arises from
rapid demographic shifts reflected in
census data.
• By 2050, U.S. population will be
roughly 50% people of color.
7. Making the Case for
Multicultural Competence
• In Grutter v. Bollinger, the Supreme Court
held that public universities have a
"compelling interest" in fostering the
educational and societal benefits which
flow from diverse learning environments.
• The record number of amici briefs
submitted emphasize reliance on public
universities to produce individuals who
possess awareness, knowledge, and skills
consistent with cross-cultural effectiveness.
8. Making the Case for
Multicultural Competence
• The fields of K-12 education,
counseling, law, health care, and
corporate business increasingly
provide and require cultural
competency as part of professional
effectiveness.
9. Cultural Diversity & Cultural
Competency: The Difference
• Cultural diversity: the realities of
the varied backgrounds,
experiences and cultures of
people.
• Cultural competency: is an active
process.
10. What is Multicultural
Competence: Lit. Review
Multicultural competence: “The awareness,
knowledge and skills needed to work with
others who are culturally different from self
in meaningful, relevant, and productive
ways” It is also having the “skills,
knowledge, and awareness to address
issues of multiculturalism with someone
who is culturally similar”
Multicultural Competence in Student Affairs, Pope, Reynolds, and Mueller (2004)
11. Survey questions
• How would you define multicultural
competence?
• What do you think are the behaviors
of a university staff person/student
affairs professional who is
practicing multicultural competence?
• How do you think a university staff
person can become more
multiculturally competent?
12. CSSA Faculty Survey
Results in Themes
• Great energy, excitement
• “Commitment to life long learning”
• “No „gold star‟ to multicultural
competence”
• “It is a willingness to step outside
comfort zones”
• “There are multiple ways to move
toward multicultural competence”
• Reported “resistance” from students
13. CSSA Students
Survey Responses
• All current students surveyed
• Themes: Similar to faculty, but
more focus on finding out about
other cultures rather than exploring
one‟s own cultural background and
biases.
• General willingness to learn
• Theme: Empathy from COUN 525
• Example, Student Resistance
14. Non-CSSA Staff Survey
Responses
• Staff were surprised that multicultural
competency is not a current
expectation for CSSA students
• CSSA student resistance felt in
professional settings
15. What is Multicultural
Competence?: Cultural
Center Survey Responses
• “Live life outside the boundaries of books,
statistics and training and stepping into the world
outside their own. By doing this a person is able
to further grasp, first hand, the lifestyles of various
groups”
• “If a person of color wanted to become more
multicultural competent, I would think they should
explore other minority groups that they are not
used to and see what elements are the same for
our groups. If a white person would like to learn to
be MC I think they should take Lani Roberts‟
Ethics of Diversity and learn about white privilege.
This will broaden the understanding.”
17. Practices in Health Care
Field: Nursing Case Studies
You are a nurse who is working with a woman who is deaf
who has had a new baby. She has a translator who
signs to the patient what you are saying and then the
interpreter is telling you what the patient says. You
keep talking to the interpreter and directed all of your
communications to the translator. The patient is
irritated.
1. What is your experience with people who are deaf?
2. Why is the patient irritated?
3. What do you do?
4. Do a visual model of how this could go better
5. Preliminary tests reveal that the baby might also be
deaf. Do you discuss cochlear implants with the
mother? Why or why not?
18. Practices in Health Care
Field: Pro. Org. Support
American Medical Student Association maintains a
website called “cultural competency in medicine
with resources and case studies.”
Practices in Health Care Field:
University of Michigan
Laundry list of cultural Example:
2/14/05 Muslim Birth Customs
practices and standards are deeply symbolic .. Tahneek
African-American Illness Beliefs - Performed soon after birth
Chinese Buddhist Beliefs about and preferably before being
fed, a small piece of softened
Death and Dying date is gently rubbed onto the
Greek Fertility Beliefs and infant's upper palate. Taweez -
Practices A black string with a small
pouch containing a prayer, tied
Native Amer. Healing Practices around the baby's wrist or neck
19. 3 Components for
Multicultural
K-12 Teacher Education
Knowledge: Teachers become literate about
multiculturalism.
Attitude: Examine their existing attitudes and
feelings towards ethnic, racial and cultural
differences
Skills: Translate their knowledge and
sensitivities into school programs, curricular
designs, and classroom instructional practices.
20. Professional Accreditation
Standards for Teacher
Education Programs
• Quality of instruction reflects knowledge
about multicultural education.
• Design of the curriculum should
incorporate multicultural and global
perspectives.
• Faculty have developed multicultural
competencies through formal study or
experiences in diverse cultural settings.
• Professional education faculty represent
cultural diversity.
22. Knowledge of Higher Ed.
Competency #1 and Student Affairs
1a. The historical and philosophical underpinnings, and the cultural
and sociopolitical climate during which student affairs
programs were developed and the resulting built-in biases;
1b. The primary challenges and opportunities being presented to
student affairs professionals and the ability to translate that
knowledge and cultural sensitivity into programs and services.
1c. Standards of good practice in student affairs and ethical
responsibilities of the student affairs professional with a lifelong
commitment to learning about building supportive
communities that value diversity, encourage discussion,
recognize accomplishments, and foster a sense of
belongingness between faculty and student affairs
1d. Goals, trends, and key issues related to the future of the student
affairs profession and the role of multicultural practices in
creating a future society that values diversity.
23. Student Development in
Competency #2 Higher Education
2a. Transitional issues faced by both traditional and underrepresented
students before, during, and after their tenure in higher education
settings;
2b. The various and changing needs, goals, affinities of students within
varied higher education settings (i.e. community college, private, public,
religiously affiliated, Tribal Colleges, predominantly white
institutions, Historically Black Colleges and Universities, and
Hispanic-Serving Institutions, etc);
2c. Diverse student populations including, but not limited to, age,
socioeconomic status, gender, gender-identity, race and ethnicity,
language, nationality, religion or spirituality, sexual orientation, ability,
and preparedness
2d. How their own cultures interface with the various student
subcultures, and skills that aid in the development of students
from diverse backgrounds; and
2e. Theories related to student development and their potential practical
applications, as well as the limitations of mainstream theories and
cultural deficit models.
24. Competency #3 Org., Leadership, and
Admin. of Student Affairs
3a. Fiscal resources, budget development and management in
supporting student affairs programs or services;
3b. Multiculturally sensitive human resource/ personnel management,
including hiring, supervising, and evaluating employee performance,
as well as an understanding of the historical and contemporary
issues surrounding affirmative action;
3c. Organization structure and dynamics, including an understanding
of the different cultural forms of organizational structures (i.e.
women’s colleges, tribal colleges, Hispanic Serving
Institutions, Historically Black Colleges and Universities, and
other institutions serving traditionally underrepresented
student populations), and leadership, including non-Western,
post-industrial leadership practices;
3d. Legal issues critical in guiding and influencing practice.
3e. Campus climate issues, including administrative strategies to
bring congruence between campus climate goals and realities.
25. Assessment and
Competency #4 Evaluation
4a. Design and implement thorough assessment
efforts including the identification of new key
questions, resources, and target populations,
with particular sensitivity to traditionally
over-studied populations;
4b. Create multiculturally sensitive instruments
and/ or protocols for assessing important
questions; and
4c. Credibly convey key findings and
recommendations to stakeholders and
constituents in culturally appropriate
language.
26. Competency #5 Program Planning
5a. Design original programs including the
identification of resources, needs, and goals, with
careful consideration of underrepresented
student populations;
5b. Market programs appropriately, and inclusively;
5c.Facilitate the implementation of culturally
sensitive programs; and
5d.Evaluate the effectiveness and inclusivity of
programs in meeting desired goals and outcomes,
27. Teaching, Presentation,
Competency #6 Publication
6a. Develop and share ideas and concepts to
students, staff, or faculty groups outside of the
CSSA classroom in a culturally sensitive manner;
6b. Incorporate original and innovative techniques that
are appropriate in sharing these ideas;
6c. Consider and incorporate the varied learning
styles other than one’s own; and
6d. Consider the cultural contexts, ensuring that
all voices have the opportunity for participation;
6e. Reflect on the experience and make constructive
changes and improvements.
28. Individual, Group, and
Competency #7 Org. Communication
7a. Positively manage, develop, and engage in working relationships with
faculty, staff, and students across functional and institutional boundaries,
practice culturally sensitive communication, and distinguish
between the person and the performance;
7b. Initiate working alliance initiatives across functional boundaries,
invest in relationships with colleagues and students from non-
dominant cultural backgrounds, take steps to make the campus
environment inclusive, and ensure that all the voices are heard;
7c. Take on key leadership roles though these partnerships and
collaborations, and cultivate fluid views of leadership that allow
honoring of individualistic and collectivistic cultures.
7d. Serve as advocate, counselor, and/or advisor to students or student
groups, engaging in culturally sensitive practices; and
7e. Manage and/or mediate conflict, crisis, or problematic circumstances,
paying attention to the needs and issues faced by
underrepresented groups.
29. Competency #8 The Developing
Professional
8a. Seek out a multiculturally comprehensive
graduate and professional experience;
8b. Develop an understanding of the value of
community involvement and participation beyond
the OSU campus to communities that may have
different cultural orientation from self;
8c. Reflect on graduate, professional, and personal
development experiences toward greater self-
understanding with a commitment to life-long
learning, especially the development of
multicultural self;
8d. Examine and question their “fit” within profession
by clearly articulating personal strengths and
potential contributions to the field; and
8e. Engage in thoughtful career planning and decision
making exercises while continually examining
and assessing areas of growth in one’s own
learning.
30. Competency #9:
Multicultural Competence
9. Multicultural awareness, knowledge and skills –
graduates of the CSSA Program should be able to
demonstrate multicultural awareness, knowledge and
skills. In meeting this competency, students should
demonstrate their
a. Awareness of their own cultural heritage and how it
affects their worldviews, values, and assumptions.
b. Knowledge of systems of privilege and oppression as
well as knowledge of groups and individuals who are
different from self.
c. Skills to challenge and support individuals in a
manner that maximizes multiculturally sensitive and
develop appropriate interventions, rooted in
multicultural awareness and knowledge, that influence
the organizational performance.
d. Ability to identify areas of personal growth and
develop a lifelong commitment to improving one‟s
own multicultural competence.
31. Findings/Recommendations
• Practices at other schools
• Multicultural competence as
foundational piece versus a functional
piece
• Order of the course
• Orientation
32. Iowa State
• No multicultural competency
• Theory course with project
33. More schools
• Florida State University – No MCC
course, but MCC competency
• University of Florida – Several MCC
Courses, No apparent MCC
Competency
• NYU – No apparent competencies,
Required MCC course Ethnic Groups
in Higher Education
34. Still other schools
• The Miami University of Ohio
• 2 Classes with student
development
• Core Values
35. Other Schools continued
• University Massachusetts
• Seattle University
• Syracuse University
• Colorado State University
