Race to the Top Early Learning Challenge...body language sense of self ... FRENCH (Patois & Cajun)...

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Race to the Top Early Learning Challenge

UP TO THE CHALLENGEState Team Meeting

Palmer House HiltonChicago, Illinois

September 8-9, 2011

Tawara D. GoodeSeptember 9, 2011

The Essential Role of Cultural and Linguistic Competence in Early Childhood Systems:

IS YOUR STATE UP TO THE CHALLENGE?

National Center for Cultural Competence

The Multiple Dimensions of Culture

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What’s Tina Got To Do With It?

Slide Source: National Center for Cultural Competence, 2011

Culture is the learned and shared knowledge that specific groups use to generate their behavior and interpret their experience of the world. It includes but is not limited to:

thought

languages

values

beliefs

customs

practices

courtesies

ritualscommunication

roles

relationships

expectedbehaviors

Culture applies to racial, ethnic, religious, political, professional, and other social groups. It is transmitted through social and institutional traditions and norms to succeeding generations. Culture is a paradox, while many aspects remain the same It is also dynamic, constantly changing.

manners ofinteracting

Slide Source:© 2011 - National Center for Cultural CompetenceData Source: Gilbert, J. Goode, T., & Dunne, C., 2007.

Culture … is applicable to all peoples

is active & dynamic

is multi-layered

is viewed as thick, thin, or compartmentalized

exists at conscious and unconscious levels

structures perceptions & shapes behaviors

is a total way of life –tells group members how to behave& provides their identity

Adapted from Vivian Jackson, NCCC, 2003Slide Source:© 2011 - National Center for Cultural Competence

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CultureCulture is akin to being the personobserved through a one-way mirror; everything we see is from our ownperspective.

It is only when we join the observed on the other side that it is possible to see ourselves and others clearly – but getting to the other side of the glass presents many challenges.

(Lynch & Hanson 1992 Developing Cross Cultural Competence)

Slide Source: 2011 - National Center for Cultural Competence

An Iceberg Concept of Culture

dress agegender language race or ethnicity

eye behavior facial expressions

body language sense of self

concept of justice value individual vs. group

notions of modesty concept of cleanliness

emotional response patterns rules for social interaction child rearing practices

decision-making processes approaches to problem solving

perceptions of & beliefs about of mental health, health, illness, disability

patterns of superior and subordinate roles in relation to status by age, gender, class sexual orientation gender identity & expression

and much more…

Adapted by the NCCC

physical characteristics

Slide Source:© 2010 - National Center for Cultural Competence

Organization culture is …a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. (Schein, E., 1985)


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CHILD

A Convergence of Cultural Contexts

NCCC-GUCCHD, 2006.T.D. Goode

Family EarlyCare &

Education Systems

HealthCare

System

Mental Health

CareSystem

Religious &Spiritual

Community

Socio-economicPolitical

Environment

Community

Legal System

EarlyIntervention

System

Social ServicesSystem

Educational& Vocational

Systems


T.D. Goode

CULTURE IS THE LENS BY WHICH WE VIEW THE WORLD

Slide Source: © 2011 - National Center for Cultural Competence

Cultural Diversity

Goode & Jackson, 2009

The term cultural diversity is used to describe differences in ethnic or racial classification & self-identification, tribal or clan affiliation, nationality, language, age, gender, sexual orientation, gender identity or expression, socioeconomic status, education, religion, spirituality, physical and intellectual abilities, personal appearance, and other factors that distinguish one group or individual from another.


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Top 10 Countries of Birth of Legal Permanent Resident Population in the United States: 2010


Total 1,042,625

Mexico 139,120 13.3%China, People’s Republic 70,863 6.8%India 69,162 6.6%Philippines 58,173 5.6% Dominican Republic 53,870 5.2%Cuba 33,573 3.2% Vietnam 30,632 2.9%Haiti 22,582 2.2%Colombia 22,406 2.1% South Korea 22,227 2.1%

Data Source: Randall Monger & James Yankay, U.S. Department of Homeland Security, Office of Immigration Statistics, Policy Directorate, Annual Flow Report Table 3- U.S. Legal Permanent Resident Flow by Region and Country of Birth: FY 2008-2010

What are the demographic trends in your state


Cultural Factors That Influence Diversity Among Individuals and Groups

Adapted with permission from James Mason, Ph.D., NCCC Senior Consultant

Cultural/Racial/Ethnic IdentityTribal Affiliation/ClanNationalityAcculturation/AssimilationSocioeconomic Status/ClassEducationLanguageLiteracyFamily ConstellationSocial HistoryPerception of TimeHealth Beliefs & PracticesLiteracy

Internal FactorsHealth & Mental Health LiteracyBeliefs about Disability or Mental Health Lived Experience of Disability or Mental Illness Age & Life Cycle IssuesGender, Gender Identity & Expression Sexual OrientationReligion & Spiritual ViewsSpatial & Regional Patterns Political Orientation/Affiliation


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Cultural Factors That Influence Diversity Among Individuals and Groups

Institutional BiasesRacism & DiscriminationCommunity EconomicsIntergroup RelationsGroup & Community Resiliency

External Factors

Natural Networks of SupportCommunity HistoryPolitical ClimateWorkforce DiversityCommunity Demographics

Slide Source:© 2011 - National Center for Cultural CompetenceAdapted with permission from James Mason, Ph.D., NCCC Senior Consultant

How will these multiple dimensions of culture impact your state application for the Race to The Top Early Learning Challenge?

REFLECT …


What’s Tina Got To Do With It?


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Cultural CompetenceDefinition & Framework


Reasons to AddressCultural and Linguistic Competence

Demographic changes in the U.S., its territories, and tribal communities Diversity in world views and beliefs about child development, childrearing, education, health, and behavioral health Improve quality, effectiveness, and satisfaction with services and supports

Federal and State legislation Regulatory and accreditation mandates

Address racial, ethnic, linguistic, socio-economic, and geographic disparities

If truth be told ….

Lip servicePassing trendSimply language to include ingrant applications Synonymous with diversity and inclusionIf we only had more resourcesAlready took that workshop!One can never be competent in someoneelse’s culture Believe there is little to no true evidence

What some within the early learning and development community think about cultural and linguistic competence

T. D Goode Slide Source:© 2011 - National Center for Cultural Competence

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Are we on the same page?

Culturally aware

Cultural sensitivity

Culturally appropriate

Culturally effective

Culturally relevant

Culturally competent

Cultural humility

Culturally & linguistically competent

Linguistically competent

Cultural Proficiency

Multicultural Competence

T.D. GoodeSlide Source:© 2011 - National Center for Cultural Competence

Cultural ResponsivenessCulturally relevant

Cultural Competence

behaviors

attitudes

policies

structures

practices

requires that organizations have a clearly defined, congruent set of values and principles, and demonstrate behaviors, attitudes, policies, structures, and practices that enable them to work effectively cross-culturally

(adapted from from Cross, Bazron, Dennis and Isaacs, 1989)


Five Elements of Cultural Competence

Organizational Level

value diversityconduct cultural self-assessmentmanage the dynamics of differenceinstitutionalize cultural knowledgeadapt to diversity

- policies - structures- values - services

(Cross, Bazron, Dennis and Isaacs, 1989)


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Five Elements of Cultural Competence

Individual Level

(Cross, Bazron, Dennis and Isaacs, 1989)

acknowledge cultural differences

understand your own culture

engage in self-assessment

acquire cultural knowledge & skills

view behavior within a cultural context


ESSENTIAL ELEMENTS IN ACULTURALLY COMPETENT SYSTEM

These five elements must be manifested at every level of an organization including:

policy makers

administration

practice & service delivery

patient/family/consumer

community

and reflected in its attitudes, structures, policies, practices, and services.

Adapted from Cross, Bazron, Dennis, & Isaacs, 1989


Cultural Destructiveness

CulturalIncapacity

Cultural Blindness

CulturalPre-Competence

CulturalCompetence

CulturalProficiency

Cultural Competence Continuum(Cross, Bazron, Dennis and Isaacs, 1989)


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Linguistic CompetenceDefinition & Framework


Data Source: U.S. Census Bureau, American Fact Finder, 2009 American Community Survey, 1 Year EstimatesTable S1601 Languages Spoken at Home

TOP 10 LANGUAGES SPOKEN IN U.S.

SPANISH or SPANISH CREOLE CHINESETAGALOGFRENCH (Patois & Cajun)VIETNAMESEGERMANKOREANRUSSIANARABICOTHER ASIAN LANGUAGES

35,468,5012,600,1501,513,7341,305,5031,251,4681,109,2161,039,021

881,723841,396783,140

Slide Source: National Center for Cultural Competence, 2011Data Source: U.S. Census Bureau 2009 American Community Survey – 1 Year Estimates

Linguistic isolation refers to households in which no person over the age of 14 speaks English at least very well

Linguistically Isolated Households in the U.S. in 2009

What is Linguistic Isolation?

All households 4.7%

Households speaking--

Spanish 25.9% Other Indo-European languages 16.6% Asian and Pacific Island languages 27.5% Other languages 17.2%

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Linguistic IsolationWhat are these data for your state?

What are their implications?


is the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse groups including persons of limited English proficiency, those who are not literate or have low literacy skills, individuals with disabilities, or those who are deaf or hard of hearing

requires organizational and provider capacity to respond effectively to the health literacy needs of populations served

ensures policy, structures, practices, procedures and dedicated resources to support this capacity

Linguistic Competence

Goode & Jones, Revised 2009, National Center for Cultural Competence


DEDICATED FISCAL

RESOURCES

DEDICATED PERSONNELRESOURCES

PROCEDURES

STRUCTURES

PRACTICES

POLICY

LINGUISTICCOMPETENCE

LINGUISTIC COMPETENCE FRAMEWORK

Goode & Jones, Revised 2009, National Center for Cultural Competence


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Linguistic Competence: Legal Mandates, Regulations, Guidance, and Standards

Title VI, Section 601, Civil Rights Act of 1964Non- Discrimination based on Race, Color, National Origin, Age, Disability, Sex

U.S. Department of Justice

U.S. Department of Education

U.S. Department of Health & Human Services

Linguistic Competence: Legal Mandates, Regulations, Guidance, and Standards


Title VI of the Civil Rights Act of 1964,Section 601 Non-Discrimination inFederally-Assisted Programs

National Standards on Culturally and Linguistically Appropriate Services

(CLAS)

Who is covered under the guidance?

Recipients of HHS assistance may include, for example:• Hospitals, nursing homes, home health agencies, and managed

care organizations. • Universities and other entities with health or social service

research programs. • State, county, and local health agencies. • State Medicaid agencies. • State, county and local welfare agencies. • Programs for families, youth, and children. • Head Start programs. • Public and private contractors, subcontractors and vendors. • Physicians and other providers who receive Federal financial

assistance from HHS


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Applying these Concepts to theRace to the Top Early Learning Challenge

Philosophy & Values- commitment to equity- capacity to address disparities & disproportionality

“Buy In” & Commitment from Leadership

Cross-Program Policies & Infrastructure

Allocated Resources

Legislation

Community Engagement & Meaningful Participation

Successful State SystemsThe extent to which cultural and linguistic competence is embedded

Slide Source:© 2011 - National Center for Cultural CompetenceT. D Goode

Tiered Quality Rating and Improvement System - measures that address culture and language- data collection (disaggregate by race, ethnicity, language, etc.)

Capacity to Address Disparities in Quality based on:- race- ethnicity- languages spoken- socio-economic status- disability and health status- geographic locale

Information Dissemination to Families & Communities

High Quality, Accountable Programs The extent to which cultural and linguistic competence is embedded


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Processes to identify health, behavioral, and developmental needs and resiliency factors of children deemed to be “high need” and their families- screening- community engagement & information dissemination - health & mental health promotion

Home Visiting

Early Learning & Development Assessment

Promoting Early Learning and Development Outcomes for Children The extent to which cultural and linguistic competence is embedded


Workforce Knowledge & Competencies Framework

Partnerships with Institutions of Higher Education to Influence and Inform Pre-service training

- curricula- teaching & supervision- instructional technology - research-community engagement

Continuing Education & Professional Development

Recruitment, Retention, and Support Policies and Structures (to ensure a diverse and multilingual workforce that is prepared to serve a diverse population of children, families, & communities)

A Great Early Childhood Education Workforce The extent to which cultural and linguistic competence is embedded


Unified Data Collection System across funding streams for young children (e.g. capacity to collect and aggregate data by race, ethnicity, primary language spoken, geographic locale)

System capacity to identify and report disparities in access, utilization, and outcomes based on cultural and linguistic factors

Ensuring data (disaggregated by race, ethnicity, primary language spoken, geographic locale, disability, socioeconomic status) are readily available to policy makers, legislators, families, and key constituents to inform planning, decision-making, resource allocation, and quality improvement

Measuring Outcomes and Progress The extent to which cultural and linguistic competence is embedded


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Cultural and Linguistic Competencewithin the Context of System and

Personal Change


An essential component of cultural competenceis self-assessment.

Taking a look not only at the system, also of ourselves.


Considering Cultural & Linguistic Competency within the Context of Organizational Change

Does making progress require

changes in people’s values, attitudes

and or habits of behaviors?

Adaptive Challenge vs.

Technical Challenge

Reference: Heifetz, R.A. (1994). Leadership Without Easy Answers. Cambridge, MA: The Belknap Press of Harvard University Press


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Data Source: Prochaska, J.O., Redding, C.A. & Evers, K.E. (1997). A Transtheoretical Model and Stages of Change. In K. Glanz, F.M. Lewis, B.K. Rimer (Eds.) Health Behavior and Health Education: Theory Research and Practice a (2nd edition) (pp. 60-84). San Francisco, CA,: Jossey-Bass Publishers.

Pre-contemplation

Contemplation

Preparation

Action

Maintenance

no intention to take action in the foreseeable future; unaware or under-aware of the need for change

aware that problem exists and seriously thinking about overcoming it; but not has not yet made a commitment

combines intention and behavioral criteria; initiation of ‘baby steps’

modification of behavior, experiences, and environment; short-term changes in place and planning for long-term change

consolidates the gains attained during the action phase and works to prevent relapse


Prochaska’s Stages of Change

Leadership is a set of personal attributes,

qualities, and skills either

intuitive and/or acquired that rouses and motivates

others. (Northouse, 2001).


Leadershipby

Position

Leadershipby

Influence

Bias DiscriminationMarginalization

“ISMs”

DisproportionalityInequities

Power Differentials


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Taking the next steps

CONTACT US

National Center for Cultural Competencehttp://[email protected]

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