Uploaded byEsteban (Steve) Sosa
Cultural Competency Recommendations
The document outlines a set of recommendations for enhancing cultural competency at an educational institution over the next 50 years, emphasizing the need for meaningful collaboration, a supportive environment for courageous conversations, and the establishment of clear definitions and measures of cultural competencies. It identifies key stakeholders and their roles, highlights the importance of training and awareness, and encourages faculty involvement in promoting diversity. The goal is to create an inclusive atmosphere that reflects the institution's diverse community and fosters respect and understanding among all members.
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Similar to Cultural Competency Recommendations
Cultural Competency Recommendations
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- 3. 50 YEAR LEGACY •Acknowledgement – many achievement we have been a part of – people who made achievements possible – next 50 years • Our legacy – Were we the first? – What areas did we advance most? – Did we set the example? – What could we have done differently?
- 4. DIVERSE COMMUNITY • Studentbody – over 1800 international students – at least 39% non-white ethnicities (22% no response) • Mission – emphasizes “responsiveness to our surrounding, diverse communities” – Do we reflect that diversity in services, employees, and leadership roles? – How can we demonstrate understanding and appreciation of cultures we serve?
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- 6. CHALLENGES WE FACE •Meaningful collaboration – ODEI, Student Life, IP, Student Government, DSS, GDEC – hosted open discussion to exchange ideas, discuss key themes, brainstorm desired outcomes – functional areas throughout campus will be asked to contribute, help guide discussion
- 7. CHALLENGES WE FACE •Key themes identified by faculty, staff, students – desire to clearly define what cultural competencies are – desire to showcase diversity and our commitment to inclusion – desire to address overall tense campus environment and fear it produces – desire to come together and have opportunity to discuss differences – desire to see leadership involved and supportive of efforts – desire to create opportunities for courageous conversations
- 8. IDEAL LEARNING ENVIRONMENT •Attributes – appreciates varying global and diverse perspectives across curriculum – supports multicultural values, where everyone feels like they belong, regardless of building they are in – interactions with others who listens and respects perspectives • Attributes every college strives to create
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- 10. A MULTIFACETED MODEL •No quick fixes • Requires commitment beyond words • Includes awareness, attitudes, knowledge, and skills
- 11. AWARENESS WITHOUT BLAME •Starting conversation on identify, family, and culture allows reflect, observe, participate, and experience • Before people safe enough to participate, healing needs to occur • Bridges need to be acknowledged, repaired, or built • Actively disengaged, afraid to voice thoughts, participate in events, fear of being labeled
- 12. AWARENESS WITHOUT BLAME •Climate – difficult, sensitive, highly personal topics – occur without blaming or alienating others – identifying actions and not individuals or groups • Focus – creating safe environment – explore, discuss, participate without feeling judged or labeled
- 13. AWARENESS WITHOUT BLAME •AWARENESS EFFORTS INCLUDE: – facilitating Building Bridges experiences to share, experience culture – creating promotional campaigns, “I am Green River” – showcasing student diversity through video interviews on family, cultural celebration, reason for GRC – showcasing employee diversity through blog articles on family history, cultural celebration, and reason for GRC – showcasing connections through IP Campus Talks
- 14. ATTITUDE & BEHAVIOR •How do we handle incidents of concern and communicate that back to our students? • How do we encourage diverse perspectives and freedom of expression, while maintaining a supportive, respectful environment?
- 15. ATTITUDE & BEHAVIOR •ATTITUDE EFFORTS INCLUDE: – holding open forums and panel discussions in response to recent events so people become aware of campus policies and practices, can ask questions, and feel safe – routinely communicating policies on anti-discrimination, Title IX, harassment, and more through student channels, clubs, and support services – exploring ways in which we can foster a supportive, respectful environment, when freedom of expression makes others feel uncomfortable
- 16. KNOWLEDGE & EXPERTISE •Unlimited pool of resources related to subject matter expertise – faculty in numerous fields – committees dedicated to diversity – entire department “committed to the creation of a more welcoming, inclusive and supportive environment based on knowledge, acceptance and respect” – great efforts celebrating diversity through annual conferences and campus events
- 17. KNOWLEDGE & EXPERTISE •Climate – difficult, sensitive, highly personal topics – occur without blaming or alienating others – identifying actions and not individuals or groups • Focus – creating safe environment – explore, discuss, participate without feeling judged or labeled
- 18. KNOWLEDGE & EXPERTISE •KNOWLEDGE EFFORTS INCLUDE: – capturing campus events and conferences for those that could not attend – ensuring that all campus events contain basic elements such as historical context, learning moments, audience engagement opportunities, and next steps – incorporating book focused on culture, diversity, inclusion into the One Book series – facilitating through ODEI, lunch and learn sessions engaging students and employees
- 19. KNOWLEDGE & EXPERTISE •KNOWLEDGE EFFORTS INCLUDE: – contracting with an outside organization with expertise in diversity, cultural competence, bias, social conditions, and more to facilitate discussions in safe and respectful manner – providing access for all employees to online training modules on the topics of Sensitivity Awareness, Diversity Awareness, and Discrimination Awareness – selecting external training program for administrators that provides in-depth knowledge and establishes cross-campus connections
- 20. SKILLS & COMPETENCIES •Often we’re unsure how to measure cultural competencies – people tend to think of this as interaction with people who are different than us – skills gap requires self-reflection, exposure to learning moments, active experimentation, and opportunity for shared experiences
- 21. SKILLS & COMPETENCIES •SKILLS EFFORTS INCLUDE: – defining cultural competencies – articulating how cultural values relate to the work we do – examples of competencies and values could include: • self-awareness • reflection • perspective taking • valuing others • community involvement
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- 23. STAKEHOLDERS NEEDED • HumanResources – provide introductory training options accessible to every employee through SafeColleges – identify external training program for administrators – assist Deans/Directors in understanding value of diversity in staffing – include diversity questions in every application so committees understand value applicant places on diversity – recognize completion of diversity training through digital badging – share author ability on HR blog with ODEI to provide dedicated space to promote events and highlight diversity
- 24. STAKEHOLDERS NEEDED • Marketing& Communications – design, develop, and implement marketing campaign that focus on our diverse student and employee perspectives, values, and commitment to Green River • Media Services – capture, stream, and showcase events on campus for those that can not attend
- 25. STAKEHOLDERS NEEDED • ODEI –lead campus building bridges experiences and courageous conversations to create welcoming environment – sponsor campus events that help create a welcoming, inclusive environment – collaborate with staff, faculty, and students across institution to volunteer at events – recognize commitments, completion, and innovations in diversity best practices for students, faculty, and staff
- 26. STAKEHOLDERS NEEDED • GDEC –recommend potential definitions for cultural competencies – develop set of cultural diversity values that drive work we perform – partner with faculty in bringing topics of diversity into instruction – recognize faculty and employee commitment, completion, and innovation in diversity practices
- 27. STAKEHOLDERS NEEDED • StudentClubs and Student Government – provide lunch learning opportunities related to diversity, in collaboration with ODEI, to engage campus in meaningful experiences • Faculty – encourage faculty to bring diversity topics into instruction – encourage faculty to allow accommodations based on diversity
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- 29. TRAINING FUNDING NEEDED •Training by itself is never the answer – difference between what people say they want and what they actually need – to support meaningful change, training must compliment existing efforts • Training support needed – Intercultural Development Inventory Qualified Administrator training • $1600 per participant – external facilitator • at least $10,000 to provide multiple campus workshops
- 30. TRAINING FUNDING NEEDED •Clarification – this is not an HR initiative – my role is to assess situation and make recommendations that support existing departments, committees, or subject matter experts across campus – funding may come partially from HR and partially from other sources – continue to work with departments to determine priorities for training needs and make recommendations
- 31. TRAINING FUNDING NEEDED •Development ahead – look forward to partnering with right people and supporting institutional efforts – gladly meet with with any stakeholder identified regarding these recommendations
- 33. THE END. BUT JUSTTHE BEGINNING.
Editor's Notes
- #4 As the college acknowledges the many achievements we have been a part of, the people who made those achievements possible, and the next fifty years as an institution of higher learning, what will our legacy reflect? Were we the first? In what areas did we advance most? Did we set the example? What could we have done differently? One opportunity directly tied to our Strategic Planning goal of equity and diversity, also vocalized by students during recent campus events, is meeting the needs of our diverse community by focusing efforts on cultural competencies. Our students need to know that we take this challenge seriously, are committed to advancing this cause, and that we value this key issue. A demonstrated commitment to cultural competency would be a meaningful addition to our college legacy and the next fifty years ahead.
- #5 Green River’s student body includes over 1800 international students and is comprised of at least 39% non-white ethnicities (22% not reported). Our own mission statement emphasizes a, “responsiveness to our surrounding, diverse communities.” Does our institution however, in the services we provide, the employees who staff those services, and those in leadership roles, reflect the diversity of our surrounding communities? How can we as an institution demonstrate an understanding and appreciation of the cultures we serve?
- #7 In investigating this topic at our institution and seeking out ways in which meaningful collaboration can result in tangible results, several offices and entities were contacted (ODEI, Student Life, IP, Student Government, DSS, and GDEC). An open session was held for anyone interested in exchanging ideas, discussing key themes, and brainstorming desired outcomes. Additional functional areas throughout campus will be asked to contribute to the conversation as we continue to seek direction from the college.
- #9 Imagine a learning environment that appreciates varying global and diverse perspectives across the curriculum. Imagine services that support multicultural, pluralistic values, where everyone feels like they belong regardless of what building they happen to be in. Imagine being able to take any concern, challenge, or issue you may be facing and interacting with someone who listens and respects your perspective. All of these attributes describe an environment that every institute of higher learning strives to create.
- #11 There are no quick fixes or magic pills to address concerns regarding diversity and cultural competence. Such deep-rooted issues require a commitment that goes beyond words and includes awareness of key issues, attitudes and behaviors towards the world around us, the ability to openly exchange ideas, and identification of specific cultural competencies.
- #12 Starting the conversation on topics such as identity, family, and cultural attributes allows others to think, reflect, observe, and ultimately experience their own learning moments. Clarifying what cultural competencies mean ensures that we are working towards a higher purpose or shared vision for the institution. All of these ultimately allow us to better serve our surrounding communities. Before we can create an environment where people feel safe enough to share ideas, thoughts, and observations, some healing needs to occur. For various reasons we have arrived at a place where people are not actively engaged in the conversation, are afraid to voice their thoughts, and don’t attend campus events because they do not want to be called out or labeled. Bridges need to be built to honestly acknowledge where we are at and the direction in which we would like to head.
- #13 These can be difficult, sensitive, and highly personal topics to address and we must ensure that they occur without blaming or alienating each other in the process. We must strive to identify actions and not individuals and resist any inclination to group others (by making statements about students, faculty, staff, leadership, or entire departments across campus). Efforts should focus on creating a safe overall environment in which people can explore previous conceptions without feeling judged or labeled.
- #15 How do we handle incidents of concern around campus and how do we communicate that back to our students? How do we encourage diverse perspectives having freedom of expression while also maintaining a supportive, respectful environment?
- #17 Green River College, an institute of higher learning, has an unlimited pool of resources when it comes to subject matter expertise. We have faculty experts in numerous fields, committees dedicated to diversity, and an entire department “committed to the creation of a more welcoming, inclusive and supportive environment based on knowledge, acceptance and respect.” We have also made great efforts to celebrate diversity through annual conferences and campus events.
- #18 Sharing knowledge, personal experiences, or reflecting on recent events can be difficult, sensitive, and highly personal topics to address. We must ensure that they occur without blaming or alienating each other in the process. We must strive to identify actions and not individuals and resist any inclination to group others (by making statements about students, faculty, staff, leadership, or entire departments across campus). Efforts should be about creating a safe overall environment in which people can explore previous conceptions without feeling judged or labeled.
- #21 When we talk about cultural competencies, we often don’t know how to measure the success of our efforts and initiatives. People tend to think of cultural competencies as the way we interact with people who are different than us. Part of this skills gap relates to our own self-reflection, exposure to learning moments, active experimentation, and the opportunity for shared experiences.
- #22 One thing we can do, through established committees and departments, is focus on clearly defining what cultural competence means and clearly articulating how cultural values relate to the work we perform. Other institutions have identified key values to include self-awareness, critical reflection, perspective taking, valuing others, and community involvement. Through collaborative efforts led by existing campus resources, committees, and departments dedicated to diversity, we can create a “more welcoming, inclusive and supportive environment based on knowledge, acceptance and respect.”
- #23 Collaboration across campus will ensure that this effort is inclusive, meaningful, and sustainable. Ideas should represent faculty, staff, and students and involve experts, departments, and committees.
- #30 This document outlines what is recommended to begin addressing cultural competencies at Green River College. Training by itself is never the answer and to support meaningful change across campus, training must compliment existing efforts.
- #31 It should be noted that this is not an HR initiative. My role within HR is to assess the situation and recommend potential approaches to difficult challenges, in turn supporting the appropriate departments or subject matter experts across campus. Some funding may come from Human Resources & Legal Affairs, within additional funds allocated from other budgets across campus. Ultimately, my role will work with each department to determine priorities for training needs and make recommendations from a variety of internal and external resources. Each department will determine their needs, prioritize funding, and designate specific training for their employees.
- #32 I sincerely look forward to working with the right people across campus and supporting institutional efforts in any way my role can. I would be glad to follow up in any way or meet with any stakeholder regarding these recommendations.