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Transcript of Multicultural Competence
"ability to identify and openly discuss cultural differences and issues" "ability to gain the trust and respect of individuals who are culturally different from themselves" "capability to empathize and genuinely connect with individuals who are culturally different from themselves" Chapter 19: Theory
and Skills Helping
Training Ethics and
Standards Dynamic Model of Student Affairs Competence Assessment of Multicultural Competence INFORMAL: FORMAL: Self-assessment
Supervision Multicultural Competence in Student Affairs- Preliminary 2 (MCSA-P2) Multicultural Competence Characteristics of Student Affairs Professionals Inventory (MCCSAPI) Being Multiculturally Competent on: An Individual Level A Professional Level Professional Organizations Graduate Programs Staff Development and Supervisory Relationships Becomes a part of our lives in general Process, not an end point Creating increased and intentional relationships with diverse others Putting yourself in new and potentially uncomfortable situations Factors that can undermine efforts to be multiculturally competent: Resistance and Defenses Cultural Mistakes Unsupportive Environments Personal Work The Need to Act Our Multicultural Selves Developing multicultural competence requires commitment, a supportive environment to nurture that commitment, ongoing education, an openness to examine one's assumptions, biases, and priveledges, and a willingness to try new behaviors in new settings Questions: Students Staff Faculty Administration Regents Elected Officials Access Participation 1. If becoming multiculturally competent is "a process, not an end point," then how do we know if an indivdual is "competent enough?" 2. Is it necessary to develop multiculturalism on an inherently monocultural campus? Why?
Is there ever a benefit to a campus retaining its monoculturalism?