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Multicultural Competence

Addressing the issue of multicultural competence for student affairs professionals
by

Lauren McGowan

on 22 November 2011

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Transcript of Multicultural Competence

Multicultural Competence Presented by Lauren McGowan and Aaron Smith Multicultural competence is necesary to be able to "appropriately respond to the growing presence of traditionally underrepresented groups." AWARENESS KNOWLEDGE SKILLS Pope and Reynolds' definition of multicultural competence: "the awareness, knowledge, and skills needed to work with others who are culturally different from one's self." attitudes, values, beliefs, and assumptions that shape our understanding of other individuals who are culturally different from us background information of distinct cultural groups and content knowledge about important cultural constructs behaviors used to effectively apply the multicultural awareness and knowledge previously internalized "an openness to change and the belief that change is neccessary and positive" "a personal committment to justice, social change, and combating depression" "a willingness to take risks and see them as necessary and important for personal and professional growth" EXAMPLES: "knowledge about the ways that cultural differences affect verbal and nonverbal communication" "information about culturally appropriate resources and how to make referrals" "knowledge of diverse cultures and oppressed groups (history, traditions, values, customs, resources, issues)" EXAMPLES:

EXAMPLES:

"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
Translation Administration
and
Management Multicultural
Awareness,
Knowledge,
and Skills Helping
and
Advising Assessment
and
Research Teaching
and
Training Ethics and
Professional
Standards Dynamic Model of Student Affairs Competence Assessment of Multicultural Competence INFORMAL: FORMAL: Self-assessment
Goal setting
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?
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