Multicultural competence
From WikEd
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[edit] Descriptions, definitions, synonyms, organizer terms, types of
Multicultural competence refers to an appreciation of different cultures especially in regards to education,research and psychology. Because our motivation to develop skills and to behave in particular ways derives both from our individual characteristics and from the organizational and institutional contexts in which we are embedded, multicultural competence can be seen as an attribute of both individuals and of organizations (Ferdman & Gallegos, 1996). Culture is more than race or gender. It can include values, beliefs and language. Cultural diversity can affect the way one deals with such issues as personal space, communication styles and making eye contact.
There are multiple facets of multiculturalism: race/ethnicity, religion, age, gender, sexual orientation (GLBT), language, georaphic location, economic status, and SES according to the research of Dr. Violet Harris. I believe that political and educational backgrounds may also be considered as facets of multiculturalisml; however, I have no concrete published evidence to prove my opinion other than what I have read in novels and such. - K. Mattis
[edit] Application in classrooms and similar settings
It is important of the education field to recognize that the United States is a culturally diverse society and that multicultural education is a major part of the educational process. "As our society becomes more and more dependent on other societies, it is critical that the schools address the problems of the world as a whole. The development of the global identification provides the students with the opportunity to see how as a nation we fit into the world society. It allows students to better understand that the actions of a nation must not only be viewed in terms of the implications for that nation but what are the effects on the whole world. Children who have developed both a strong ethnic and national identity should have the perspective to also develop a global identification which should in turn make them better citizens of the world community."(http://www.edchange.org/multicultural/initial.html)
Teachers must be culturally sensitive and conscious at all times in the classroom. Actions or content that can cause a student be become offended, confused, or opinionated should warrant extra consideration and cautiousness before applying them to the curriculum. Educator often, and rightfully, attempt to use many references to popular culture to help learners connect the concepts and ideas from the classroom to real life. But what pop culture is being used? How current is it? For example, if an English teacher is reviewing the word “eminent” and makes a reference to Elvis, how many students make the connection? What about to Albert Einstein or to Michael Jordan? One may assume that anyone in the world knows these three famous figures, but if the student is from a culture that does not take interest in basketball, the connection will be lost. I personally have even had students that did not know exactly what the “Super Bowl” is or who Oprah is. American culture and the cultures around the world are infinitely rich and diverse, and educators must remember that universal “common knowledge” does not exist. -Christopher Liang
[edit] Evidence of effectiveness
The American School Counselor Association has recognized the significance of multicultural awareness.School counselors are encouraged to take action to ensure that students of culturally diverse backgrounds have appropriate access to services and opportunities.It is important that today's school counselors gain knowledge of how to best serve these students.An article from Cheryl Holcomb McCoy delineates a checklist of competencies that she feels are tantamount to professionals working with culturally diverse students. http://www.findarticles.com/p/articles/mi_m0KOC/is_3_7/ai_114784733
[edit] Critics and their rationale
[edit] Signed life experiences, testimonies and stories
As a teacher I had several years instructing 1:1 a student from a culture unfamiliar to me. In this particular culture and in this female student's family, education of female children was not a priority. The student absence rate greatly impacted her academic progress. At one point I contacted the truancy officer and the family was forced to appear in court. Attendance improved after that but soon after the family moved and I was no longer in contact with them. This family also was in the country after visas had expired and it was difficult to pursue college plans for my student. Rhonda Hall
When I stepped into my EFL teaching position in Beijing, China, I knew multicultural competence would be a major issue for me. Prior to my first day of work, I talked to as many other native Chinese teachers and students I could about their philosophies of learning and how a teacher conducts the classroom. What did the students expect? The administration? The parents? Naturally, most of my real learning came through experience, but my openness and constant sensitivity to what was going on around me helped tremendously. That can often be the determining factor in multicultural competence – not necessarily knowing everything the day you start, but being aware and sensitive to the environment of students around you, and learning from them in the moment. -Christopher Liang
[edit] References and other links of interest
http://www.findarticles.com/p/articles/mi_m0KOC/is_3_7/ai_114784733
