Cultural Proficiency

A colleague’s challenge oﬀers a chance to improve our work and extend its impact

Vol. 32 No. 1

We have always said that becoming culturally proficient is a journey, not a destination. Our four-stage model for developing cultural proficiency is based on the notion of continuous growth. And even as long as we have been working in this area, we have always said that we, too, are on the journey and must continue to learn. We recently found our commitment to the process of continuous growth challenged when a colleague commented on our professional development model. Our colleague, who is clearly committed to educational equity and on occasion has been a presenter in our professional development sessions, suggested that our model for developing culturally proficient educators falls short. He said that by limiting our focus to cultural, linguistic, and economic diversity, we were

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Authors

Patricia L. Guerra and Sarah W. Nelson

In each issue of JSD, Sarah W. Nelson and Patricia L. Guerra write about the importance of and strategies for developing cultural awareness in teachers and schools. Nelson ([email protected]) is an assistant professor in the Department of Education and Community Leadership and associate director of the International Center for Educational Leadership and Social Change at Texas State University-San Marcos, and co-founder of Transforming Schools for a Multicultural Society (TRANSFORMS). Guerra ([email protected]) is an assistant professor in the Department of Education and Community Leadership at Texas State University-San Marcos and co-founder of Transforming Schools for a Multicultural Society (TRANSFORMS). Columns are available at www.lf.wphlab.com/news/authors/guerranelson.cfm.

Developing Cultural Proficiency: A 4-stage model

Stage 1: Raise the issue.

Through examination of all kinds of student data, educators see that a lack of cultural proficiency impacts student learning opportunities.

Stage 2: Assess readiness.

Those leading professional learning conduct simulations and assessments to determine learners’ readiness to engage in cultural proficiency work and differentiate learning accordingly.

Stage 3: Increase knowledge of cultural variation and surface deficit beliefs.

A variety of learning options encourages learners to investigate their own culture and its influence on teaching and to explore the cultural backgrounds of students and community members.

Stage 4: Challenge and reframe deficit beliefs.

In this stage, teachers have opportunities to explore and discuss their beliefs and practices, with facilitators helping them to shift their thinking and actions to create equitable learning for all students.

References

GLSEN (2010). The 2009 national school climate survey. New York: Gay, Lesbian, Straight Educator Network. Available at www.glsen.org/cgi-bin/iowa/all/home/index.html.

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