what we will do together this morning · 2019-11-11 · the tenacity to address the “isms” in...

10/30/2019

1

Tawara D. GoodeGeorgetown University National Center for Cultural Competence

Georgetown University Center for Excellence in Developmental DisabilitiesCenter for Child and Human Development Georgetown University Medical Center

October 30, 2019

Ensuring All Young Children Develop and Learn to their Fullest Potential: Cultural and Linguistic Competence and other

Lessons I've Learned Along the Way

WHAT WE WILL DO TOGETHER THIS MORNING

Slide Source:© 2019 ‐ Georgetown University National Center for Cultural Competence

Participants will:

1. Describe the demographic characteristics of Pennsylvania’s youngest and their families.

2. Define culture, its multiple dimensions, and the convergence of cultural contexts that affect the lives of young children and their families in who reside in Pennsylvania.

3. Describe conceptual frameworks for cultural competence and linguistic competence.

4. Examine the role of leaders and leadership in supporting all young to develop and learn to their full potential.

10/30/2019

2

Slide Source:© 2019 - Georgetown University National Center for Cultural Competence

What are the current and emerging demographic trends in Pennsylvania?

Exactly who are Pennsylvania’s

children and families?

ACS 2018 Pennsylvania Demographic Estimates

One Race or Latino or Hispanic and Race

Data Source: Source: U.S. Census Bureau, 2018 American Community Survey (ACS), Demographic & Housing Estimates, Year 1 Estimates Table DP05

RACE NUMBER % of

POPULATION

White 10,256,084 80.1

Black or African American 1,428,406 11.2

American Indian or Alaska Native 21,418 0.2

Asian 455,027 3.6

Native Hawaiian & Other Pacific Islander 5,008 0.0

Some Other Race 307,572 2.4

Two or More Races 333,545 2.6

HISPANIC OR LATINO AND RACE

Hispanic or Latino of any Race 974,763 7.6

Total Population = 12,807,060

Slide Source:© 2019 -Georgetown University National Center for Cultural Competence

10/30/2019

3

White and Black or African American

White and American Indian and Alaska Native

White and Asian

White and Native Hawaiian and Other Pacific Islander

White and Some Other Race

Black or African American and American Indian and Alaska Native

Black or African American and Asian

Black or African American and Native Hawaiian and Other Pacific Islander

Black or African American and Some Other Race

American Indian and Alaska Native; Asian

American Indian and Alaska Native and Native Hawaiian and Other Pacific Islander

American Indian and Alaska Native and Some Other Race

Asian and Native Hawaiian and Other Pacific Islander

Asian and Some Other Race

Native Hawaiian and Other Pacific Islander and Some Other Race

Three or more races

Population Self-Identified by Race & Ethnicity Categorical Listings

Data Source: U.S. Census Bureau, American Fact Finder, Slide Source:© 2019 - Georgetown University National Center for Cultural Competence


ONE RACE – AMERICAN INDIAN OR ALASKA NATIVE

Data Source: Source: U.S. Census Bureau, 2018 American Community Survey (ACS), Demographic & Housing Estimates, Table DP05

Total Population = 21,418

GROUPING NUMBER% OF

POPULATION

Cherokee tribal grouping 2,569 0.0

Chippewa tribal grouping 351 0.0

Navajo tribal grouping 302 0.0

Sioux tribal grouping 447 0.0

Slide Source: © 2019 - Georgetown University National Center for Cultural Competence

10/30/2019

4


ONE RACE ASIAN Population = 455,027

ASIAN NUMBER% of

POPULATION

Asian Indian 143,539 1.1

Chinese 119,817 0.9

Filipino 25,128 0.2

Japanese 5,056 0.0

Korean 39,144 0.3

Vietnamese 40,920 0.3

Other Asian 81,423 0.6


Slide Source: © 2019 - Georgetown University National Center for Cultural Competence


ONE RACE Population = 1,428,406

BLACK OR AFRICAN AMERICAN NUMBER% of

POPULATION

Black or African American 1,428,406 11.2

Slide Source: © 2019- Georgetown University National Center for Cultural Competence


10/30/2019

5


ONE RACE NATIVE HAWAIIAN & OTHER PACIFIC ISLANDER Population = 5,008

NATIVE HAWAIIAN AND

OTHER PACIFIC ISLANDERNUMBER

0% of

POPULATION

Native Hawaiian 935 0.0

Guamanian or Chamorro 746 0.0

Samoan 766 0.0

Other Pacific Islander 2,561 0.0




ONE RACE HISPANIC OR LATINO & RACE

Population = 974,763

HISPANIC OR LATINO AND RACE NUMBER% of

POPULATION

Hispanic or Latino (of any race) 974,763 7.6

Mexican 158,286 1.2

Puerto Rican 477,312 3.7

Cuban 24,185 0.2

Other Hispanic or Latino 314,980 2.5



10/30/2019

6


ONE RACE WHITE

Population = 10,256,084

WHITE NUMBER% of

POPULATION

White (non‐Hispanic or Latino) 9,723,288 75.9



Top 10 Countries of Birth of Lawful PermanentResidents in Pennsylvania in 2017

Dominican RepublicIndiaChina, People's RepublicVietnamMexicoLiberiaJamaicaPakistanHaitiPhilippines

3,940 2,1772,0011,0651,033

779755566545539


Total 27,762

Data Source: U.S. Department of Homeland Security, Yearbook of Immigration Statistics: 2017 Legal Permanent Residents, Supplemental Table 1 – Persons Obtaining Legal Permanent Resident Status by State or Territory of Residence and Region or Country of Birth: Fiscal Year 2017

10/30/2019

7

Children under age 5 years

comprise 5.5% of Pennsylvania’s population.

N = 704,388


Data Source: U.S. Census Bureau, Pennsylvania Quick Facts retrieved on 10/27/19 from https://www.census.gov/quickfacts/PA

Pennsylvania Children Age 0‐4 Years by Race & Ethnicity in 2017

American Indian or Alaska Native 1,130 <.5%

Asian 27,162 4.0%

Black 92,564 13.0%

Hispanic or Latino 94,645 13.0%

Native Hawaiian or Pacific Islander 337 <.5%

White (non‐Hispanic) 457,511 65%

Two or more races 29,648 4.0%


Data Source: Data Source: Annie E. Casey Foundation Kids Count Data Center retrieved on 10/27/19

10/30/2019

8


Poverty Level Number Percentage

Below 100% poverty 162,960 19.7%

Below 100‐199% poverty 166,960 20.2%

Below 200% poverty 329,920 39.9%

Below 200‐299% poverty 134,320 16.2%

Below 300% poverty 464,240 56.2%

Below 300‐399% poverty 110,040 13.3%

Below 400% poverty 574,280 69.5%

Pennsylvania Poverty Level Population Age 0‐5 Years in 2017 N = 826,680


Children in Poverty by Race & Ethnicity in Pennsylvania in 2018



Race or Ethnicity Number Percentage

American Indian s s

Asian or Pacific Islander 13,000 13.0%

Black or African American 122,000 35.0%

Hispanic or Latino 110,000 34.0%

White (non‐Hispanic) 173,000 10%

Two or more races 36,000 23.0%

S ‐ Estimates suppressed when the confidence interval around the percentage is greater than or equal to 10 percentage points.

N = 435,000 or 17% birth – 18 years

10/30/2019

9


These data raise the challenges of systemic disparities and inequity that affect child development, early learning, and early

intervention services in Pennsylvania.


All children have the right to equitable learning opportunitiesthat enable them to achieve their full potential as engaged learners and valued members of society.

National Association for the Education of Young Children retrieved on 10/27/19 fromhttps://www.naeyc.org/resources/position‐statements/equity‐position

Pennsylvania’s Office of Child Development and Early Learning is committed to creating opportunities for the commonwealth’s youngest children to develop and learn to their fullest potential.

OCDEL Overview retrieved on 10/27/19 from http://pafamiliesinc.org/understanding‐systems/early‐intervention/office‐of‐child‐development‐and‐early‐learning‐ocdel

National and State Positions on Equity in Early Childhood Education

What does supporting

equity mean for your role and

responsibility as leader?

10/30/2019

10

Slide Source:© 2019 Georgetown University National Center for Cultural Competence

Equality vs. Equity

Giving all young children the same early learning

environments and experiences.

Ensuring all young children are in early learning environments that give them what they need for optimum developmental growth and which affirmatively address the socio‐cultural contexts in which they live.


does inclusion mean?

Different things to different people and communitiesDifferent things within early childhood education

10/30/2019

11


Inclusion for all young children will require … the tenacity to address the “isms” in the current or any socio‐political environment

The “isms” is an umbrella term, as defined by the Georgetown University National Center for Cultural Competence, that refers to a range of attitudes and behaviors that involve perceived superiority, oppression, prejudice, and discrimination based on such factors as race, national origin, ethnicity, language, class, disability, sexual orientation, gender, and gender identity and expression.


Inclusion for all young children will require …

The insight and capacity to view and respond to inclusion through a cultural lens.

Political will, expertise, and resources to confront and address disparities and inequities.

Reflection on whether “inclusion” and belonging are the same and what this means for your network.

Dialogue and consensus on what equity means and how it manifests in your programs.

Belonging is an innate human need for ongoing personal contact, meaningful relationships, and feelings of being accepted and valued by others.

10/30/2019

12

CULTURAL AND LINGUISTIC COMPETENCE:Ensuring All Young Children Develop and Learn to their Fullest Potential

Lesson 1


Recognize, respect, and respond to the socio‐cultural contexts of young children,

their families, and the communities in which they live.

Sharing our cultures… sharing ourselves


10/30/2019

13

How do you define culture


Culture is the learned and shared knowledge that specific groups use to generate their behavior and interpret their experience of the world. It includes but is not limited to:

thought

languages

valuesbeliefs

customspractices

courtesiesritualscommunication

roles

relationships

expectedbehaviors

Culture applies to racial, ethnic, religious, political, professional, and other social groups. It is transmitted through social and institutional traditions and norms to succeeding generations. Culture is a paradox, while many aspects remain the same, it is also dynamic, constantly changing.

manners ofinteracting

Data Source: Gilbert, J. Goode, T., & Dunne, C., 2007. Slide Source:© 2019 ‐ Georgetown University National Center for Cultural Competence

ceremonies

10/30/2019

14

CULTURE IS …

Comprised of beliefs about reality, how people should interact with each other, what they know about the world, and how they should respond to the social and material environments in which they find themselves.

Reflected in religion, spirituality, morals, customs, politics, technologies, and survival strategies of a given group. It affects how groups work, parent, love, marry, and understand health, mental health, wellness, illness, disability, and end of life.

Data Source: Gilbert, J., Goode, T. D., & Dunne, C. (2007). Cultural awareness. From the Curricula Enhancement Module Series.Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.


CultureCulture is akin to being the personobserved through a one‐way mirror; everything we see is from our ownperspective.

It is only when we join the observed on the other side that it is possible to see ourselves and others clearly – but getting to the other side of the glass presents many challenges.

(Lynch & Hanson 1992 Developing Cross Cultural Competence)


10/30/2019

15

Culture …

is applicable to all peoples is value laden & rooted in belief systems is active & dynamicis multilayered & multidimensional exists at conscious & unconscious levels is often viewed as thick, thin, or compartmentalized provides group member identitystructures perceptions & shapes behaviors (e.g. relationship to the natural world or traditional homelands)

varies in expression both among and between individual group members permeates every aspect of life

Goode, T. & Jones, W. Cultural Influences on Child Development: The Middle Years. In T. Gullotta T. & G. Blau (Eds.) Family Influences on Childhood Behavior and Development: Evidence‐based Approaches to Prevention and Treatment Approaches. New York: Routledge, Taylor & Francis Group, 2008.


An Iceberg Concept of Culture

dress age

gender language race or ethnicity

eye behavior facial expressions

body language sense of self

concept of justice value individual vs. group

notions of modesty concept of cleanliness

emotional response patterns rules for social interaction child rearing practices

decision‐making processes approaches to problem solving

perceptions of & beliefs about of mental health, health, illness, disability

patterns of superior and subordinate roles in relation to status by age, gender, class sexual orientation gender identity & expression

and much more…

Adapted by the NCCC

physical characteristics


10/30/2019

16

The extant literature indicates that we as human beings have multiple cultural identities that can be grouped as follows.

▪ Categorization – people identify with oneof their cultural groups over others

▪ Compartmentalization – individuals maintain multiple, separate identities within themselves

▪ Integration – people link their multiple cultural identities

MULTIPLE CULTURAL IDENTITIES

Multiple

IdentitiesCultural

Data Sources: Seth J.J. Schwartz, Koen Luyckx , and Vivian L.K. Vignoles (Eds.) Handbook of Identity Theory and Research. Springer. 2001.

Verónica Benet‐Martínez and Ying‐yi Hong (Eds.) The Oxford Handbook of Multicultural Identity. Oxford University Press. 2014.

Chao, G.T., & Moon, H. The Cultural Mosaic: A Metatheory for Understanding the Complexity of Culture. Journal of Applied Psychology 2005, Vol. 90, No. 6, 1128–1140

Yampolsky MA, Amiot CE, & de la Sablonnière, R. (2013). Multicultural identity integration and well‐being: a qualitative exploration of variations in narrative coherence and multicultural identification. Front. Psychol. 4:126.doi: 10.3389/fpsyg. 2013.00126

Slide Source: Georgetown University National Center for Cultural Competence, 2019.

Community

Family

Infant Toddler Child

Socio‐Political Environment

Convergence of Cultural Contexts:

A Focus on Child and Family Serving Systems

Slide Source:© 2019 ‐ Tawara D. Goode, Georgetown University National Center for Cultural Competence

Health Care System

Mental Health Care System

Early Care & Education System

Early Intervention

System

Legal System Social Services

System

Housing Assistance System

Disability Services System

Substance Abuse System

10/30/2019

17

Cultural Factors That Influence Diversity Among Individuals and Groups

Adapted with permission from James Mason, Ph.D., NCCC Senior Consultant

Cultural/Racial/Ethnic IdentityTribal Affiliation/Clan/SocietiesNationalityAcculturation/AssimilationSocioeconomic Status/ClassEducationLanguageLiteracyFamily ConstellationSocial HistoryMilitary StatusPerception of TimeHealth Beliefs & Practices

Internal FactorsHealth & Mental Health LiteracyBeliefs about Disability or Mental Health Lived Experience of Disability or Mental Illness Age & Life Cycle IssuesGender, Gender Identity & Expression Sexual OrientationReligion & Spiritual ViewsSpatial & Regional Patterns Political Orientation/Affiliation


Cultural Factors That Influence Diversity Among Individuals and Groups

Institutional BiasesRacism & DiscriminationCommunity EconomicsIntergroup RelationsGroup & Community Resiliency

External Factors

Natural Networks of SupportCommunity HistoryPolitical ClimateWorkforce DiversityCommunity Demographics


10/30/2019

18


Caretaker Psychology

Ethnotheories

(parental beliefs, language, customs,

practices)

Customs & Practices of Care

Physical & Social Environments and

Settings

Harkness & Super (1994b) The Developmental Niche: Implications for Children’s Literature Development. In L. Eldering & P. Lesseman (Eds.) Early Intervention and Culture: The interface between theory and practice.

CHILD

The Developmental Niche

CULTURAL AND LINGUISTIC COMPETENCE: Ensuring All Young Children Develop and Learn to their Fullest Potential

Lesson # 2Have a solid appreciation for and

understanding of culture.


10/30/2019

19

Getting on the Same Page:Definitions and Conceptualizations

Cultural Competence


Are we on the same page?

culturally aware cultural humility culturally relevant

cultural sensitivity culturally competent

culturally appropriate culturally effective cultural dexterity

cultural proficiency cultural responsiveness

culturally & linguistically competent multicultural competence


10/30/2019

20

Cultural competence requires that organizations have a

clearly defined, congruent set of values and principles, and demonstrate behaviors,

attitudes, policies, structures, and practices that enable them

to work effectively cross‐culturally.

(adapted from Cross, Bazron, Dennis & Isaacs, 1989.

Policies

Structures

PracticesBehaviors

Attitudes

Cultural Competence

Cultural Competence Conceptual Framework


Five Elements of Cultural CompetenceINDIVIDUAL LEVEL

acknowledge cultural differences

understand your own culture

engage in self‐assessment

acquire cultural knowledge & skills

view behavior within a cultural context

1

2

3

4

5

(Cross, Bazron, Dennis and Isaacs, 1989)Slide Source:© 2019 ‐ Georgetown University National Center for Cultural Competence

10/30/2019

21

1• value diversity

2• conduct self‐assessment

3•manage the dynamics of difference

4• embed/institutionalize cultural knowledge

5• adapt to diversity (values, polices, structures & services)

Five Elements of Cultural CompetenceORGANIZATIONAL LEVEL

(Cross, Bazron, Dennis and Isaacs, 1989)Slide Source:© 2019 ‐ Georgetown University National Center for Cultural Competence

ESSENTIAL ELEMENTS IN ACULTURALLY COMPETENT SYSTEM

Slide Source:© 2011 ‐ National Center for Cultural Competence

policy

administration

practice & service delivery

children & families

community

These five elements must be manifested at every level of an organization or system including:

and reflected in its attitudes, structures, policies, practices, and services.

Adapted from Cross, Bazron, Dennis, & Isaacs, 1989 Slide Source:© 2019 ‐ Georgetown University National Center for Cultural CompetenceAdapted from Cross, Bazron, Dennis, & Isaacs, 1989

10/30/2019

22

Getting on the Same Page:Definitions and Conceptualizations

Linguistic Competence


is the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse groups including persons of limited English proficiency, those who are not literate or have low literacy skills, individuals with disabilities, or those who are deaf or hard of hearing

requires organizational and provider capacity to respond effectively to the health literacy and mental health literacy needs of populations served

ensures policy, structures, practices, procedures and dedicated resources to support this capacity

Linguistic Competence

Goode & Jones, Revised 2009, National Center for Cultural Competence Slide Source:© 2019 ‐ Georgetown University National Center for Cultural Competence

10/30/2019

23

Languages Spoken at Home in Pennsylvania in 2018

Speak only English 88.1%

Speak a language other than English 11.9%

Speak Spanish 633,342 (5.2%)

Speak Indo European languages 461,013 (3.8%)

[French (Patois, Cajun), French Creole, Italian, Portuguese, Portuguese Creole, German, Yiddish, Other West Germanic languages, Scandinavian languages, Greek, Russian, Polish, Serbo‐Croatian, Other Slavic languages, Armenian, Persian, Gujarathi, Hindi, Urdu, Other Indic languages]

Speak Asian and Pacific Island languages 259,807 (2.1%)[Chinese, Japanese, Korean, Mon‐Khmer, Cambodian, Miao, Hmong, Thai, Laotian, Vietnamese, Tagalog, other Pacific Island languages]

Other Languages 91,989 (0.8%)[Navajo, Other Native American languages, Hungarian, Arabic, Hebrew, African languages, other unspecified languages]

Estimated Total Population 5 years and over 12,106,644


Data Source: U.S. Census Bureau, American Fact Finder, 2018 American Community Survey-1 Year Estimates, Table DP02

Slide Source:© 2019‐ Georgetown University National Center for Cultural Competence

What are the top five languages spoken (other than English and ASL) in: Pennsylvania? The area served by your program?

10/30/2019

24

Limited English Speaking Households formerly (linguistic isolation) refers to households in which no member 14 years old and over: (1) speaks only English or (2) speaks a non‐English language and speaks English “very well.”

Limited English Speaking Households

All households 2.5%

Households speaking‐‐ Spanish 22.0% Other Indo‐European languages 14.4% Asian and Pacific Island languages 24.3% Other languages 13.3%

Data Source: U.S. Census Bureau, American FactFinder, 2018 American Community Survey‐ 1 Year Estimates, Table S1602


Limited English Speaking Households in Pennsylvania in 2018

Slide Source:© 2019‐ Georgetown University National Center for Cultural Competence

Which children and families in your programs are from limited English

speaking households?

10/30/2019

25

Conceptualizations & Definitions of Leadership


“Leadership is the ability to influence,

motivate, and enable others to

contribute toward the effectiveness

and success of the organization of

which they are members.”

(House, R. J. 2004).

Data source: House, R. J. (2004) Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, Thousand Oaks, CA: SAGE Publications.

Conceptualizations & Definitions of Leadership


Leadership is a combination of values, skills, and observable behaviors that increases one’s social influence, and results in mobilizing others to learn

together, create a collective vision and achieve a goal they share.

Data source: Ellen Kagen, Georgetown University Leadership Academy, 2018

10/30/2019

26

Leadership is NOT …


Management AdvocacyAuthority


Managers

Maintain the status quo

Leaders

Challenge the status quo


Leadership is Different than Management

10/30/2019

27



Leadership is Different than Advocacy

Advocacy Provides focus and attention

Tells

Argues

Persuades

Leadership Provides focus and attention

Brings people together

Mobilizes resources

Asks and reflects


Data source: Georgetown University Leadership Academy, 2018

Leadership is Different than Formal Authority

Formal authority is the power invested in a role to perform certain acts by a

formally established procedure, such as an election, governance

structure, certification/licensure, or organizational hierarchy.

Leadership is a set of personal attribute,

qualities, and skills either intuitive and/or acquired that rouses and motivates

others. (Northouse, 2001)

Leadershipby

position

Leadershipby

Influence

10/30/2019

28


YOU ARE LEADINGWITH OR WITHOUT

FORMAL AUTHORITY

Model the way Inspire a shared vision Challenge the process Enable others to act Encourage the heartFive Practices of Exemplary Leadership Leadership Practices Inventory

Get on the balcony Identify the adaptive challenge Regulate distress Maintain disciplined attention Give the work back to the people Protect all voices Heifetz, R. (1996). Leadership without Easy Answers.

WHEN YOU

Five Strategies to advance cultural and linguistic competence

T.D. Goode

Leadership

Shared ownership

The “isms”‐ confronting the Undercurrents

Keeping it real

Weave into the fabric of the organization

Slide Source:© 2014 ‐ National Center for Cultural Competence

Data Source: Goode, T. D., Jones, W., Dunne, C., & Bronheim, S. (2007). And the journey continues...Achieving cultural and linguistic competence in systems serving children and youth with special health care needs and their families. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.


10/30/2019

29

CONTACT US

Georgetown University National Center for Cultural Competencehttp://[email protected]

The content of and this PowerPoint presentation are copyrighted and are protected by Georgetown University's copyright policies.

Permission is granted to use this PowerPoint presentation in its entirety and/or individual slides for non-commercial purposes if: the material is not to be altered and• proper credit is given to the author(s) and to the National Center for Cultural Competence.

Permission is required if the material is to be:• modified in any way • used in broad distribution.

To request permission and for more information, contact [email protected].

what we will do together this morning · 2019-11-11 · the tenacity to address the “isms” in...

Documents