As we arrive at the last point on the Cultural Proficiency Continuum, let’s take a brief moment to review a few points. First, when considering cultural proficiency, there are 16 culturally diverse groups taken into consideration — as defined by Corwin Press. These 16 groups include gender, religion, race, culture, age, ethnicity, socio-economic status, body shape/size, language, geographic setting, gender expression, family structure, sexual orientation, physical and mental disability, occupation, and 21st Century.
Although there are 16 culturally diverse groups listed in the above paragraph, other cultural groups exist. Additionally, each of the aforementioned cultural groups contain subcultures — meaning that although we are all human beings, we have a multitude of varying differences that make the world collectively unique.
Acknowledging different cultural groups does not mean we strip ourselves of our core beliefs and values. Nor does acknowledging differences and the rights of others mean that we accept the “culture” of those who break rules, the law, or practice evil and hurtful intentions toward others. Acknowledgment means that we accept that differences exist, and the experiences cultivated in our lives because of our differences impact our everyday interactions with one another.
Each of the 16 culturally diverse groups have individuals, groups, and organizations who manifest their opinions about said groups in varying ways — which brings us to the Cultural Proficiency Continuum.
As a review, when moving from left to right on the Continuum, cultural destructiveness is the most negative point. Individuals or organizations who exhibit destructiveness try to stomp out differences. Hate groups, terrorists, organizations, or individuals who overtly demonstrate intense dislike (macroaggression) toward differences fall within this category. The recent desecration of Jewish cemeteries in several U.S. Cities is an example of overt cultural destructiveness.
When moving from left to right on the Continuum, cultural intolerance or incapacity — a less obvious macroaggression — is the next point. Intolerance or incapacity involves individuals or organizations who try to make differences wrong. As stated in a previous editorial, the attitude of superiority — thinking individuals who are different are inferior — is an example of intolerance / incapacity. The superiority complex happens between and within cultural groups.
Cultural reduction is the third point on the Continuum and is the least recognizable macroaggression. Individuals and organizations who culturally reduce may try to create a welcoming environment, yet they unknowingly create the opposite type of environment. Making statements or hearing comments such as, “I do not see [fill in the blank], I just treat everyone the same,” is an example of cultural reduction. Denying to see an aspect of a person that has shaped who he or she is today reduces his or her significance.
As we continue to review, cultural precompetence involves an individual or organization recognizing differences. They also are aware of their limited knowledge and practices on how to appropriately interact with varying cultural differences. As stated in a previous editorial, individuals or organizations who fall within precompetence sometimes strive to develop a more inclusive environment, yet limited cultural knowledge may result in unintentional offense, the promotion of stereotypes, or tokenism.
Cultural competence is the first point on the Continuum that fully attends to diverse needs. As stated in last month’s editorial, “Culturally competent individuals and organizations consistently review their behaviors, practices, procedures and policies to ensure the changing demographics are reflected. They accept and respect differences, and appreciate the unique quality each respective difference makes to an environment.” In other words — creating inclusive, welcoming environments.
Thus, a culturally proficient individual or organization sees and responds positively and affirmingly to differences. They strive to learn about culture, and have a sense of how the culture of oneself or the organization impacts others. Cultural proficiency involves the advocacy (speaking up) for the rights of others in a judicial manner, and searching practices and policies to adjust to the diverse needs of others.
Culturally proficient individuals or organizations may not know everything there is to know about every cultural group. The key is that they strive to learn about others, particularly those with whom they have the most contact – including themselves or organizational cultural.
We as individuals or organizations may be in several points on the Continuum at one time. For instance, we may be culturally proficient about age, culturally reduce regarding body shape / size, and be intolerant about geographic location. Notwithstanding, the goal is to move toward a more unified society, respecting the differences that make us uniquely human beings.