Importance of Multicultural Competence Outreach Program
-JAMM Middle School Counseling Department
1. Introduction See attached document that includes both activities. Use as
icebreaker. Emphasize that groups members should be gaining awareness to their own
level of cultural competency through this activity.
2. Why is it important for school counselors to gain multicultural competency?
Recognizing group differences among minority groups. See attached document
“Group differences among minority groups”.
This document will help to highlight the differences in minority groups and
offers strategies to best assist each specific group. By being able to recognize
differences among minority groups, school counselors can modify the services they
are providing to best assist each student. As counselors we must achieve
multicultural competence because if we ignore the role culture is playing with our
students, we are making a mistake that could significantly impact their
development.
*Please now use the attached document to demonstrate how services need to
be modified accordingly depending on the cultural background of the student
seeking assistance.
- Examine differences across groups in regards to Services and Service
Delivery.
- Understand how student’s personal identities, and how they identify as part
of group, will impact the way in which your theories are received.
-Stress the importance of language and ensure documents used during
counseling are available in all necessary languages.
3. Recognizing your own cultural competency. See attached document explaining
Mason’s model of cultural competence.
Mason et al. (1996) developed a model of cultural competence that contains five
stages:
1. Cultural destructiveness
–Acknowledgement of differences is refused
2.Cultural incapacity
–Differences are widely ignored
3.Cultural blindness
–Cultural differences are not viewed as important
4.Cultural pre-competence
–The need for cultural competence is recognized
5.Cultural competence
–Differences are acknowledged and organizations explore issues of
equity, viewing children’s backgrounds as resources
Use this model to help facilitate a conversation about each group member’s own
level of competence. Keep in mind some may be reluctant to share if their level of
competence if it is on the low end of the model. Show unconditional positive regard
and insist the activity is used so individuals can gain a better awareness of
themselves. Ask participants to explain where they think they are and why they
believe that.
4. Introduce Cross-Cultural Communication Activity- “Partner Talk” See
attached document that includes both activities.
Use this activity to help demonstrate that people communicate differently based
mostly on cultural context.
5. Cultural Competency and the achievement gap See cited PDF titled, “Using
Cultural Competence to Close the Achievement Gap”.
Use the following information as a talking point to further conversation regarding
multicultural competence and how it relates to our work in the school. The
following information was collected from Coggins and Campbell (2008).
- According to Banks (2003), by the year 2020, about 14
years from now, the White student population will comprise only 54.5% of the
public schools (Banks, 2003, p.60.) Therefore, it is essential that everyone be
concerned that this significant population of 45.5 % of the children from diverse
racial and cultural backgrounds be given an equal opportunity to succeed in our
schools (U.S. Census Report, 2003).
Given this information it is essential that school counselor achieve
multicultural competence because our schools are becoming increasingly diverse.
By becoming multiculturally competent we as counselors can provide the best
assistance to a growing number of students. This competence will aid us in
recognizing where gaps exist and who is being affected. After those gaps are
identified we can work to rectify the situation though programs that will give all
students an equal chance for success.
6. Distribute resources.
During this time allow for reflection and any questions regarding the material
discussed.