Relational Ministry &
Multicultural
Competency
Relational Ministry
Personal invitations vs. technology-based “invitations”
https://www.youtube.com/watch?v=VaSkSJWj5n4
Relational Ministry
https://www.youtube.com/watch?v=mDnaaNsDBLg
Relational Ministry
Building relationships with the youth
Building a team of adults and young adults that will mentor and connect with the youth, checkin with them, and personally invite them
Your youth ministry will only be as big the number of relationships you create
Relational Ministry
Things to keep in mind:
Finding a balance between professionalism and self-disclosure
We are not professional counselors, nor are we a substitution for their parents
Use active listening. Point out the positive qualities and gifts you seen in them
Multicultural
Competency
Worldview
When we hear the word culture, we often think of generalizations about ethnic groups, but the
reality is that culture intersects with a variety of other components to create our worldview
(system of values and beliefs):
Social class
Age/Generation
Sexual orientation
Gender
Religion
Language
Political views
Reflection Questions
Growing up, what were some traditions that your family had?
What were some values that your parents strongly instilled in you?
How was your family structured? Nuclear family, extended family?
Racial/Cultural Identity Development
Model
- Conformity
- Dissonance
- Resistance and Immersion
- Introspection
- Integrative Awareness
Collectivistic vs. Individualistic cultures
Cultures are typically divided into two categories: collectivist and individualist. Individualist
cultures, such as those of the United States and Western Europe, emphasize personal
achievement regardless of the expense of group goals, resulting in a strong sense of
competition. Collectivist cultures, such as those in Asian countries, emphasize family and work
group goals above individual needs or desires.
Collectivism and individualism deeply pervade cultures. People simply take their culture's stance
for granted. In the U.S., everything from 'self-serve' buffet tables to corporate structure to to
payment card rules reflect the deeply ingrained individualism.
Attribution is the process of understanding the actions of others based on limited information.
Since the process is inexact, large errors often creep in. In individualistic cultures, there is a
strong bias towards attributing a person's behavior to the characteristics of that person, instead
of to the situation that person is in. This is called the fundamental attribution error. People in
collectivist cultures have this bias to a much lesser degree.
American cultural values
Individuality: encouraged at an early age to be independent and to develop their own goals in
life. They are encouraged to not depend (too much) on others including their friends, teachers
and parents. They are rewarded when they try harder to reach their goals.
Time: U.S. Americans take pride in making the best use of their time. In the business world,
"time is money". Being "on time" for class, an appointment, or for dinner with your family is
important. U.S. Americans apologize if they are late.
Achievement & Hard Work/Play: The foreign visitor is often impressed at how achievement
oriented Americans are and how hard they both work and play. A competitive spirit is often the
motivating factor to work harder. Americans often compete with themselves as well as others.
They feel good when they "beat their own record" in an athletic event or other types of
competition. Americans seem to always be "on the go", because sitting quietly doing nothing
seems like a waste of time.
Direct & Assertive: U.S. Americans try to work out their differences face-to-face. They are
encouraged to speak up and give their opinions. Students are often invited to challenge or
disagree with certain points in the lecture. This manner of direct speaking is often interpreted by
foreign visitors as rude.
Looking to the Future and to Change: Children are often asked what they want to be "when
they grow up"; college students are asked what they will do when they graduate; and professors
plan what they will do when they retire.
Change is often equated with progress and holding on to traditions seems to imply old and
outdated ways.
Latino Cultural Considerations
Collectivism- emphasizing the needs and objectives of the group, as opposite to individualistic needs
and values
Respecto- stresses that individuals behave with dignity and respect toward others. Adherence to
these values result in strong loyalty and obligation to family ties and responsibilities
Latino families tend to have traditional gender roles as men and boys have certain privilegs over
women and girls; women control the domestic area and men public matters; women are seen as
nurturer and supporter who is devoted to the husband and children, and the husband is seen as
protector and breadwinner
Machismo- a form of masculine ideology which emphasizes the values of responsibility and
trustworthiness, providing fully for one’s family, being courageous, showing honor and respect for
others, and assuming a significant father role within the family unit
Marianismo- a form of feminine identity which includes values of virginity, chastity, being virtuous,
obedience to males in their life, having spiritual strength, and being the central caregivers and
support for the family and community
Asian American Cultural Considerations
Collectivism- needs of the family are prioritized over the needs of the self. Family is seen as the most
important social group in life. Individuals are expected to be flexible and adapt to the needs and
expectations of the family.
The greatest virtue that one can achieve is not greatness of one’s self, which is viewed as being selfish
and self-centered, but of fulfilling his or her role in the whole of the family or group. The achievement
of an individual may be seen as really the result of the effort of one’s family, or group.
Saving face- revealing personal problems only occurs within the bounds of the family and a close
network of culturally similar friends. Sharing beyond these cultural in-groups is viewed as shameful
and may reflect unfavorably on the family name and lineage. Although in America, persons are
expected to be open about themselves, even about things which may be potentially embarrassing,
keeping face can cause many Asians to be much less open about themselves; possibly leaving an
impression of inscrutability.
Maintaining harmony- In the name of conformity, one tries not to draw attention to oneself by
showing off his talent, riches, or anger. Conflict is to be avoided. Society is viewed as an extended
family whose relationships and obligations are to be preserved.
Identity Formation for Immigrants
3 dominant styles of adaptation for youth:
Ethnic flight- trying to join mainstream society and leave native culture
Adversarial- reject dominant culture, likely to act out behaviorally
Bicultural- flow between two cultures, maybe bilingual
What are some techniques you would use to help recently-immigrated children explore their
identities?
How would you help them in feeling accepted within the youth ministry?
How can you help support parents in understanding their children’s needs?
Cultural Competence Continuum
1. Cultural Destructiveness
2. Cultural Incapacity
3. cultural Blindness
4. Cultural Pre-competence
5. Cultural Competence
Five Principals for Achieving Ecclesial
Integration and Inclusion (USCCB)
1. Articulate a vision of ministry based on ecclesial integration and inclusion:
◦ Recognize and affirm cultural, linguistic, and racial differences as a gift from God, not a problem to be solved
◦ Promote the formation of culturally specific ministries, parish groups, and apostolic movements as a means
for conversion and community building
◦ Avoid the temptation to expect others to assimilate into a one-size-fits-all youth group, program, or activity
2. Foster the inculturation of the Gospel in all cultures:
◦ Be aware of your own cultural heritage
◦ Use the concept of inculturation of the Gospel
◦ Be willing to be a bridge-builder rather than a gate-keeper
◦ Avoid the tendency to see your culture as better or more valuable than others and always avoid “we-they”
language
◦ Commit to the spirit of mission of the New Evangelization and its ongoing transportation of all cultures by
gospel values
3. Plan with the people, not for the people:
◦ First, listen to and welcome the unique perspectives of the diverse parishioners you are trying to reach
◦ Include them- from the beginning- in the development of plans, programs and activities
◦ Avoid planning for others and judging them when they don’t show up to your activity
4. Broaden your understanding of ministry groups, programs, and structures and cast a bigger net:
◦ Recognize the unique experiences, needs and aspirations of each cultural/ethnic community in your parish
◦ Understand that the existence of more than one cultural group in your parish is a blessing
◦ Promote the formation of culturally specific groups and apostolic movements
◦ Avoid the perception that allowing the formation of culturally specific groups creates division or separation
◦ Commit to creating welcoming spaces for all Catholic people living in your parish
5. Empower people from different cultures and ethnicities into leadership positions:
◦ Understand the way in which people from different cultures view leadership, organize themselves, and make decisions
◦ Identify indigenous leaders and mentor them into leadership positions in ministry within their own cultural/ethnic
community
◦ Avoid a mentality of scarcity– “there is not enough fro everyone”- and foster a vision of mission and growth that generates
more resources and abundance for all