Session 1.2: Introduction to Cultural Competence and Racial
Disproportionality Related to Children and Families
Time: 4 hours
Developmental Competencies
SW102-01 Knows the history of the public child welfare system and the impact of racial
disproportionality
SW102-02 Ability to provide casework services to families from diverse cultures
Curricular Competencies
Talking about Competencies
The focus of this session is awareness. It is only an introduction to a very complex topic. As such, the
second developmental competency (SW102-02) will not be fully met in this session.
There may be wide variation in how much experience different students have had with
disproportionality. Some will have experienced it directly, while others may still need help with
becoming fully aware and appreciative of the importance of cultural competence and avoiding racial
disproportionality.
RCT 1.2: Introduction to Cultural Competence and Racial Disproportionality Related to Children and
Families
Materials and Preparation
Students will need to access Canvas, and be able to watch a video off the internet.
Handouts and Websites



DSHS Racial Disproportionality Website
Report on Racial Disproportionality in Washington’s Child Welfare System – 2nd Edition
Knowing Who You Are video
Session Flow
COACHES NOTE: This session is done almost entirely in Canvas. It may be combined with other sessions
in Module 1, such that starting the activity and discussing and debriefing are done together. Make sure
RCT participants are aware of the need to complete the associated assignment prior to the scheduled
debrief session so the assignment can be reviewed as a group and used to guide discussions around
Disproportionality and Cultural Competence.
Step
Delivery Method
Time
1
Introduce the assignment to students
Phone or in person
1-5 minutes
2
Students complete the worksheet
assignment
Students complete the Knowing Who You
Are online activity
Discussion and debrief (discuss students
responses to questions)
Canvas
2 hours
Canvas
1 hour
With the cohort as a group,
combined with another RCT
Module 1 session.
30 minutes to 1
hour
3
4
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RCT 1.2: Introduction to Cultural Competence and Racial Disproportionality Related to Children and
Families
Session 1.2 Coach’s Notes
[Answers and feedback tips for coaches will appear in red, when available.]
1.2.1 Visit DSHS webpage on Disproportionality in Child Welfare:
In 2007, the Washington State Racial Disproportionality Advisory Committee was formed to explore the
root causes of and make recommendations for remediation of the racial disproportionality and disparity
in Washington State.
Please visit the DSHS Racial Disproportionality Website and answer the following questions:
1. Racial disproportionality is defined as:
a. That certain racial groups are under-represented in the child welfare system.
b. That Caucasian children are over-represented in the child welfare system.
c. The over-representation of children of color in the child welfare system, compared to their
numbers in the population.
1.2.2 Review the Report on Racial Disproportionality in Washington’s Child Welfare System – 2nd
Edition and answer the following questions.
(From the Executive Summary)
1. The greatest disproportionality
a.
b.
c.
d.
for children of color occurs when (check all that apply):
The initial referral is made
Intake screens the call and decides
whether it should receive agency response
The decision to remove the child from
home is made
A child is in care for over two years
2. Children in households headed by
single parents are more likely to be in foster care.
True
False
3. After referral,
a.
b.
c.
d.
when compared to White/Caucasian children Black/African American children
are:
Less
likely to have a referral accepted
Not
as likely to reunify with parents in two years
More
likely to be assessed high-risk at intake
None of the above.
(From Chapter 2-Literature Review)
4. Casey Family Programs has identified several practices that may improve outcomes for children
and families of color who are already involved with the child welfare system. One involves families in
the decision-making process which increases the potential for enabling extended family to gain
custody of children. This is referred to as Family Group Conferencing.
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RCT 1.2: Introduction to Cultural Competence and Racial Disproportionality Related to Children and
Families
5. The domination of one social racial or
ethnic group over another is referred to as Racism.
1.2.3 View the film Knowing Who You Are created by Casey Family Programs. Answer the following
questions:
1. How can you further integrate racial and ethnic identity work with youth into your day-to-day practice
or within your organization?
What are some possible ways to maintain or rebuild cultural, ethnic, and racial connections for
youth who are in care? Various answers, utilize this question to encourage reflection and sharing of
ideas/resources.
2. What are some possible ways to maintain or rebuild cultural, ethnic, and racial connections for
youth who are in care? Various including: relative placement, establishing paternity/father engagement,
relative search, visitation, connection with religious/spiritual groups, participation in cultural activities,
ensuring the child’s school environment reflects people from similar backgrounds as the child, providing
information about the child’s backgrounds, etc…
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