CULTURALLYPROFICIENCY:TOOLSFORSCHOOLLEADERS

ByKikanzaNuriRobins,DeloresB.Lindsey,RaymondD.Terrell,andRandallB.Lindsey1
Cultureshapesbehaviors,values,andinstitutionsandeveryoneisinfluencedbynorms
andexpectations.Toprovideequitableeducation,educatorsmustassesstheirownculture
andlearntomanagethedynamicsofdifference.Fourtoolshelpeducatorsworktoward
culturalproficiencybyacquiringtheskillsandlanguagetoengagetheirstudentsandtheir
familiesincommunitiesoflearning.
Givemeyourtired,yourpoor,yourhuddledmassesyearningtobefree.Theworldhas
heededthisinvitationontheStatueofLiberty,andtheUnitedStateshaslearnedthatalthough
creatingaraciallyandethnicallydiversenationislaudable,therealworkofanequitableand
inclusivesocietyhasonlybegun.Whenequityandinclusionareviewedasproblemstobe
solvedineducationandelsewhere,theresultistensionladen.Thegoalistoseecultural
proficiencyasawaytounderstand,embrace,andtalkaboutdifferencesthatrecognizesand
respectsindividualsandtheircultures.
Educatorsmustrespondtotheneedsofcommunitiesthatarediverseinmanycomponentsof
culture.Moreover,schoolshavebeenaskedinmanycases,mandatedtoeducatespecific
demographicgroupsofstudentswhoareidentifiedbytheirrace,ethnicity,sex,specialneeds,
orsocioeconomicstatus.Theaccountabilitymovementisanunprecedentedchallengetoschool
leaders,butitoffersopportunitiesformiddlelevelandhighschooladministratorstoworkwith
facultyandcommunitymemberstochallengeprevailingnotionsofequityanddiversityby
linkingthemtoaccessandinclusioninwaysnotenvisionedbymostschoolsandschool
districtsbefore.
ChangingtheConversation
Individualsandorganizationsaredefinedbytheircultures,whichreflectthebeliefsystemsand
behaviorsthatareinformedbyraceandethnicityandotherfactors,suchassex,age,sexual
orientation,andphysicalability.Culturalproficiencyisaninsideoutapproachthatmakes
explicitthevaluesandpracticesthatenablebothindividualsandschoolstointeracteffectively
acrosscultures.Becomingculturallyproficientmeansraisingawarenessofandclosingthegap

AversionofthisarticleappearedinthejournaloftheNationalAssociationofSecondarySchool
Principles.
KikanzaNuriRobinsisanorganizationaldevelopmentconsultantbasedinLosAngeles,CA.
DeloresB.LindseyisanassistantprofessorofeducationalleadershipintheCollegeofEducationattheCalifornia
StateUniversitySanMarcos.
RaymondD.TerrellistheassistantdeanofresearchanddiversityoftheSchoolofEducationAlliedProfessionsat
MiamiUniversityinOxford,OH.
RandallB.LindseyisprofessoremeritusofeducationalleadershipattheCaliforniaStateUniversityLosAngeles.
1

betweenapersonsexpressedvaluesandhowheorsheisactuallyperceivedandexperienced
byclients,colleagues,andthecommunity.
Toachieveproficiency,educatorsmustaligntheirvaluesandeducationalphilosophieswith
theirdailypracticestocreatelearningcommunitiesamongandbetweeneducators,students,
andtheirfamilies.
ThepublicschoolsintheUnitedStatesaremosteffectiveforthepopulationsforwhichthey
werecreated,andasmanyeducatorslament,mostcurrentstudentbodiesarenotlikethe
studentstheytaught10yearsagoorwhomtheytaughtwell20or30yearsago.Theprincipals
taskistohelpcolleaguesandteachersunderstandandacceptthatdespitetheiryearsof
exemplarywork,theyneedadditionalskillsanddifferentperspectivestoprovideeffective
learningservicestoday.Schoolsmustchangenotbecausetheyarebroken,butbecausethey
areseekingtorespondtodemographicshiftsinsocietythathavecausedmajorchangesinthe
studentpopulationsandintheneedsofthestudentsfamilies.Schoolsthataretryingtobecome
culturallyproficientsystemsaregrowingandmaturingandadaptingtotheirnewandfuture
environments.
Studentsandtheirfamiliescanaccessthebestofwhatschoolsofferifeducatorscan
communicateeffectivelywiththem,understandwhotheyareandtheculturalcontextfrom
whichtheycome,andperceiveandtreatthemwithrespect.Thismeansthateducatorsmust
shifttheirthinkingfromhelpingunderachievingstudentsandunderprivilegedfamiliesto
meetingtheneedsofunderservedclients.
TheToolsofCulturalProficiency
Developingculturalproficiencyinvolvesusingfourtoolsfromtheframeworkdevelopedby
TerryCross,BarbaraBazron,KarlDennis,andMareasaIsaacs(1989).TheGuidingPrinciples
aretheunderlyingvaluesofthisdeceptivelysimpleapproach.TheContinuumprovides
languagefordescribingbothhealthyandcounterproductivepolicies,practices,andindividual
behaviors.TheEssentialElementsarebehavioralstandardsforplanningandmeasuringgrowth
towardculturalproficiency.TheBarriersareobstaclesthatimpedetheprocessofdeveloping
culturalproficiency.
GuidingPrinciples
Diversegroupsofstudentscannotbetaughtwellandexpectedtoachieveifeducatorsdonot
understandandrespondtothedynamicsofcultureintheirschoolenvironment.TheGuiding
Principlesarethecorevaluesuponwhichtheapproachisbuilt.Theycanbealignedwithor
usedtoexpandthevaluesofanyparticularschool.TheGuidingPrinciplesforculturally
proficientpracticearethefollowing:

Cultureisapredominantforce;itshapesbehaviors,values,andinstitutions
Thedominantgroupservespeoplewhoarenotmembersofthemainstream,invarying

degrees
Diversitywithinculturesisasimportantasdiversityamongcultures;culturalgroups
arenotmonolithic
Diversepopulationshaveuniqueneeds,whichmaynotbemetbythemainstream
cultureinwhichtheyareexpectedtosucceed
Thedignityofindividualsisnotguaranteedunlessthedignityoftheirculturesis
affirmedandpreserved
ThoughtpatternsofnonWestern,nonEuropeanculturesprovidedifferentwaysof
viewingandsolvingproblems,whichoftenareignored,unrecognized,ordemeanedby
membersofWesterncultures
Peoplewhobelongtoculturesthatarenotpartofthemainstreamculturemustbeat
leastbiculturaltobesuccessful
Multiculturalaffirmationenricheseveryoneandenhancesthecapacityofall.

TheContinuum
TheCulturalProficiencyContinuumisaconceptualframeworkforassessingpersonaland
organizationalprogressandprovidingcommonlanguagetodescribebothhealthyand
dysfunctionaleventsandpolicies.Thepointsalongthecontinuumcanidentifythecurrentstate
ofasituationorpractice,projectafuturestateofdevelopment,orgaugethedistancebetween
thecurrentandfuturestates.Thesixpointsalongthecontinuumarethefollowing:

Culturaldestructiveness:eliminatingotherpeoplescultures
Culturalincapacity:believinginthesuperiorityofonesowncultureandbehavingin
waysthatdisempoweranothersculture
Culturalblindness:actingasifculturaldifferencesdonotmatterorasifthereareno
differencesamongandbetweencultures
Culturalprecompetence:recognizingthelimitationsofonesknowledgeandskillsoran
organizationspracticeswheninteractingwithotherculturalgroups
Culturalcompetence:interactingwithothersusingthefiveessentialelementsasthe
standard
Culturalproficiency:esteemingculture,interactingeffectivelyinavarietyofcultural
groups,committingtocontinuouslearning.

TheCulturalProficiencyContinuum
Theleftcolumndescribesculturallyincompetentbehaviorsandpracticesthatarereactive.The
goalofthesebehaviorsistogeneratetoleranceandcomplywithmandatesforeducational
equality.Therightcolumndescribesactivitiesandattitudesthatproactivelyseekpersonal
transformationtosupportagoalofeducationalequity.

Reactive:

Proactive:

Tolerancefor

Transformationfor

DesiredEquity
MandatedEquality
DestructivenessIncapacityBlindnessPrecompetenceCompetenceProficiency
Focusesonusandourpractices
Focusesonthembeingproblems
Esteems,respects,includes
Tolerates,excludes,separates
Diversityisaproblemtobesolved
Diversityandinclusionaregoalstobe
Prevent,mitigate,avoidculturaldissonance
attained
andconflict
Manage,leverage,facilitateconflict
Stakeholdersexpectorhelpothers
Stakeholdersadapttomeetneedsofothers
assimilate
Existingpolicies,procedures,practices
Informationaddedtoexistingpoliciesand
examinedandadaptedtochanging
procedures
environment

TheElements
TheEssentialElementsarealignedwithculturalcompetenceonthecontinuum.Aculturally
competenteducatorusestheelementsasstandardsforindividualbehaviorandorganizational
policiesandpractices.Theseelementscanalsobeusedtoplanforandassesschangeorcan
serveasguidelinesforculturallyproficientinteraction:

Assessculture
Valuediversity
Managethedynamicsofdifference
Adapttodiversity
Institutionalizeculturalknowledge.

Teachersandadministratorshavedifferentrolesthatcorrespondtoeachessentialelement.For
eachelement,onecanidentifytheindividualandorganizationalactivitiesthatarecurrentlyin
practiceandthosethatcouldbeinitiated.
TheEssentialElements
EssentialElement
AssessCulture

ValueDiversity

RoleofTeachers
RoleofSiteAdministrators
Assessowncultureanditseffect Assessthecultureofthesite
onstudents,assessthecultureof Articulatethecultural
theclassroom
expectationstoallwho
Supportstudentsindiscovering
interactthere
theirownculturalidentities
Articulateaculturally
Teachallsubjectsfroma
proficientvisionforthesite
culturallyinclusiveperspective
Establishstandardsfor
Insistonclassroomlanguage
holdingteachersandstaff
andbehaviorsthatvalue
accountableforthevision
differences

Managethe
Dynamicsof
Difference

AdapttoDiversity

Useconflictsasobjectlessons

Teachstudentsavarietyofways
toresolveconflicts

Learnowninstructionaland

interpersonalstyles
Developprocessestoenhance
themsothattheymeettheneeds

Providetrainingandsupport
systemsforconflict
management
Helpfacultyandstaff
memberslearntodistinguish
betweenbehavioralproblems
andculturaldifferences
Examinepoliciesandpractices
forovertandunintentional
discrimination
Changecurrentpractices

Institutionalize
Cultural
Knowledge

ofallstudents
Helpstudentsunderstandwhy
thingsaredoneinaparticular
way
Teachstudentsappropriate
languageforaskingquestions
aboutotherpeoplescultures
andtellingotherpeopleabout
theirs

whenappropriate

Modelandmonitor
schoolwideandclassroom
practices

Barriers
Thebarrierstoculturalproficiencyarebothorganizationalandindividual.Theymaybe
systemic,bebasedonvalues,orbetiedtopastexperiences.Therearethreecategoriesof
barriers:unawarenessoftheneedtoadaptandresistancetochange,presumptionofentitlement
andunearnedprivilege,andsystemsofoppressionandprivilege.
Unawarenessoftheneedtoadaptandresistancetochangeisevidentwhenstakeholdersdonot
recognizetheneedtomakepersonalandorganizationalchangesinresponsetothediversity.
Thesestakeholdersbelievethatotherpeopleandgroupsneedtochangeandadapttothem.
Expectingotherstochangeandclingingtopracticesthatnolongerservethestudentsortheir
familiesareformsofresistance.
Thepresumptionofentitlementandtheexistenceofunearnedprivilegeisanotherbarrierthat
occurswhenstakeholdersdonotrecognizethatmembersofcertaingroupsreceivemore
privilegesbecauseoftheirpositionorthegroupstowhichtheybelong.Manystudentsassume
thattheirpersonalachievementsandsocietalandorganizationalbenefitsareduetotheir
personalcompetenceorcharacter.Theyalsobelievethattheydonotneedtoshareresources
withdifferentgroups.Thisviewissometimessharedbystudentsfamilies.Parentsofthe
dominantormainstreamgroupsoftenresentanyentitlementsthatareofferedtothe
underservedchildrenandtheirfamilies.Facultyandstaffmemberswhowelcomepeoplefrom
othergroupsonlyiftheyassimilateintothemainstreamculturalnormsandvaluesexemplify
thisbarrieraswell.
Distributingpowerandprivilege,consciouslyorunintentionally,onlytomembersof
mainstreamgroupsorabusingpoweraccruedthroughrulesandroleswithintheschoolcreates
systemsofoppressionandprivilege.Refusingtoexaminetheseoppressivesystemsornot
takingresponsibilityfornamingorchangingthemcreatesbarrierstoculturalproficiency.
Systemsofinstitutionalizedracism,sexism,heterosexism,ageism,andableismexistinmost
organizations.Therearesystems,innatetoschoolorclassroomcultures,thatrewardcertain
groupsandpunishoroppressothers.Thesesystemsareoftensupportedandsustainedwithout
thepermissionofandattimeswithouttheknowledgeofthepeoplewhomtheybenefit.

CulturalProficiencyinSchools
Educatorsoftenlookforcauseandeffectrelationshipsbetweenprofessionaldevelopmentand
studentachievement.Specificmaterialsandprescribedinstructionalapproachesareselected,
purchased,andimplementedwiththeexpectationthattheythemselveswillboosttestscores
andnarrowtheachievementgap.Educatorsareoftensurprisedwhenverylittlechangesor
whenscoresdeclineandthegapwidens.
Perhapstheseinstructionaldecisionsarebeingmadewithoutlookingatthedataandwhat
thosedatamightmeanforstudentsandcommunitymembers.Maybetheimportantquestionto
askbeforeselectingprogramsandmaterialsis,Ifthisprogram[e.g.,professionallearning
communities,differentiatedinstruction,oraparticulardiversityprogram]istheanswer,what
wasthequestion?Anotherquestionthatcanguideeducatorsinmakingdecisionsabout
particularmaterialsandstrategiesis,Whatdatadowehaveandwhatconversationsmightwe
haveaboutthosedatathatwouldcauseustoselectaparticularprogramorapproach?
Culturalproficiencyprovidesaframefordatafocusedconversationsthathelpeducators
exploreassumptionsandbeliefsaboutaccess,equity,inclusion,andstudentachievement.
Theseconversationscanhelpeducatorsshiftfromblamingstudentsandtheirculturesfortheir
circumstancestostudyinghowstudentslearnandfromreactingtoamandatedassessment
systemtousingassessmentstocreateasystemofmoralresponsibilityandaccountabilityforall
students.
Adoptingculturallyproficientpracticesresultsinastrongercoreculturethatisknown,
supported,andsustainedbyallmembersofthecommunity.Theculturalexpectationsofthe
schoolareexplicitandapartoftheovertcurriculum.Ratherthanpunishingstudentsandtheir
familiesfornotknowinghowtonavigatethecultureofschool,theschoolassessesandadapts
strategiestobettermeettheneedsofthecurrentstudents.Inthisway,organizationalbehavior
isalignedwiththeexpressedvaluesoftheschool.
Mostschoolshaveamissionstatement,avisionstatement,oralistofvaluesthatisframedand
postedconspicuouslyforvisitorstosee,butaculturallyproficientschoolcommunitytakesthe
timetotranslatethosevaluesintobehavioralnormsforallmembersofthecommunity.
Culturallyproficientadministratorsaskthequestion,Arewewhowesayweare?Ifaschool
saysthatitbelievesthatallstudentscanlearn,thatvaluewillbereflectedinthemaster
schedule,teacherassignments,resourceallocation,professionaldevelopment,andparent
engagementopportunities.Ifaschooldeclaresitselftobeacollaborativelearningcommunity,
thenadministratorswillask,Whoisincludedindecisionmaking?Becausedatadriven
decisionmakingisviewedasarequirementandavalue,theappropriateleadershipquestion
becomes,Dothedatareflectourvalues?
Inmanyschools,facultymemberswanttomakeadifferenceandengagemoremeaningfully
withtheirstudentsaroundsomeofthetoughissuescausedbydifferences,butfacultymembers
dontknowwhattodoorsay.Whenastudenthasthecouragetosay,Thatcomment

objectifiesandstereotypesme,teachersareoftenstymiedanddontknowhowtorespond.By
learningtobeculturallyproficient,educatorscandevelopskillsforhavingthetough
conversationsneededtomanageandrespondtothedynamicsofdifference.
Conclusion
Culturallyproficientchangeissystemicchange,whichrequiresthatschoolleaderswork
strategicallywithstakeholdersthroughoutthesystem.Ultimately,whenschoolsprovidewhat
studentsneedandeducatorsteachstudentsandtheirfamilieshowtobetteraccessallthat
schoolsoffer,achievementincreasesforallstudents.Asschoolleadersaddresstheissuesand
opportunitiesthatarisefromdiverseandcomplexschoolenvironments,theywillapproach
diversityasanopportunityforinclusionandachievementratherthanaproblemtobesolved.

Reference
Cross,T.,Bazron,B.,Dennis,K.,&Isaacs,M.(1989).Towardaculturallycompetentsystemofcare
(Vol.1).Washington,DC:GeorgetownUniversityChildDevelopmentCenter.
Resources
RalphEllison,InvisibleMan.VintagePress1995(Originallypublishedin1952)

CaroleGilligan,InaDifferentVoice:PsychologicalTheoryandWomensDevelopment.
HarvardUniversityPress1982

MichaelJonas,TheBostonGlobeAugust5,2007,Thedownsideofdiversity.AHarvardpolitical
scientistfindsthatdiversityhurtsciviclife.Whathappenswhenaliberalscholarunearthsan
inconvenienttruth?
ttp://www.boston.com/news/globe/ideas/articles/2007/08/05/the_downside_of_diversity/
Delores.B.Lindsey,Richard.S.Martinez,&Randall.B.Lindsey.CulturallyProficientCoaching:
SupportingEducatorstoCreateEquitableSchools.2007.ThousandOaks,CA:CorwinPress.
Randall.B.Lindsey,K.NuriRobins,&Raymond.D.Terrell.CulturalProficiency:AManualfor
SchoolLeaders(2nded.).2003.ThousandOaks,CA:CorwinPress.
Randall.B.Lindsey,Loraine.M.Roberts,&F.CampbellJones.TheCulturallyProficientSchool:An
ImplementationGuideforSchoolLeaders.2005.ThousandOaks,CA:CorwinPress.
Randall.B.Lindsey,Stephanie.Graham,Chris.Westphal,Jr.,&Cynthia.Jew.Culturally
ProficientInquiry:ALensforIdentifyingandExaminingEducationalGaps2008.ThousandOaks,
CA:CorwinPress.
K.NuriRobins,Randall.B.Lindsey,Delores.B.Lindsey,&Raymond.D.Terrell.Culturally
ProficientInstruction:AGuideforPeopleWhoTeach(2nded.).2006.ThousandOaks,CA:Corwin
Press.
SusanScott,FierceConversations:AchievingSuccessatWorkandinLifeOneConversationataTime.
2002BerkeleyPress.

GlennSingleton,CourageousConversationsaboutRace.CorwinPress2005

CulturallyProficientConversations
1. ConversationAlongtheContinuum
Whatisthenatureoftheconversationsthatyouhearaboutstudentsandtheirfamilies?
Whatconversationswouldyouliketohaveaboutyourstudents?
Whatconversationswouldyouliketohearamongyourstudents?
Whatconversationswouldyouliketohavewithyourstudents?
Categorizeyouranswersusingtheculturalproficiencycontinuum.

2. ExamineYourBarriers
Whatisthenatureofyourprivilege?
Howcanyouuseyourprivilegetocatalyzechangeinyourschool?
Whatsystemicbarrierstoculturalproficiencyexistinyourschoolsculture?
Identifysomeofthesystemsofprivilegeandoppressioninyourschool.
Whereisthereevidenceofaneedtoadapttothediversityofyourfacultyandstaff
members,students,ortheirfamilies?
Whatresistancecanyouexpecttoaculturallyproficientinitiativeinyourschool?
Howmightyouintervenetoprevent,truncate,orredirectit?

3. GettingStarted
Shiftyourthinking.Diversityisnottheproblem.Howyourespondordonot
respondtodiversityiswhatbecomesproblematic.
Focus.Ondiversityandinclusion.
Consider.Whataretheneedsoftomorrow?Preparefortheopportunitynotthepast
youmaylongfor.
Definegoals.Movementisnotprogressandprogressisnotexcellence.
Identify.Whatarethecomponentsinyoursystemthatarefunctioningwellnow?Start
there.Helpthegoodbecomeexcellent.

TheCulturallyProficientInstructor
CulturalProficiencyisthesetofvaluesandbehaviorsinanindividual,orthesetofpoliciesandpractices
inanorganization,thatcreatetheappropriatemindsetandapproachtoeffectivelyrespondingtothe
issuescausedbydiversity.Aculturallyproficientorganizationinteractseffectivelywithitsemployees,
itsclientsanditscommunity.Culturallyproficientpeoplemaynotknowallthereistoknowabout
otherswhoaredifferentfromthem,buttheyknowhowtotakeadvantageofteachablemoments,howto
askquestionswithoutoffending,andhowtocreateanenvironmentthatiswelcomingtodiversityandto
change.Therearefiveessentialelementsofculturalproficiency.
Asaculturallyproficientinstructor,youwill:
1. Assessculture.Youllbeawareofyourowncultureandtheeffectitmayhaveonthe
peopleinyourclassroom.Youlllearnaboutthecultureoftheorganizationandthe
culturesofthelearners,andyoullanticipatehowtheywillinteract,conflictwith,and
enhanceoneanother.

2. Valuediversity.Youllwelcomeadiversegroupoflearnersintoyourclassroomand
appreciatethechallengesdiversitybrings.Youllsharethisappreciationwiththe
learnersinyourclass,developingacommunityoflearningwiththem.

3. Managethedynamicsofdifference.Youllrecognizethatconflictisanormaland
naturalpartoflife.Youlldevelopskillstomanageconflictineffectiveways.Youllalso
helpthelearnerstounderstandthatwhatappearstobeclashesinpersonalitiesmayin
factbeconflictsinculture.

4. Adapttodiversity.Youllcommittocontinuouslylearningwhatisnecessarytodeal
withtheissuescausedbydifferences.Youllenhancethesubstanceandstructureofthe
coursesyouteachsothatallinstructionisinformedbytheguidingprinciplesofcultural
proficiency.

5. Institutionalizeculturalknowledge.Youllworktoinfluencethecultureofyour
organizationsothatitspoliciesandpracticesareinformedbytheguidingprinciplesof
culturalproficiency.Youllalsotakeadvantageofteachablemomentstosharecultural
knowledgeabouttheinstructors,theirmanagers,thelearners,andthecommunities
fromwhichtheycome.Youllcreateopportunitiesforthesegroupstolearnaboutone
anotherandtoengageinwaysthathonorwhotheyareandchallengethemtobebetter
still.
From:KikanzaNuriRobins,RandallB.Lindsey,DeloresLindsey,RaymondTerrell.2005
CulturallyProficientInstruction,2ndEd.(ThousandOaks,CA:CorwinPress)